Rigorous Curriculum Design

Greetings and
Introductions
1. What is your name, position,
and school?
2. Why is it important that the
teachers from CVUSD develop a
new K-12 curriculum?
3. How will students and teachers
benefit from a vertically aligned,
clearly articulated curriculum?
Learning Intentions
By the end of this session you will
 Consider the context for the
development of Rigorous Curriculum
Design (RCD) units of study.
 Explore the components included in
RCD units of study.
 Examine a current draft of unit one and
provide feedback.
 Provide suggestions for future unit
development.
Thinking Together:
Determining
Discussion Partners
 What does the word rigor mean to
you? What components should
be included in a rigorous
curriculum design?
 How are standards, assessment,
and instruction connected within a
strong curriculum?
 In order for teachers to deeply
implement the components of a
rigorous curriculum so that students
benefit, what processes and
supporting structures need to be in
place?
 What changes have occurred in the
21st century that set the stage for
the CCSS and Rigorous Curriculum
Design?
In the 21st century, the question
is not what do you know, but
rather what can you do with
what you know and how do you
update your knowledge
continuously?
—Tony Wagner, 2009
7
A Portrait of Students Who are
College & Career Ready
Are your current
curriculum and
instruction preparing
students to reach the
capabilities described in
the CCSS behaviors?
Please explain your
response.
Are your current
curriculum & instructional
practices preparing
students to reach the
capabilities described in
college and career
readiness behaviors?
Please explain your
response.
SelfMotivating
SelfMonitoring
Learning,
for the
Future
SelfModifying
View a Video Clip
Read About The
Formative Process
Students as
leaders of
their own
learning
Share the points
that you have
highlighted with
discussion
partner 1
Multiple
Opportunities
for Success
Meta-Cognitive
Process
Peer Feedback
and Peer
Teaching
Learning Criteria
The
Formative
Process
Set Goals and
Learning Plans
Learning
Progression
Evidence of
Student Learning
Receive and
Provide
Feedback
What would your students say about you?
What has the greatest
influence on student learning?
 900+ meta-analyses
 50,000 + studies
 240+ million
subjects
What did the research indicate
about effect sizes (ES)?
An ES of 0.4 equates to
one year’s growth for one
year’s time.
An ES of 1.0 equates to two
to three years of growth in
one year’s time.
What are Assessment
Capable Learners?
Instructional Strategies
Effect Size
Assessment Capable
1.44
Feedback
0.75
Reciprocal teaching
0.74
Teacher Student Relationships
0.72
Multiple Opportunities for
Practice
0.71
Meta-cognitive thinking
0.69
Peer tutoring
0.55
SBAC Sample Selected Response
SBAC Sample Constructed Response
SBAC Sample Performance
Assessment
Similar
How Do SBAC Assessments for the
CCSS Compare with CA and CVUSD
Assessments Under NCLB?
Different
Discussion
Partners
Where have
we been? Where do we
want to be?
Based on the information about the CCSS (ELA)
college and career readiness practices, components
of the formative process, and SBAC assessments,
what next steps need to be taken in planning for
student learning?
Learning Intentions
By the end of this session you will
 Consider the context for the
development of Rigorous Curriculum
Design (RCD) units of study.
 Explore the components included in
RCD units of study.
 Examine a current draft of unit one and
provide feedback.
 Provide suggestions for future unit
development.
Rigorous Curriculum Defined
A rigorous curriculum is an inclusive set of
the following intentionally aligned
components organized into sequenced units
of study
 Clear learning outcomes (CCSS)
 Aligned formative assessments
 Engaging learning experiences
 Effective instructional strategies
Page 3
Rigorous Curriculum Defined
Rigor refers to a level of difficulty and the
ways in which students apply their
knowledge through higher-order thinking
skills. Rigor also means reaching for a
higher level of quality in both effort and
outcome.
Four Parts of
Rigorous Curriculum Design Model
1. Context
and Big
Picture
Connections
3. Designing
the Units
of Study
2. Building the
Foundation
4. Implementing
the Units
Building the
Foundation
5. Construct the Unit Planning Organizer
4. Prepare a Pacing Calendar
3. Guidelines for Assigning Standards
2. Name the Units of Study
1. Prioritize the CCCS
Jigsaw “Laying the Foundation”
Priority Standards
Priority
Standards
(Essential)
Connecting
Standards
Step 1: Prioritize the Standards
Readiness
(Prepares
for next level of
learning)
Leverage
(Value in many
disciplines)
Endurance
(Value that
lasts through
life)
Step 1: Prioritize the ELA Standards
Steps 2, 3, 4: Name and Pace
Units, Connect Standards
Limit the number of
priority standards per
unit in order to ensure
that students reach the
desired level of mastery.
Steps 2, 3, 4: Name and Pace
Units, Connect Standards
Build in a buffer period
for remediation and
enrichment between
units of study.
Steps 2, 3, 4: Name and Pace
Units, Connect Standards
Correlation Chart:
Check to see that
every prioritized
standard is addressed
in at least two units of
study.
Rigorous Curriculum Design
ANCHORED on the CCSS
Engaging
Scenario
Common
Formative PreAssessment
Common
Formative PostAssessment
Science, 6th Grade
View the engaging
scenario for a 6th
grade unit of study
on cellular structure.
Rob Olazagasti from The School
of the Future in New York City
MS-LS1-2: Develop and use a model
to describe the function of a cell as a
whole and ways parts of cells
contribute to the function
Reading Standards for Literacy in
Science and Technical Subjects
RST.6-8.2: Determine the central ideas or
conclusions of a text; provide an
accurate summary of the text distinct
from prior knowledge or opinions.
Writing Standards for Literacy in History/Social
Studies, Science, and Technical Subjects
WHST. 6-8.2.:Write informative/explanatory
texts . . .
a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories as
appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful
to aiding comprehension.
Performance Task 1
Observe, research, &
create an annotated
diagram of a cell
recorded in students’
science logs
Performance Task 3
Write a report focusing
in greater detail on one
part of a cell using five
sources.
Performance Task 2
Use a Metaphor -- Build
and explain models
comparing structures in
NYC to the organelles
and their functions
Performance Task 4
Create a lesson plan
outlining the presentation,
include an assessment
and listening guide
View a Video
 Describe the effective
practices included in
the learning
experiences depicted
in this video clip?
 What are your
thoughts and
questions about the
culminating learning
experience?
Discussion
Partners
Building the
Foundation
5. Construct the Unit Planning Organizer
4. Prepare a Pacing Calendar
3. Guidelines for Assigning Standards
2. Name the Units of Study
1. Prioritize the CCCS
Common Core State Standards
- Prioritized
Assessments (Formative)
- Vertically
Aligned
- Common
- Unwrapped
(Bloom’s &
DOK)
Formative
(pre/post)
- Progress
Monitoring
Checks
- Performance
Assessments
Instruction
- Authentic
Performance
Tasks
- Differentiated,
High-Impact
Instructional
Practices
Jigsaw “Developing the Unit”
Unit Planning
Organizer
Examine the Unit Planning Organizer
Examine the Unit Planning Organizer
Examine the Unit Planning Organizer
Examine the Unit Planning Organizer
Examine the Unit Planning Organizer
Examine the Unit Planning Organizer
Unit Planning Organizer
Discussion
Partners
Learning Intentions
By the end of this session you will
 Consider the context for the
development of Rigorous Curriculum
Design (RCD) units of study.
 Explore the components included in
RCD units of study.
 Examine a current draft of unit one and
provide feedback.
 Provide suggestions for future unit
development.
Designing Performance Tasks
 Engaging, Scaffolded Tasks
(Often Interdisciplinary)
 Student-Centered
(Active Participation)
 Response, Product, Demonstration
(Assess Student Learning Progress)
Culminating Learning Experience
(Engaging Scenario)
A Culminating Learning
Experience includes the
following components:
 Situation
 Challenge
 Roles
 Audience,
 Product or
performance.
Unit One:
Unit One:
Unit One:
Please provide
feedback about
Unit 1.
Learning Intentions
By the end of this session you will
 Consider the context for the
development of Rigorous Curriculum
Design (RCD) units of study.
 Explore the components included in
RCD units of study.
 Examine a current draft of unit one and
provide feedback.
 Provide suggestions for future unit
development.
Please
provide
suggestions
for upcoming
units.
From Newport Mesa USD
“We cannot always build
the future for our youth,
but [together] we can build
our youth for the future.”
—Franklin D. Roosevelt
Our next steps?
Please provide
feedback about
today’s ELA
presentation.