Science Vertical Alignment Session 3

ScienceVertical Alignment 2009-2010 : 

ScienceVertical Alignment 2009-2010

Facilities : 

Facilities Restrooms Computers Phones Snacks/Drinks Sidebars

Welcome! : 

Welcome! Overview Review Vocabulary and Course Descriptions Wiki Time Work Session Next Steps and Evaluation

Understanding Each Other : 

Understanding Each Other What do your students know really well when they get to you? List up to three things you wish students had more of when they arrive in your class.? In your opinion, what are the three to five most important aspects /concepts / units / ideas in your curriculum? What do you wish you could give your students more of? Why isn’t this possible?

The Plan : 

The Plan 12th 11th 10th 9th 8th 7th 6th 5th 4th 3rd 2nd 1st K Math English Science Arts Social Studies Vocational Continue K-12

Curriculum Alignment : 

Curriculum Alignment Curriculum and learning objectives are aligned or matched both at the grade level and across curricular areas to ensure that students are provided appropriate learning opportunities in order to achieve the identified learning objectives or outcomes. Appropriate alignment is an ongoing process that prepares students for the next level of learning.

Understanding the “What” and “Why” of Vertical Alignment : 

Understanding the “What” and “Why” of Vertical Alignment More than establishing scope and sequence Process of ensuring… A good match between state standards and lessons taught in classrooms on a daily basis Instructional activities are aligned to standards An appropriate amount of time is devoted to instruction Unnecessary repetitions are removed Gaps are identified Assessments are appropriate (Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994; Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989).

What Does the Research Say? : 

What Does the Research Say? Research indicates… that alignment is a powerful indicator of academic achievement. that an aligned curriculum can increase student-achievement and helps to overcome the usual predictors of socio-economic status, gender, race, and teacher quality variables. (Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994; Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989).

The Cost of Misalignment : 

The Cost of Misalignment Poor student achievement Under-prepared students Fewer students meeting expectations At-risk populations in jeopardy Teachers working hard but not producing Teachers unclear about responsibilities

Questions? : 

Questions?

So, What’s the Plan? : 

So, What’s the Plan? Outline of HPS Plan for Vertical Alignment

HPS Plan Phase 1 : 

HPS Plan Phase 1 Unpack the curriculum for each course Create “Power Standards” Create “Shared Agreements” in each content area Create Course/Content Area Vocabulary Lists

HPS Plan Phase 2 : 

HPS Plan Phase 2 5. Design District-Wide Curriculum Maps using the HPS template 6. Post Power Standards, Shared Agreements, Vocabulary, and Pacing Guides on the HPS webpage and make them available to parents. 7. Create District-wide Benchmark Assessments collaboratively

Immediate Concerns : 

Source: Hawaii DPI Immediate Concerns Textbook as crutch Time spent addressing content Stability and/or continuity of teaching staff Transience of students Previous school experiences of students Teacher knowledge and experience Seeing the big picture

The BIG Picture : 

The BIG Picture Where are we going with all this?

References : 

References (2002). The standards-based instructional planning process: Backwards mapping from standards to instruction. Retrieved November 28, 2007, from The California State University Web site: http://www.calstate.edu/CAPP/projects/Module_2.pdf (2007). Academic excellence framework RISD strategic plan. Retrieved November 28, 2007, from Rock Island School District #41 Office of Instruction & School Improvement Web site: http://curriculum.risd41.org/committee/aef/04-05/AEF.ppt Ainsworth, Larry (2006). Making standards work series: power standards. Retrieved November 27, 2007, from Center for Performance Assessment Web site: http://www.makingstandards work.com/professional.develoment/power_standards.htm Cox, Kathy. (2006). Georgia performance standards: days 4 and 5. Retrieved November 27, 2007, from Georgia Department of Education Web site: http://www.georgiastandards.org /DMGetDocument.aspx/gps_redelivery_4-5_science.ppt?p=4BE1EECF99CD364 EA5554055463F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C57 D8D2E02406F764128C53&Type=D Dean, Ceri B. (2003). A report documenting the process for developing an integrated standards- based instructional unit. Retrieved November 27, 2007, from McRel Mid-Continental Research for Education and Learning Web site: http://www.mcrel.org/PDF/Standards/ 5031TG_DevelopingaStandards-basedUnit.pdf Marzano, Robert J (2006). Classroom assessment and grading that work. Alexandria, Virginia: Association for Supervision and Curriculum Development. Strong, R, Silver, H, & Perini, M (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria: Association for Supervision and Curriculum Development.

Vertical Alignment Continues : 

Vertical Alignment Continues Creating Power Standards Developing a Course Vocabulary

Lots of Discussion : 

Lots of Discussion How did you decide which standards are the most important to teach when there is no way to teach all of them effectively in the time you have?

Understanding Power Standards : 

Understanding Power Standards

Power Standards are… : 

Power Standards are… “…those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.”

The Dilemma : 

The Dilemma “Inch deep” coverage Lengthy review of previously covered material Re-teaching By collaborating, unpacking the curriculum, developing power standards, and system-wide pacing guides, we can work smarter and more effectively. With these positive changes, we can expect different results.

What is Essential? : 

What is Essential? How to Decide

Endurance : 

Endurance Will this standard provide students with knowledge and skills that will be of value beyond a single test date?

Leverage : 

Leverage Will this provide knowledge and skills that will be of value in multiple disciplines?

Readiness : 

Readiness Will this provide students with essential knowledge and skills that are necessary for success in the next grade or next level of instruction?

Writing Power Standards : 

Writing Power Standards Repacking the Curriculum

Fourth Grade Power Standards : 

Fourth Grade Power Standards Students taking Fourth Grade Social Studies in Wayne Township will… Trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state Explain citizenship rights and responsibilities Use inquiry and communication skills to report findings in charts, graphs, written, and verbal formats Describe the major physical and cultural characteristics of Indiana Compare the characteristics of Indiana’s changing economy in the past and present Analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage Describe the impacts of science, technology, and the arts on Indiana’s culture

Understanding Power Standards : 

Understanding Power Standards Represent skills that teachers know students must master prior to leaving this class for the next level of math NOT the curriculum we teach but the essence of what students must achieve to demonstrate mastery

Strong Verbs for Verb Phrases : 

Strong Verbs for Verb Phrases Apply Create Identify Utilize Analyze Demonstrate React Understand Share Judge Answer Explore Use Explain Design Conduct Follow Deliver Evaluate Research Evaluate Calculate Organize Write Determine Distinguish

Writing Power Standards : 

Writing Power Standards Students taking _____________ in Hickory Public Schools will… Statements will be verb phrases that will complete this statement What should our limit be for science?

Content Area Vocabulary : 

Content Area Vocabulary

Review of the Research : 

Review of the Research

More Research… : 

More Research… Ten exposures to new vocabulary words are needed for full understanding (National Reading Panel). Review and assessment are essential to long-term understanding. Alignment so important

Choosing Vocabulary : 

Choosing Vocabulary

Purpose and Audience : 

Purpose and Audience

Course Description Review : 

Course Description Review

References : 

References Ainsworth, Larry (2003). Power standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press. Checkley, Kathy (2008). Priorities in practice: The essentials of social studies, grades K-8. Alexandria, VA: Association for Supervision and Curriculum Development.

Wikis : 

Wikis

Work Session : 

Work Session Introductions Work Session Materials See handout for guidelines Ready for Gallery Walk next time first thing Next Steps/Reflection

Break and Meet in New Rooms : 

Break and Meet in New Rooms Materials 10 minutes Restrooms Be back on time to get started

Slide 41: 

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit http://creativecommons.org . Credit info: Jennifer Griffin & Heather Mullins, Hickory Public Schools Curriculum Specialists griffinje@hickoryschools.net mullinshe@hickoryschools.net