aligning to the common core

7/31/2019 Aligning to the Common Core

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Aligning

Curriculum to the

Common Core


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To engage with questions,

comments, or wonderments,

log in here:

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Provocations:

Learning vs. Doing

Behaviors vs. Learning

Standards Referenced vs. Standards BasedStandard Ceiling vs. Standard Floor


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Unit Design

Considerations


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Entry Levels:

Units of Study

Instructional PlansSeries of Lessons


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Entry Points:

Assessments

Curriculum Alignment

Instructional Innovations


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21

st

Century Entry Points:

Higher-Order Thinking

Collaboration & Communication

Global ConnectionsProblem Solving

Technology and Web-Based Tools


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Standards Entry Points:

Re-Alignment of State Standards

Common Core State Standards

College and Career Readiness Capacities


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Thats a lot

to consider!


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todaysmeet.com/ulster

In pairs or groups, depending on yourseating configuration, have a discussion

about the intersection of all of these

considerations. What is YOUR priority?
http://todaysmeet.com/ulsterhttp://todaysmeet.com/ulster


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Standards

Assessments

Content

Skills

CORE Components of a Unit:


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Standards: Common Corespecific or infused.

Assessments: Evidence ofstudent learning.



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Content: What the studentshave to KNOW.

Skills: What the students haveto be able to DO.



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Additional elements of a unit plan:

Big Ideas/Enduring Understandings

Essential Questions

Resources

Vocabulary

Learning ActivitiesReflections


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All of these, while important, are

peripheral to the CORE components. Ifany of the CORE components are

missing, the additional elements maybe misaligned.


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16

Why do this?To Support Data Informed

Decision Making


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Unit Plans (maps) equal data Data

equals facts and figures Facts andfigures show trends And with this

knowledge, we can give all of the abovemeaning by looking at the trends and

comparing it to other data bases.Bena Kallick, Curriculum Mapping Conference, 2003


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Data informed culture to improve student achievement

Data informs your decisions

Curriculum dataaligned to standards

Assessment dataaligned to standards

Unit Planning/Mapping Analysis of results

Writtencurriculum Taughtcurriculum State andNational Local


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UnitAppraisal

AnnotatedGrade 11


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Prologue:

Curriculum Design, for many teachers, is a new space. In a

general sense, the curriculum design work that is being engaged

in right now is far above the instructional practices of the past.

This is also meant to be a baseline from which all future

curriculum work will develop. Being thoughtful and transparent

in our work allows exponential growth in professional practice

and student achievement.

Many, many thanks to the teacher(s) who submitted this plan

so that we can nurture the seeds theyve planted.


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Caveat:

This annotation represents a look through several lenses of

opportunities for improvement. The depth of this annotation is

specifically for the purpose of this analysis only and does not

necessarily represent what would be involved in a curriculum

coaching moment. Critical decisions would have to be made

around do now vs. explore later depending on several

variables that could include: delivery of the unit plan,

collaboration and consensus, alignment of the unit as a whole

versus a pinpoint alignment moment, opportunities for growthover time, further fleshing out of details related to curriculum

practice vs. design, etc.


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CClarity and

Transparencyare important.

Is what youintend apparent

to others?

LIs Lively and

Dynamicinstructionapparent?

E

Do your assessments

provide Evidence thatskills have been mastered?

Big Ideas answered?

ADoes your

Alignmentrepresent abalance in

content, skills,and

assessments?

RCompared tothe previous

version of yourunit, is the new

one Robust,Hearty, and

Strong?


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Clarity: The content and skills are clear enough to replicate, but much additional

information (see alignment section) is needed and what is here needs clarification.

Lively (and Robust): Without the inclusion of activities/lessons, there is little evidencefor depth and engagement, although, there are opportunities apparent. (such as

upgrading the measurable verbs, engaging in specific vocabulary instruction, and

leveraging available technology)

Evidence: Without knowing what is on the Unit 1 test, there is little written evidence

here to support what proficiency looks like. The Map Assignment is not described but

seems to support one part of one skill statement.

Alignment: See subsequent slides. Connections need to be more transparent and in

depth.


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The standards in green are loosely represented in the content and skills. The remainder

of the standards do not seem to match what is being developed in this unit. The

standards indicate an analysis of the development of culture, Native American and

other cultural groups experiences, and the shaping of the American Society and

culture. The content and skills evidenced here point to an exploration of war.

Alignment to the included Common Core standards is not evidenced in this unit plan.

The inclusion of the vocabulary words is here, however, they seem to point to

supporting the content and skills versus the standards.

Additional note: There seems to be additional moments of Essential Questions in the

content column. These exploratory questions may inform additional content pieces,

skills, or opportunities for robustness and attention to the College and Career Readiness

Capacities.


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Aside from the standards, and based solely on the content and

skills evidenced here, there is a lot of information for only two

assessments. Without the explanation here, some clarification isneeded on what the map assignment is assessing and whether or

not the depth and rigor of that assignment is developmentally

appropriate. The creation of the Venn diagram, the creation of a

timeline of events, and the comparative analysis of cultures are

opportunities to engage ALL of the CCR capacities in some way.


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Endnote:

While there may be several areas of improvement in this unit plan,

the critical do now element is a more specific alignment to the

standards. Perhaps there are other standards to align the already

included content and skills to? When the standards issue is improved,

the do next moment may include upgrading the measurable verbs,

instructional targets, and descriptors to evidence lively and robust

instruction. (That could include activities, too!) Further explore later

moments would include specific vocabulary instruction, more

formative assessment opportunities, an analysis and upgrade of thecurrent assessments, and an articulated alignment to the College and

Career Readiness capacities.


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What are your

Do Now

Do Next

Explore Later

Priorities?


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Transformational Matrix

Positive Impact on Engagement

Po

sitiveImpactonLearning

Reform

High Impact on LearningLow Engagement

Transform

High Impact on LearningHigh Engagement

Conform

Low Impact on LearningLow Engagement

Outform

Low Impact on LearningHigh Engagement


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TECHFORMATIONAL MATRIX

Positive Impact on Engagement

iti

I

t

ri

Reform

Student creates content

(textual/visual/audio) to be

presented on whiteboard based

on task(s)/purpose(s)/

audience(s).

TransformStudent(s) creates and presents

using self-selected software-

specific and/or Web-based

multimedia on whiteboard based

on task(s)/purpose(s)/audience(s).

Conform

Student views teacher-selected

notes or presentation on

whiteboard.

Outform

Student interacts with teacher-

selected notes or presentation

using whiteboard technology

(touch capabilities and/or

clickers).

for Interactive Whiteboards


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College and Career Readiness capacities

CCLS Standards

New Sample Questions from NYSED

Evidence of Learning 2.0

Crosswalk EZCure for the Common Core

Additional Resources
http://www.corestandards.org/the-standards/english-language-arts-standards/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language/http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards/http://www.p12.nysed.gov/apda/common-core-sample-questions/http://www.livebinders.com/play/play_or_edit?id=18793http://www.youtube.com/watch?v=400K9c828Ashttp://www.amazon.com/Cure-Common-Core-ebook/dp/B008E6SQDK/ref=sr_1_1?ie=UTF8&qid=1340593051&sr=8-1&keywords=cure+for+the+common+corehttp://www.amazon.com/Cure-Common-Core-ebook/dp/B008E6SQDK/ref=sr_1_1?ie=UTF8&qid=1340593051&sr=8-1&keywords=cure+for+the+common+corehttp://www.amazon.com/Cure-Common-Core-ebook/dp/B008E6SQDK/ref=sr_1_1?ie=UTF8&qid=1340593051&sr=8-1&keywords=cure+for+the+common+corehttp://www.amazon.com/Cure-Common-Core-ebook/dp/B008E6SQDK/ref=sr_1_1?ie=UTF8&qid=1340593051&sr=8-1&keywords=cure+for+the+common+corehttp://www.youtube.com/watch?v=400K9c828Ashttp://www.livebinders.com/play/play_or_edit?id=18793http://www.livebinders.com/play/play_or_edit?id=18793http://www.p12.nysed.gov/apda/common-core-sample-questions/http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards/http://www.corestandards.org/the-standards/english-language-arts-standards/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language/


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