District Professional Development Collaboratively Learning About Our New Curriculum April 20, 2012.
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Transcript of District Professional Development Collaboratively Learning About Our New Curriculum April 20, 2012.
District Professional Development
Collaboratively Learning About Our New Curriculum
April 20, 2012
Where does the future come from?
“The future doesn’t take form irrationally, even though it feels that way. The future comes from where we are now. It materializes from the actions, values, and beliefs we’re practicing now. We’re creating the future everyday, by what we choose to do. If we want a different future, we have to take responsibility for what we are doing in the present…We have sufficient human capacities—to think and reflect together, to care about one another, to act courageously, to reclaim the future.”
--- Margaret J. Wheatley
Today’s Agenda
8:00-8:15 Welcome and introductions of any new people
8:15-8:20 Review norms8:20-8:25 Share objectives, outcomes and products for the day8:25-9:00 Communicate Common Understandings9:00-11:15 Backwards Design: Preparing for 2012-1311:15-11:30 Personal Reflection and
Feedback to Planning Team
Welcome and Introductions of New People
1. What’s one area of the new CED that you’re most excited to learn about for yourself?
2. What rumors have you heard about what’s coming?
3. What are your greatest hopes for the students you’ll teach with the new CED?
Review Norms: Can we agree to these?
• Putting Inquiry at the Center
• Pausing
• Paraphrasing
• Probing
• Placing Ideas on the Table
• Paying Attention to Self and Others
• Presuming Positive Intentions
Objectives• Renew relationships with others in your similar role group
• Practice working as a Professional Learning Community (PLC)
• Clarify common understandings of curriculum terms, timeline and expectations
• Use the new CED to --explore curriculum maps--share ideas from the current CED that apply to the new one--determine how materials used for the current CED may apply to the new one
• Review and give feedback regarding report cards
• Set the stage for transitioning to the new CED in 2012-13
• Provide a productive morning of district staff development
COMMON UNDERSTANDINGS: TALK TO YOUR NEIGHBOR
How are our new standards different from previous ones?
Colorado’s Standards:Keys to Transformation
• Designed with the End in Mind
• Require Application of Knowledge
• Fewer Expectations with Greater Depth
• Focus on “All students, All standards”
New BVSD/Colorado Academic Standards
Old 2009 BVSD Curriculum Essentials Documents
Prepared Graduate Competencies
Program level Enduring Understandings
Standard Standard
High School ExpectationsGrade Level Expectations
Essential Learnings
Evidence Outcomes Knowledge, Skills, Topics, Processes, Concepts
Inquiry Questions Unit level Essential Questions
Neighbor talk: How do we make sure every student
learns the standards?
11
Intended Curriculum
Implemented Curriculum
Intended Curriculum
Implemented Curriculum
Achieved Curriculum
Marzano (2001)
Alignment of Curriculum
Not Aligned
Aligned = GVCgap
Achieved Curriculum
Wri
tten
Tau
gh
t
Lea
rned
Neighbor talk: How do we ensure our English learners
learn the content and skills in the standards?
Colorado English Language Proficiency
Standards
The CELPS provide a continuum of language development and a bridge to the concepts and skills within the Colorado Academic Standards for English learners.
Colorado English Language Proficiency (CELP) Standards
Social & Instructional
Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Academic Language
Neighbor talk: How do we ensure our
students with special needs learn the content and skills
in the curriculum?
Some of our students with significant cognitive disabilities will need “Extended Evidence
Outcomes” through “Alternate Achievement Standards”
The majority of students with IEPs will be supported in Tier I classes through
--Differentiated instruction--Accommodations--Co-planning and co-teaching of their teachers
…and through interventions in Tier II and/or Tier III
Reflection from SB 191 Summit
TIMELINE
Jan-May 2012 – present details of curriculum documents in all content areas to the Board of EducationApril 20, 2012 – create/review curriculum mapsSummer 2012 – school and district leaders create 3-year curriculum implementation planSchool Year 2012-2013 – use district and school PD time to collaboratively plan units, lessons and assessments to implement the CED
Transitioning to the Colorado Academic and English Language Proficiency Standards
Awareness & Dissemination
Building Readiness to the New Standards
SY 2010-11
Transition
Moving to the New Standards
SY 2011-12SY 2012-13
Implementation
Putting Standards Into PracticeSY 2013-14
Transformation
Continuously Refining Teaching
and Learning
What does “Transition Year” mean?
Teacher-level Expectations
1. Use the new CEDs for all planning2. Use the CELPS Framework to plan differentiation for English
Learners3. Every teacher will be expected to have a curriculum map aligned to
the new CEDs4. Teachers should provide learning experiences for students related
to every Grade Level Expectation Concept and Skills Statement but not necessarily for every Evidence Outcome in the CEDs
System-level Expectations
5. Create structures for collaboration between masters of content and masters of access
6. Provide strategies to use CEDs to design assessments and plan units and lesson plans
7. Strengthen transforming instruction to support the vision of the new standards
Backwards Design
Let’s begin with the end in mind…what we want the students to know by the end of the year.
Now we’ll review a suggested Curriculum Map that was designed by a group of BVSD teachers in February 2012.
What’s the same? What’s new? What questions do you have?
Resource Questions to Consider
Turn to your neighbor and discuss…
• What can I use of my prior materials and units that will support the learning in the Curriculum Map?
• Who has resources within the school or the district that I need to teach the new CED?
Report Cards
• Divide into grade-level groups.
• Review your new report card.
• Provide appreciations and recommendations on a feedback sheet to give to an Elementary Curriculum Council representative in the room to take to the ECC meeting on Monday, April 23.
Sharing your ideas about what support you need
First, turn to two people and in a triad discuss for five minutes what support you need to be able to feel comfortable teaching with the new CEDs next year.
Second, complete the bottom portion of the Scantron sheet about professional development. The results will be compiled and shared by the end of school this year.
Personal Reflection and Feedback for Today’s Planning Team
• Think about and then share with a neighbor…
• Please complete the top portion of the Scantron sheet.
3 things you learned about the new CED2 things you’re excited to continue to work on before next year1 person you want to contact as you plan for next year
Curricula and Teaching Do Matter
“A systematic change to some aspect of the curricula does seem to have a reasonable and substantial effect on student learning…The teacher then must know when learning is correct or incorrect; learn when to experiment and learn from the experience; learn to monitor, seek and give feedback; and know to try alternative learning strategies when others do not work. What is most important is that teaching is visible to the student, and that the learning is visible to the teacher.”
John Hattie, Visible Learning
Thanks for your time and commitment.
We appreciate you!