Unit Planning CIF Leaders Training Area 13 CPS March 23, 2011

1. Unit PlanningCIF Leaders TrainingArea 13 � CPSMarch 23, 2011

2. Essential QuestionsWhere do we begin? How can we develop a year-long English Language Arts curriculum for our students that focuses on the Common Core Standards? How can we develop a year-long Mathematics curriculum for our students that focuses on the Illinois Assessment Frameworks & eventually the Common Core Standards? How can we develop a year-long Science curriculum for our students that focuses on the Illinois Assessment Frameworks with additional skills our students need to compete in a global society?

3. Essential QuestionsWhere do we begin? How do we align standards, assessments, instruction and materials within the units of study? How does the design of the unit of study ensure students� independence toward mastery of the standards? How do we ensure lesson objectives within units of study are spread across the continuum of Bloom�s Taxonomy Table?

4. Objectives CIF leaders will reflect on the current planning practices in their building. CIF leaders will engage in a modified unit planning process CIF leaders will brainstorm a common set ofexpectations for unit planning in their buildings. CIF leaders will identify next steps for rolling out the unit planning process in their schools.

5. 4 Corners When it comes to cooking, I am on a . . . Dirt Trail (little knowledge) Gravel Road (some knowledge) Paved Road (a lot of knowledge) Highway (I have it!)

6. 4 Corners When it comes to unit planning in my building, we are on the . . . Dirt Trail (little knowledge) Gravel Road (some knowledge) Paved Road (a lot of knowledge) Highway (we have it!)

7. Doing What Matters Try this forced-choice exercise: if a principal wants to improve the quality of teaching and learning in his or her school, which three of these will have the greatest impact? Observing and evaluating full lessons, preceded by a pre-conference with each teacher and followed by a detailed write-up and post-conference Systematic walkthroughs of the entire school focusing on target areas (for example, the quality of student work on bulletin boards) Mini-observations of 3-5 classrooms every day (five minutes per visit) with face- to-face follow-up conversations with each teacher Quick �drive-by� visits to all classrooms every day to greet students and �manage by walking around� Collecting and checking over teachers� lesson plans every week Requiring teacher teams to submit common curriculum unit plans in advance, and discussing them with each team Having teacher teams use interim assessments of student learning to improve instruction and help struggling students.

8. Clone the Author Step 1: Read and highlight �What�s a Principal (or CIF Leader) to Do?�. Step 2: While reading, copy 5 points onto note cards. (use phrases, symbols, graphs or pictures) Step 3: Find a partner. Discuss and combine note cards down to determine your 3 most significant take-aways. Step 4: Share out.

9. Principals and CIF Leaders Doing What Matters Will add participant comments as we debrief the article

10. Principals and CIF Leaders Doing What MattersThe Area 13 Strategy 2009-2010 � Focused on interim assessments 2010-2011 � Focused on interim assessments and follow up (Teacher Team Meetings) 2011-2012 � Will focus on unit planning and mini observations (POT tools)

12. Glossary of Terms Cognitive Process Dimension Knowledge Dimension Selected Assessment Constructed Assessment Performance Assessment Personal Communication Assessment Common Core Standards Essential Questions Unit Board

13. The Unit Planning Process 5.

14. Modeling the Unit Planning Process Read through the ELA Common Core document and group related standards into clusters. Begin with one cluster. Use Bloom�s Taxonomy Table to determine the highest level of cognitive processes and knowledge required by the standards in each cluster. Outline knowledge and skills required for students to master the standards. Create essential questions (3-5) that frame the unit.

15. Modeling the Unit Planning Process Create a unit assessment aligned to the content and the Bloom�s levels of the standards in the cluster. The area has already created selected and constructed response assessments for our CIF in Math and Science. We will also have available selected (multiple choice) and constructed (writing) response assessments in ELA in 2011-2012. Determine the appropriate performance assessment for the end of each unit. Develop daily lesson plans to identify the daily objectives and assessments as well as the instructional activities and resources needed for the lesson.

16. Putting It Together

17. Modeling the Unit Planning Process Read through the ELA Common Core document and group related standards into clusters. Begin with one cluster. Use Bloom�s Taxonomy Table to determine the highest level of cognitive process and knowledge dimension required by the standards in each cluster. Outline knowledge and skills required for students to master the standards. Create essential questions (3-5) that frame the unit.

18. Blooms Taxonomy Table

19. Sample Blooms Taxonomy Table

20. Highlight Verbs TRAINING NOTES Process: Briefly discuss and check the highlighting to make sure everyone is consistent. TRAINING NOTES Process: Briefly discuss and check the highlighting to make sure everyone is consistent.

21. Apply Bloom�s Taxonomy TRAINING NOTES Process: Briefly discuss and check the highlighting to make sure everyone is consistent. TRAINING NOTES Process: Briefly discuss and check the highlighting to make sure everyone is consistent.

22. Modeling the Unit Planning Process Read through the ELA Common Core document and group related standards into clusters. Begin with one cluster. Use Bloom�s Taxonomy to determine the highest level of cognitive process and knowledge dimension required by the standards in each cluster. Outline knowledge and skills required for students to master the standards. Create essential questions (3-5) that frame the unit.

23. Sample knowledge/skills chart

24. Modeling the Unit Planning Process Read through the ELA Common Core document and group related standards into clusters. Begin with one cluster. Use Bloom�s Taxonomy Table to determine the highest level of cognitive process and knowledge dimension required by the standards in each cluster. Outline knowledge and skills required for students to master the standards. Create essential questions (3-5) that frame the unit.

25. Sample Essential Questions What�s the difference between a murder and an assassination? Why are MLK and JFK important? At the time the assassinations, how was the average American impacted by the assassinations of MLK and JFK? What was the single greatest impact of JFK and MLK on our lives today? ***You can use POT flip chart to help you develop essential questions***

26. Modeling the Unit Planning Process 5. Create a unit assessment aligned to the content and the Bloom�s levels of the standards in the cluster. The area has already created selected and constructed response assessments for our CIF in Math and Science. We will also have available selected and constructed response assessments in ELA in 2011-2012. Determine the appropriate performance assessment for the end of each unit. Develop daily lesson plans to identify the daily objectives and assessments as well as the instructional activities and resources needed for the lesson.

27. Sample Unit Assessment Should include selected (multiple choice & constructed response (written) questions, student conferences and performance assessment Ex: Write an essay comparing and contrasting the assassination of Martin Luther King, Jr. (MLK) to that of President John F. Kennedy (JFK), including the legacies they left behind.

28. Modeling the Unit Planning Process 5. Create a unit assessment aligned to the content and the Bloom�s levels of the standards in the cluster. The area has already created selected and constructed response assessments for our CIF in Math and Science. We will also have available selected and constructed response assessments in ELA in 2011-2012. Determine the appropriate performance assessment for the end of each unit. Develop daily lesson plans to identify the daily objectives and assessments as well as the instructional activities and resources needed for the lesson.

29. Sample Daily Lesson from the Unit Plan How do the discrete skills from daily lessons add up to the larger end of unit goals? Be intentional with pedagogical choices.

30. Sample Unit Board What they will know by the end of a unit Essential Questions How they will demonstrate their learning in the unit Unit Assessments How their learning will be measured Evaluation Criteria What they will be able to do by the end of a lesson SMART Objectives How they will demonstrate their learning in the lesson Daily Assessments

31. Sample Unit Board

32. Sample Unit Board

33. Sample Unit Board

34. Independent Practice Read through the ELA Common Core document and group related standards into clusters. Begin with one cluster. Use Bloom�s Taxonomy Table to determine the highest level of cognitive process and knowledge dimension required by the standards in each cluster. Outline knowledge and skills required for students to master the standards. Create essential questions (3-5) that frame the unit.

35. Independent Practice 5. Create a unit assessment aligned to the content and the Bloom�s levels of the standards in the cluster. The area has already created selected and constructed response assessments for our CIF in Math and Science. We will also have available selected and constructed response assessments in ELA in 2011-2012. Determine the appropriate performance assessment for the end of each unit. Develop daily lesson plans to identify the daily objectives and assessments as well as the instructional activities and resources needed for the lesson.

36. Small Group Discussion Guiding Questions Considering your school�s current instructional planning process, what step(s) in unit planning do you see as the most critical to initiate? What conversations or actions need to happen before the introduction of the process to maximize staff investment? What questions do you have that need to be answered before you can move forward planning a school-specific process and a professional development session for your school?

37. Planning Time How do these connect together? Preparing for roll-out Establish school-specific expectations Determine who will roll-out the process Create objectives and the agenda for the staff introduction to the process Present the timeline and support plan A template is available for planning the PD session, but as with all the templates, feel free to use any template or process that works for you.

38. Essential QuestionsWhere do we begin? How can we develop a year-long English Language Arts curriculum for our students that focuses on the Common Core Standards? How can we develop a year-long Mathematics curriculum for our students that focuses on the Illinois Assessment Frameworks & eventually the Common Core Standards? How can we develop a year-long Science curriculum for our students that focuses on the Illinois Assessment Frameworks with additional skills our students need to compete in a global society?

39. Essential QuestionsWhere do we begin? How do we align standards, assessments, instruction and materials within the units of study? How does the design of the unit of study ensure students� independence toward mastery of the standards? How do we ensure lesson objectives within units of study are spread across the continuum of Bloom�s Taxonomy Table?

40. Objectives CIF leaders will reflect on the current planning practices in their building. CIF leaders will engage in a modified unit planning process CIF leaders will brainstorm a common set ofexpectations for unit planning in their buildings. CIF leaders will identify next steps for rolling out the unit planning process in their schools.

41. Thank you! Please fill out the session evaluation.