Sample of Ubd Lesson Plan with a Topic of Application on Proportion by kbl15758

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									Muscogee County School District




   Georgia Performance Standards

             Fast Track
                                     Secondary Education




         Muscogee County School District
                   Mission

The Muscogee County School District is committed to
providing educational experiences that will enable each
  student to become a lifelong learner, enter the work
 force with necessary skills and achieve academic and
                  personal potential.



                                                 Muscogee County School District
                                                            Vision

                                      We envision a School District in which:
                                       Each student is given multiple opportunities to excel
                                        in his/her academic, social, emotional and physical
                                        development in a safe, nurturing environment.
                                       Well-prepared, responsible and caring employees
                                        are committed to excellence in education.
                                       Parents, community members, staff and students are
                                        full partners in the education of children.




                           Beliefs (pending MCSD Board approval)

     All students learn when provided high-quality instruction that is engaging and
      challenging.
     All students must have a physically and emotionally safe learning environment.
     All district employees work collaboratively to improve student achievement.
     All organizational and instructional decisions are data driven.
     All district personnel are committed to continuous professional learning.


                                               Motto
Just as the lighthouse guides the ships at sea through safe channels, the Muscogee County School
    District must carefully guide the students through the channels of learning enlightenment.




                             Muscogee County School District                                       1
                                                                  Secondary Education
                                                                   Table Contents
Topic 1: Unit Design of Stage 1 ................................................................................................................ 3
Topic 1 Agenda ........................................................................................................................................... 4
Georgia Performance Standards: Four Parts of a Standard ......................................................................... 5
QCC vs GPS ................................................................................................................................................ 6
Locating Standards and Elements ............................................................................................................... 7
Georgia Performance Standards Unit Template .......................................................................................... 8
Authentic Task............................................................................................................................................. 9
Compare and Contrast ............................................................................................................................... 10
Unit Review ............................................................................................................................................... 14

Topic 2: Unit Design of Stage 3................................................................................................................ 16
Topic 2 Agenda ......................................................................................................................................... 17
WHERETO Task Graphic ......................................................................................................................... 18
Task Design Rubrics.................................................................................................................................. 19
Exemplar Tasks ......................................................................................................................................... 22
Indicators of Engaged Learner .................................................................................................................. 23
Strategies for Engaging Students............................................................................................................... 27

Topic 3: Unit Design of Stage 2 .............................................................................................................. 28
Topic 3 Agenda ......................................................................................................................................... 29
Varied Assessment .................................................................................................................................... 30
Immediate Feedback .................................................................................................................................. 31
Performance Assessment Task, Stage2: Rubric for Design ...................................................................... 34
Assessment and the Engaged Learner ....................................................................................................... 35

Topic 4 ..................................................................................................................................................... 36
Topic 4 Agenda ........................................................................................................................................ 27
Working on the Work ................................................................................................................................ 38
Standards-Based Instruction ...................................................................................................................... 42
Strategies for Standards Mastery ............................................................................................................... 43
Curriculum Mapping ................................................................................................................................ 46
Rubicon Atlas ............................................................................................................................................ 47



Special Information .................................................................................................................................. 48




                                                      Muscogee County School District                                                                              2
                      Secondary Education




            Topic 1: Unit Design Stage 1

                     Essential Questions:

             What are performance standards?
How are the new standards different from previous standards?




                Muscogee County School District                3
                                            Secondary Education


  Time                                     Topic 1– GPS Overview and Unit Design

4:00 p.m.   Welcome
            Essential Questions: Where is MCSD with GPS and where do we want to be?
             Respond to posted questions.
 4:10 m.
             Discuss with peers.
            Introductions
             Name Tent Graphics
             Schools/Disciplines
            How do the standards affect instruction?
             Four Squares: Where are you in the transition?
4:20 p.m.
             GPS: 4 Parts to a Standard
             Overview: Stage 1, Stage 2, Stage 3
            What is the difference?
5:00 p.m.    QCC vs. GPS
             Standards for Mathematics/Science vs. Standards for English Language Arts/Social Studies
            Where is it now?
             Unit Plan vs. Lesson Plan
5:20 p.m.
             Task vs. Performance Task vs. Assessment Task
             Which is Which?
             What is this ―backwards design‖?
5:30 p.m.    Unit template
             Vocabulary Short Cuts
            What are the qualities of exemplar units?
            Discipline groups:
             Identify at least five (5) potential units that are or could be models for MCSD. These units will
6:00 p.m.       continue to be used in each Topic, so unit selection should be useful to participants.
             Identify components that may need improvement.
             List missing or additional items needed for the unit.

6:30 p.m.   PLC A is adjourned




                                   Muscogee County School District                                                4
                                          Secondary Education




M3D1. Students will create and interpret simple tables and graphs.        Standard

                                                         a. Solve problems by organizing and
                               Elements                  displaying data in bar graphs and tables.




                                                         Jane, Linda, Bob and Liz want to go to a
                                                         movie. Jane can’t go on Tuesday. Linda
                                                         can’t go on Wed. or Thurs. Bob can’t go
                                                         on Tues. or Wed. No one can go on
                                  Task                   Sunday. Use a table to determine what
                                                         days of the week they could all go
                                                         together to see a movie.




                                                                  S       M   T       W   T    F     S

                                                         Jane         X           X
                           Student Work                  Linda        X               X   X
                                                         Bob          X           X       X
                                                         Liz          X




                                                            The table is labeled to indicate the days
                                                             of the week and the names of the group
                               Teacher                       members.
                                                            It would be helpful to complete the task
                             Commentary                      by identifying the days of the week that
                                                             are available to each member.




                                   Muscogee County School District                                       5
                          Secondary Education

 How do the new Georgia Standards compare to the QCCs?




Georgia Performance Standards          Quality Core Curriculum Standards




                    Muscogee County School District                        6
            Secondary Education




Locating Standards and Elements by Subject

  http://www.georgiastandards.org/




                                         Framework:
                                            Units




                                             Standards




      Muscogee County School District                    7
                                    Secondary Education
                                      Unit Template
                                 MCSD Secondary Education

Title:

Grade/Subject/Course:

Topic:

Author/School
                                    Stage 1 – Standards
Georgia Performance Standards
Focus Standards:

Complementary Standards:

Understandings
Unit Concepts:

Essential Questions


Primary Objectives
Students will be able to …


                              Stage 2 – Varied Assessment
Performance Tasks


Other Evidence


                                  Stage 3
    Instruction and Learning Tasks in an Engaged Learning Environment
Learning Activities:

                                      Learning Materials
                             (task examples, rubrics, handouts, etc.)




Source:
Adapted from the Georgia Department of Education Standards-Based Unit Design


                             Muscogee County School District                   8
                                     Secondary Education



                               Authentic Task Template
                                     Secondary Education



Title:

Grade/Subject/Course:                             Time Allotment:

Topic:

Author/School:
   Primary Standard

         Materials

     Whole-Group
      Instruction
  Scenario (description)

Group Assignments:
Individual Assignment:

Assessment Tools:
(rubric, solution, etc.)
Notes:




                                      Graphic Organizers

                           http://www.eduplace.com/graphicorganizer/




                              Muscogee County School District          9
                                          Secondary Education

                                      Compare and Contrast
                                                  Name:
Reflect on examples of the UbD Units and traditional classroom instruction to complete the graphic organizer.

        Traditional Instruction                                            Unit Instruction




                                            instructional
                                             preparation




                                             integration of
                                               standards




                                             guiding focus




                                               assessment




                                   Muscogee County School District                                        10
                                    Secondary Education
                                     Vocabulary
                            Georgia Performance Standards


        Terms                                          Definitions
1. Assessment       All assessment and evaluation instruments to be included in the unit are
                    indicated or described in Stage 2 of the unit design. Varied assessment tools
                    provide students with diverse opportunities to demonstrate proficiency.
                    Assessment results are utilized throughout the unit to modify instruction to
                    meet the specific identified needs of the students before progressing further in
                    the unit instruction. Specific instructional modifications are noted in Stage 3 of
                    the unit design and in daily Learning Plans.
                    Examples:
                     Authentic Task (Stage 3)
                     Essay Question
                     Expository Writing Assignment
                     Lab Assignment
                     MAP (Muscogee County School District Assessment Performance)
                     Multiple Choice Test
                     Narrative Writing Assignment
                     Peer-Editing
                     Performance Assessment Task (Stage 2)
                     Presentation, Auditory
                     Presentation, Visual
                     Portfolio
                     Practice Computation Assignment
                     Recital
                     Project
                     Report
                     Rubric
                     Short-Answer Test
                     Teacher Observation of Participation
                     Term Paper
                     Vocabulary Quiz
2. Authentic Task   All unit tasks (Stage 2 and Stage 3) are Authentic Tasks. Small tasks (Stage 3)
                    serve as activities to build skills toward the unit Performance Assessment Task
                    (Stage 2) and help students achieve the learning goals of the unit.
3. Big Idea         Key concepts, enduring understandings, principle, issues, or problems act as the
                    overarching guide for the unit design.
4. Content          The Big Idea related to the content and standards taught are identified in
                    Content of Rubicon Atlas.
5. Core Knowledge   Content and knowledge that are presented in the context of real situations –
                    comprise the foundation of effective learning.
6. Curriculum Map   Three basic types of information are provided: brief description of the content,
                    description of skills and process, and assessment tools. The map provides the
                    scope of instruction, assessment, and learning for the school year.
7. Enduring         Concepts are to be learned and remembered by the students. Brainstorming of

                            Muscogee County School District                                              11
                                            Secondary Education
   Understandings          specific ideas (nouns) and content to be addressed by the unit provide a map for
                           the design of future learning experiences. The understandings are identified and
                           recorded in the unit Stage 1.
8. Engaged Learner         Students engaged in the learning process produce quality work as they discover
                           and apply knowledge and skills. Variables and Indicators for the Engaged
                           Learner are provided by the North Central Regional Education Laboratory and
                           WOW by Phillip Schlechty.
9. Essential Questions     Open-ended, thought-provoking questions guide instruction and motivate
                           students to uncover the important ideas at the heart of the subject area. Essential
                           Questions are not easily answered and may cause on-going discussions.
                           Examples:
                           Social Studies: How has the Civil War had an effect on my life?
                           Science: Why is my car so much hotter in the summer-time?
                           Mathematics: When does mathematics have a direct effect the quality of my
                           life?
                           English/Language Arts: Is 21st Century music influenced by the poetry or
                           language of the 19th Century masters?
10. Graphic Organizer      A visual tool for collecting and organizing information guides student learning.
11. Integrated Standards   Standards are included in the unit design that relate or support the targeted
                           Georgia Performance Standards. Examples: technology standards, process
                           standards, other discipline standards
12. Learning               Students learn in various environments and are not confined to the classroom.
    Environment            Examples:
                           Classroom
                           Media Center
                           Out-Door Classroom
13. Learning Plan          Learning plans (lesson plans) guide the daily learning experiences. The term
                           Learning Plan directs the focus toward student-centered instruction more than
                           the term Lesson Plan
14. Performance            Performance standards (PS) go into much greater depth than the content
    Standard               standards used in the previous curriculum.
                           Performance standards provide clear expectations for assessment, instruction,
                           and student work. PS define specific expectations of what students should know
                           and be able to do.
                           Four Parts of the Performance Standard:
                           Standard
                           Element
                           Student Work
                           Teacher Commentary
15. Performance            Culminating, authentic, tasks are designed to provide students with
    (Assessment) Task      opportunities to apply skills to real-word situations. The application of higher-
                           order thinking skills are addressed through an authentic scenario. This task is
                           described in Stage 2 of the unit design. The Performance Task must correlate to
                           the identified unit Georgia Performance Standards.
16. Primary Standard       Key standards all students have the opportunity to meet are the focus of the
                           unit.
17. Process Standards      The process standards are correlated to the content standards to develop
                           patterns of thought processes that lead to conceptual understanding and content

                                   Muscogee County School District                                               12
                                           Secondary Education
                         literacy.
18. Resources            Instructional and learning aides enhance the learning process.
                         Examples:
                         Audio and Visual Materials         Manipulatives
                         Books                              Resource Kits
                         Graphic Organizers                 Software
                         Guest Speakers                     Text Books
                         Handouts                           Web Sites

19. Scenario             The hook or real-world story introduces and describes an authentic task
                         circumstances. This task introduction relates to the interests of the students and
                         identifies their engagement. The task audience and role of the students are
                         described to enhance the real-world connections.
20. Skills               Unit objectives are correlated to actions (verbs) required of students are
                         addressed in skills. The Verb-Lists correlated to Bloom’s Taxonomy are
                         excellent resources to aid in the identification of unit skills. Specific processes
                         and procedures for what students will do are included the skill descriptions.
                         Examples:
                         Compare and contrast the heat from varied colored-paper sheets left in the sun.
                         Create a timeline of events.
21. Stage 1              Identify standards and Essential Questions for the unit. ―Unpack the standards.‖
22. Stage 2              Varied assessment tools are listed in this unit section. The Performance Task
                         scenario is presented. Links to details of the Performance Task are included.
                         (formative, summative, formal, informal)
23. Stage 3              The learning activities are listed for Learning Plan designs.
24. Student Work         Examples of student work are included to identify specific skills that are needed
                         to meet the standard.
25. Tasks                Authentic application of standards is student-centered. Students are actively
                         engaged in the learning.
26. Title                The Unit Title may reflect the standard, the Big Idea or unit learning
                         experiences.
27. Teacher              Communication between teacher and student, through an ongoing regular basis,
    Commentary           guides improvement or enhances the learning.
28. Teacher Made Tests   29. Teacher Made Tests are identified by the specific assessment listed in Atlas.
                              Ex: Selected Response, Short-Answer Test
30. Unit                 A plan incorporates all assessments, standards and learning activities for a
                         selected theme. The unit design addresses the assessment of the standard before
                         the teaching begins. Unit plans typically address more than one standard and
                         last for several weeks.

                         Learning Plans (lesson plans) are designed from the unit plan to meet the
                         specific everyday needs of the students.
31. Unit Objectives      Specific action goals are identified for student engagement. (verbs)




                                     Muscogee County School District                                           13
                                  Secondary Education
                                  Unit Peer Review
             Designer:                                       Unit Title:
          Unit Design                  Strengths                     Needs

  How does the design
     Focus on the Big Ideas
      of the selected standard?
     Frame the Big Ideas
      around Essential
      Questions?
  How do the assessments
  support the selected
  standard?
     Are they balanced?
     Is there a performance
      task?
     Does the performance
      task include all elements
      of GRASPS?
  How is the learning plan
  effective and engaging?
     Are the activities
      selected to demonstrate
      a balance of engaged
      learning indicators?
     Are there connections to
      authentic tasks?
     Do the activities meet
      the needs of various
      learning styles?
  How does the entire unit
  demonstrate a coherent
  design and alignment
  between the elements of all
  3 stages?
  Other comments:




Wiggins, Grant and Jay McTighe. Understanding by Design Study Guide. Alexandria, VA:
        Association for Supervision and Curriculum Development. 1998.




                           Muscogee County School District                             14
                                     Secondary Education

                                     Revisiting the Unit

Unit Name:

A.    Authentic Tasks: Identify at least 4 authentic tasks in the unit.
          1.
          2.
          3.
          4.
      Performance Task Design: Identify needs of each task listed above.
         1.
         2.
         3.
         4.
       There is a Performance Task Checklist.           Performance Task Checklists are needed.
B.    Differentiated Learning: How are differentiated learning needs addressed?
         1. Content:

         2. Process:

         3. Product:

         4. Learning Environment:


C.    Higher Order Thinking Skills: Identify specific higher order thinking skills from Bloom’s
      Taxonomy addressed in the unit.
        1.

         2.

         3.

         4.

D.    Varied Assessment: Identify specific methods of assessment incorporated in the unit.
        1.
        2.
        3.
        4.
E.    What are specific needs of the unit?




                             Muscogee County School District                                        15
               Secondary Education




       Topic 2: Unit Design Stage 3


Essential Questions:

What is the difference between Stage 3 and a Learning Plan?
How can students be engaged in learning?
Why should students be engaged?

       Indicators of Engaged Learners




        Muscogee County School District                       16
                                          Secondary Education

  Time                       Topic 2: Stage 3-Engaged Learners and Graphic Organizers
             Unit Design for Stage 3:
              What is the difference between a Unit Stage 3 and a Learning Plan?
4: 00 a.m.
              What is the WHERETO in Unit Design?

             Tasks
              What is an authentic task?
              What is a performance task?
4: 15 p.m.
              What are indicators of a well-designed task?
              Where are resources for well-designed tasks?

             Stage 3: Essential Questions: Why do students need to be engaged in learning?
              What are my strengths?
4:30 p.m.     What are my needs?
              What are low-prep strategies?
              What are high-prep strategies?
             Indicators of Engaged Learner (IEL): Assessment Variable
              Traditional Assessment vs. Georgia Performance Standards (GPS) Assessment
              Performance Tasks for Engaged Learners
4:45 p.m.            graphic organizers
                     authentic tasks
                     materials list
                     other supportive materials
5:00 p.m.    Break
             What is an Exemplar GPS Unit Stage 3?
              Post criteria for Stage 3 Exemplar Units
              Review selected GaDOE/MCSD Units
5:15 p.m.     Peer-edit first selected unit plans and provide significant feedback for revisions
              Modify first selected unit plan to meet criteria of Exemplar Unit
              Use posted criteria for Exemplar Units to modify/design of unit to meet the criteria for an
                 Exemplar Unit
             Exemplar Units
              List missing or additional items needed for the unit.
              Group members review selected units to identify each of the unit improvements.
                        a. Indicators of Engaged Learning
                        b. Authentic Stage 3 Tasks for 3 levels of difficulty
5:30 p.m.
                        c. Graphic organizers
                        d. other supportive materials



6:30 p.m.    Adjourn




                                  Muscogee County School District                                            17
                                            Secondary Education

                                     UbD: Stage 3, The Learning
                                    UBD: Stage 3, The Learning Plan        Plan




                                                       E
                                                 How will the
                                                  students be                              R
                     H                          EQUIPED to be                           How will
                 What will                        successful?                           students
                 HOOK the                                                             RET HINK and
                 students?                                                              REVISE?


                                                                                                            E
      W                                                                                                How will
Where are we                                                                                           students
going? What is                                                                                       EVALUATE
  expected?                                                                                          their learning
                                                                                                       progress?


                                                 WHERETO




                                   T
                          How is the learning                           O
                        TAILORED to meet the                    How is the learning
                           individual needs?                     ORGANIZED?




Sources:

Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA:                    Association for Supervision
and Curriculum Development. 1998.

Wiggins, Grant and Jay McTighe. Understanding by Design Study Guide. Alexandria,                     VA: Association for
Supervision and Curriculum Development. 1998.




                                    Muscogee County School District                                                   18
                                        Secondary Education
                                 What is an authentic task?




                     http://www.edutopia.org/php/article.php?id=Art_909&key=037


                     What components are needed for an exemplar authentic task?
                   Watch the video and identify components to include in model units.

    Categories                                            Reflections

    Student Role


    Teacher Role


Learning Environment


 Technology Skills


    Assessment




                                Muscogee County School District                         19
                                              Secondary Education


                                     Mathematics Task Design Rubric

Teacher:                                                     Date:




Directions: Use the scale provided to assess the design of the Mathematics Task.
Scale for assessing progress:
  1=strongly         2= disagree                   3= no opinion                   4= agree       5=strongly
    disagree                                                                                      agree

                For any items scored 3 or below, please provide specific examples or comments.


                                CRITERIA FOR ASSESSING TASK DESIGN
1. Aligns to identified standards.                                                            1    2   3   4   5
2. Uses rubric analysis of student solutions.                                                 1    2   3   4   5
3. Connects mathematics content standards to authentic applications.                          1    2   3   4   5
4. Presents challenges for application of high-order thinking skills.                         1    2   3   4   5
5. Combines application of mathematics content and process skills.                            1    2   3   4   5
6. Provides opportunities for selecting various solution strategies.                          1    2   3   4   5
7. Engages student as teacher, producer and/or explorer.                                      1    2   3   4   5
8. Builds collaborative knowledge-building through communication with peers.                  1    2   3   4   5
9. Contains significant mathematics.                                                          1    2   3   4   5
10. Leads student toward further mathematics investigation.                                   1    2   3   4   5

Comments /Suggestions:__________________ _____ ________________________________________

 ___________________________________________________________________________________




                                      Muscogee County School District                                          20
                                               Secondary Education




                                      Science Task Design Rubric
Teacher:                                                       Date:



Directions: Use the scale provided to assess the design or selection of Science Tasks.
Scale for assessing progress:
  1=strongly         2= disagree                    3= no opinion                    4= agree       5=strongly
    disagree                                                                                        agree

                For any items scored 3 or below, please provide specific examples or comments.
CRITERIA FOR ASSESSING TASK DESIGN
8. Aligns to identified standards.
9. Uses rubric analysis of student solutions/results.                                           1    2   3   4   5
10. Bridges science content skills to authentic, challenging, and/or multidisciplinary          1    2   3   4   5
    connections.
11. Combines GPS Science Content Skills and characteristics of Science Skills for               1    2   3   4   5
    application of higher-order thinking.
12. Contains significant science content.                                                       1    2   3   4   5
13. Engages student as teacher, producer and/or explorer.                                       1    2   3   4   5
14. Builds collaborative knowledge-building through communication of scientific                 1    2   3   4   5
    information with peers.
15. Provides opportunities for students to work toward solutions with little direct             1    2   3   4   5
    guidance.
16. Provides for various methods of determining solutions and/or demonstrating                  1    2   3   4   5
    knowledge.
17. Leads student toward further science investigation.                                         1    2   3   4   5

Examples /Suggestions: ______ __________________________________________________________

 ___________________________________________________________________________________

 ___________________________________________________________________________________




                                      Muscogee County School District                                            21
                     Secondary Education



     Where are exemplar examples of tasks?

                        Task Examples




  http://www.edutopia.org/php/article.php?id=Art_909&key=037




           http://nces.ed.gov/nationsreportcard/itmrls/




      http://balancedassessment.concord.org/packetms.html



Also see…. http://secondaryinstruction.com/SupportSitesMath.html

             Muscogee County School District                       22
                                     Secondary Education

                     NCREL’s Indicators of Engaged Learning
                   North Central Regional Educational Laboratory (NCREL)

   Variable              Indicator of                      Indicator Definition
                      Engaged Learning
                     Responsible for       Learner involved in setting goals, choosing tasks,
                     learning              developing assessments and standards for the
                                           tasks; has big picture of learning and next steps in
                                           mind

                     Strategic             Learner actively develops repertoire of
   Vision of
                                           thinking/learning strategies
   Learning
                     Energized by          Learner is not dependent on rewards from others,
                     learning              has a passion for learning

                     Collaborative         Learner develops new ideas and understanding in
                                           conversations and work with others
                     Authentic             Pertains to real world, may be addressed to
                                           personal interest

                     Challenging           Difficult enough to be interesting by not totally
     Tasks
                                           frustrating, usually sustained

                     Multidisciplinary     Involves integrating disciplines to solve problems
                                           and address issues
                     Performance-based     Involving a performance or demonstration, usually
                                           for a real audience and useful purpose

                     Generative            Assessments having meaning for learner; maybe
                                           produce information, product, service
  Assessment
                     Seamless and          Assessment is part of instruction and vice versa;
                     ongoing               students learn during assessment

                     Equitable             Assessment is culture fair
                     Interactive           Teacher or technology program responsive to
                                           student needs, requests (e.g., menu driven)
  Instructional
     Model
                     Generative            Instruction oriented to constructing meaning;
                                           providing meaningful activities/experiences
                     Collaborative         Instruction conceptualizes students as part of
                                           learning community, activities are collaborative
Learning Context
                     Knowledge-building Learning experiences set up to bring multiple
                                        perspectives to solve problems such that each

                            Muscogee County School District                                       23
                                            Secondary Education
                                                  perspective contributes to shared understanding for
                           Empathetic             all, goes beyond brainstorming

                                                   Learning environment and experiences set up for
                                                   valuing diversity, multiple perspectives, strengths
                           Heterogeneous           Small groups with persons from different ability
                                                   levels and backgrounds

                           Equitable               Small groups organized so that over time all
                                                   students have challenging learning
           Grouping
                                                   tasks/experiences

                           Flexible                Different groups organized for different
                                                   instructional purposes so each person is member
                                                   of different groups, works with different people
                           Facilitator             Engages in negotiation, stimulates and monitors
                                                   discussion and project work but does not control

                           Guide                   Helps student to construct their own meaning by
                                                   modeling, mediating, explaining when needed,
         Teacher Roles                             redirecting focus, providing options

                           Co-learner/co-          Teacher considers self as learner; willing to take
                           investigator            risks to explore areas outside his or her expertise;
                                                   collaborates with other teachers and practicing
                                                   professionals
                           Explorer                Students have opportunities to explore new
                                                   ideas/tools; push the envelope in ideas and research

                           Cognitive               Learning is situated in relationship with mentor
                           Apprentice              who coaches students to develop ideas and skills
                                                   that simulate the role of practicing professionals
                                                   (i.e., engage in real research)
         Student Roles
                           Teacher                 Students encouraged to teach others in formal and
                                                   informal contexts

                           Producer                Students develop products of real use to
                                                   themselves and others


Source:
North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved December 12,
       2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm




                                   Muscogee County School District                                        24
                                         Secondary Education

              Engaged Learning Environment: Teacher Observation Checklist
                      Does my classroom model engaged learning?
                                                   Yes     Needs
                        Indicator of Engaged
       Variable                                           Attention        Action Plan for Needs
                              Learning
                                                             
                      Responsible for learning
       Vision of      Strategic
       Learning       Energized by learning
                      Collaborative
                      Authentic
        Tasks         Challenging
                      Multidisciplinary
                      Performance-based
                      Generative
     Assessment
                      Seamless and ongoing
                      Equitable
     Instructional    Interactive
        Model         Generative
                      Collaborative
       Learning       Knowledge-building
       Context
                      Empathetic
                      Heterogeneous
      Grouping        Equitable
                      Flexible
                      Facilitator
    Teacher Roles     Guide
                      Co-Learner/co-investigator
                      Explorer
                      Cognitive Apprentice
    Student Roles
                      Teacher
                      Producer


Source:
North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved December 12,
2003. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htm




                                 Muscogee County School District                                        25
                                             Secondary Education

                           NCREL's Indicators of Engaged Learning


                                      Online Self-Assessment
  Teachers often over estimate the authentic student engagement occurring in their classroom (Schlechty,
  2002). This online instrument is easy to follow, yet guides the teacher through precise reflection and self-
  assessment.

  Once all responses are entered, a graph provides a visual representation of the identified strengths and
  needs of the classroom implementation of the NCREL Engaged Learner Indicators.

                            Visit this URL for the online assessment tool.

                            http://ncrtec.org/capacity/profile/profeng.htm




                        Instructions for Online Self-Assessment
For each category there is a description of the indicator and examples that fall along a continuum. There are
three examples for each indicator. This activity is intended to be a tool to help you think through the kinds of
activities you use to help your students learn.

Select the example that best describes your most frequent current practice even though it may not represent
your instructional goals. You may select only one example for each indicator.

You may scroll back and change your responses. When you have worked your way through, you will find a
"Graph My Responses" button at the bottom of this document. Click the "Graph My Responses" button and a
graph of your responses will be displayed on-screen. Use the graph to help clarify your thinking about what
types of activities you would like to use more frequently in your classroom.



Sources:
North Central Regional Educational Laboratory. Indicators of Engaged Learning Quiz. Last retrieved April
29, 2007. http://ncrtec.org/capacity/profile/profeng.htm

Schlechty, Phillip. Working on the Work. San Francisco, CA: John Wiley and Sons, Inc., 2002.




                                    Muscogee County School District                                              26
                             Secondary Education



                       Strategies for Engaging Students

Low Prep Strategies




High Prep Strategies




                       Muscogee County School District    27
             Secondary Education




         Topic 3: Stage 2


Essential Questions:

What is immediate feedback?
How can teacher commentary impact learning?



      Varied Assessment
     Rubrics for Assessment




      Muscogee County School District         28
                                          Secondary Education

  Time                                     Topic 3: Stage 2 Varied Assessment
             Assessment
              Post varied assessments available for unit design

4:00 p.m.    Essential Questions:
              What is immediate feedback?
              How can teacher commentary impact learning?

                What are varied assessments tools?
4: 15 p.m.      Why is it important to use varied assessments?
                What is immediate feedback? How does it impact student learning?
             What is an authentic task? (Big picture –details for Topic 2)
4:30 p.m.     What is the difference? Authentic tasks vs. Performance Tasks
              What are the qualities of an exemplar task?
                Exemplar Units List missing or additional items needed for the unit.
                Assign group members to oversee each of the unit improvements.
                       a. Indicators of Engaged Learning
5:00 p.m.
                       b. Authentic Stage 3 Tasks for 3 levels of difficulty
                       c. Graphic organizers

5:15 p.m.    Break
             Varied Assessments
              Why are varied assessments needed for Exemplar Units?
              Why are rubrics important to GPS Unit design?
5:30 p.m.
              What are some shortcuts to creating Exemplar Rubrics?
              Create rubrics for the selected units.
                        o
             Stage 2: Performance Assessment Task
              Locate, create and/or design three (3) unit performance assessment tasks: one for each level
6:00 p.m.               o Struggling student level
                        o Average student level
                        o Advanced/Talented student level
6:30 p.m.    PLC A is adjourned




                                  Muscogee County School District                                        29
                   Secondary Education




                Varied Assessments

  Type                                Examples

Individual



 Group




             Muscogee County School District     30
           Secondary Education




     Immediate Feedback



 Interactive software and web sites can provide students
 with immediate feedback to the solutions they provide.
 Immediate feedback helps to keep the student on the
 correct path to learning new skills.

 Accelerated Math is an example of software that provides
 immediate feedback to answers.



Interactive materials do not always need to be technology
based. Students enjoy solving problems and receiving
immediate feedback from various methods. Teacher
designed self-evaluation folders or punch cards are just a
few examples.



  Use the Immediate Feedback Template to submit your
  Immediate Feedback examples. These examples
  should be incorporated into your project.




                              Visit:
      http://coe.jmu.edu/mathvidsr/inst_strat/descrip/scm.htm




   Muscogee County School District                              31
                                            Secondary Education


                    Activities with Immediate Feedback

Read the Immediate Feedback overview. Reflect on training activities and the various immediate feedback
methods and examples demonstrated during the training Topics.


Design and create an immediate feedback activity to use in your unit. 1) Record the specifics of your activities
using this template, 2) share with your peers, and 3) include this in your unit.

      Activity Title:
      Activities for Grade Level:

      GPS Standards:                               Learner Outcome:



                                                   Materials Needed:



                                                   Procedures:



                                                   Interdisciplinary Connections:



                                                   Description or Picture:



                                                   Materials for making immediate feedback tool
                                                   (optional):




                                    Muscogee County School District                                           32
                             Secondary Education
                               Rubric Design

                What are qualities of well-designed rubric?
http://www.park.edu/cetl/quicktips/rubrics.html#Steps%20in%20Rubric%20Development




                   Where are rubric templates located?




                     http://rubistar.4teachers.org/index.php




    http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=publicrub&




                http://www.teach-nology.com/web_tools/rubrics/




                          Examples of Science Rubrics:
     http://www.geocities.com/Athens/Delphi/1993/rubrics/teresa/rubrics.htm




                              http://roobrix.com/




                      Muscogee County School District                               33
                       Secondary Education

                  UbD: Stage 2, Assessment Evidence




                                             What is the
                 Who is the
                                            SITUATION?
                AUDIENCE?



  What is the
                                                              What is the final
student ROLE?
                                                              PRODUCT or
                                                               PURPOSE?




                                 GRASPS :
                                  Stage 2


What is the                                                 What is the
 GOAL?                                                      criteria for
                                                           SUCCESS ?




                 Muscogee County School District                                  34
                                 Secondary Education
Are Engaged Learner Indicators Modeled in YOUR Instruction?


                         Current Practices for the Engaged Learner


         1. Launch the site by North Central Regional Educational Laboratory.
         Indicators of Engaged Learning. http://www.ncrel.org/sdrs/edtalk/engtab1.htm
         2. Review the Indicators of Engaged Learning then return to this document.

         3. Complete and submit the online Survey for Current Practice at
         http://ncrtec.org/capacity/profile/profeng.htm .
         4. Click the Graph My Responses button and print your graph.
         5. Collect your printed graph for use with the following questions.

                     Question                                      Response

   How do unit plan designs include
   NCREL’s Assessment Variables to
   reflect the Indicators of Engaged
   Learning?
   How is your instruction responsive to
   the NCREL Variable: Assessment,
   Seamless and Ongoing?
   According to your survey responses,
   what are your indicated strengths for               Strength:
   establishing an engaged learning
   environment?
   What is one identified area for                     Area of Improvement:
   improvement?
   Describe how Professional
   Collaboration with your peers supports
   the implementation of changing the
   Teacher Roles to meet the criteria
   defined by Indicators of Engaged
   Learning.

          After all group members have completed their reflections, discuss reflections.




                         Muscogee County School District                                   35
           Secondary Education




               Topic 4:
Essential Questions:

How is standards-based instruction different from our
previous instructional practices?
What is the difference between teaching for a grade
and teaching for mastery?



 Standards-Based Instruction




    Muscogee County School District                     36
                                           Secondary Education

                                                      Topic 4:
   Time                             Teaching to Standards vs. Learning for a Grade

 4:00 p.m.    What do you know about Working on the Work (WOW) by Phillip C. Schlechty?
               Post what you know.

 4: 15 p.m.   What is standards-based instruction?
               Brainstorm ideas with grade-level group members.
               Use the Venn diagram to identify components of traditional and standards-based instruction.
               Create a strategy to support standards-based mastery and instruction in selected grades 6-12.
               Print and Save to USB drive.
4:30 p.m.     Strategy for Mastery of Standards
              Graphic Organizers
              Assessments: Rubric

 5:15 p.m.    Break
 5:30 p.m.    Managing the Engaged Classroom
               Discuss unique management strategies
               Record strategies designed to support mastery of standards vs. teaching for a grade.
               Post strategies for a Walking Tour

 6:00 p.m.    Atlas
               Update curriculum map for the next school term
               Add reflections to changes for the next term
               Review peer units and send positive notes to the author addressing at least two components:
                     Engaged Learner
                     WOW Principles
                     Differentiated Instruction Design Elements
                     Varied Assessment Tools
                     Correlation among the three unit stages
 6:30 p.m.    PLC A is adjourned




                                   Muscogee County School District                                         37
                                                Secondary Education

                                            Working on the Work
                                                      Correlations

         Working on the Work (WOW):                          Indicators of Engaged Learner (IEL):
          WOW School Standards                                             Variables
          (Schlechty, Phillip. Working on the Work)          (NCREL http://www.ncrel.org/sdrs/edtalk/engtab1.htm)
    Standard 1: Patterns of Engagement                     Vision of Learning, Tasks, Instructional Model
    Standard 2: Student Achievement                        Tasks, Assessment
                                                           Vision of Learning,
    Standard 3: Content and Substance
                                                           Tasks, Instructional Model
    Standard 4: Organization of Knowledge                  Teacher Roles, Instructional Model
    Standard 5: Product Focus                              Student Role
    Standard 6: Clear and Compelling Product               Grouping, Tasks, Student Role
    Standard 7: Safe Environment                           Teacher Roles, Student Role
    Standard 8: Affirmation of Performances                Learning Context, Student Roles
    Standard 9: Affiliation                                Grouping, Student Role
    Standard 10: Novelty and Variety                       Instructional Model
                                                           Vision of Learning,
    Standard 11: Choice
                                                           Instructional Model, Student Role
    Standard 12: Authenticity                              Learning Context, Tasks



                                         Muscogee County School District
                                                   Mission
  The Muscogee County School District is committed to providing educational experiences that will enable
  each student to become a lifelong learner, enter the work force with necessary skills and achieve academic
                                            and personal potential.



                                         Muscogee County School District
                                                    Vision

We envision a School District in which:
 Each student is given multiple opportunities to excel in his/her academic, social, emotional and physical
  development in a safe, nurturing environment.
 Well-prepared, responsible and caring employees are committed to excellence in education.
 Parents, community members, staff and students are full partners in the education of children.


                                       Muscogee County School District                                              38
                                           Secondary Education
                                Working on the Work: Overview
                                             by Phillip Schlechty

   WOW
   School                       Descriptions                                 Guiding Questions
 Standards
                                                                  1. Do teachers design plans to engage
Standard 1:
                                                                     students in the learning process?
Patterns of
                 Classes are highly engaged. Students work        2. Are learning activities designed to interest
Engagement
                 on authentic problem solving tasks.                 students?
                                                                  3. Are students actively engaged in the
                                                                     classroom?

                                                                  1. Does data guide instructional decisions?
Standard 2:      All stakeholders have an invested interest in    2. Are parents satisfied with student
Student          the success of students and performance of          progress?
Achievement      schools.                                         3. Do the successive teachers believe
                                                                     students are mastering needed skills?
                                                                  1. Can teachers and administrators articulate
                                                                     what students should know?
Standard 3:      Teachers and administrators have a clear,        2. Is content consistent with experts in the
Content and      consistent understanding of what is                 perspective disciplines?
Substance        expected of the students.                        3. Are students provided with a wide range
                                                                     of learning experiences that provide rigor
                                                                     and opportunities for critical thinking?
                                                                  1. Are teachers guided by the best-interest of
                                                                     the students in design of instruction?
                Teachers and support personnel ensue that         2. Do teachers attempt to design instruction
Standard 4:
                learning materials and resources are                 to reach those students who may not find
Organization of
                organized, aesthetically pleasing, and               their discipline interesting?
Knowledge
                appeal to the interests of the students.          3. Do teachers model technology skills and
                                                                     encourage their students to strengthen
                                                                     their own skills?
                                                                  1. Is student work correlated to a product,
                                                                     process or exhibition?
                 Student tasks and activities are linked to       2. Are learning activities flexible and/or
Standard 5:
                 performances and/or products that are of            designed to meet individual needs of
Product Focus
                 interest to students.                               students?
                                                                  3. Do students indicate they have a value for
                                                                     work they produce?
                                                                  1. Are students encouraged to assess their
Standard 6:
                 Standards and assessment of student                 own work?
Clear and
                 expectations are clear to the students and       2. Are expectations of student work clear to
Compelling
                 teachers.                                           the students?
Product
                                                                  3. Are peer evaluations commonplace?
Standard 7:      Students and parents feel that the school is a   1. Do faculty members treat students with
Safe             physically and psychologically safe place to        respect?

                                   Muscogee County School District                                            39
                                          Secondary Education
Environment      learn.                                        2. Are sincere efforts made to provide
                                                                  resources needed for students to be
                                                                  successful?
                                                               3. When students are not successful, are
                                                                  genuine efforts made to correct the
                                                                  situation?
                                                               1. Do students have opportunities to display
                                                                  their work?
                 Student performances and products are
Standard 8:                                                    2. Do parents and other adults have
                 shared with those who impact the daily lives
Affirmation of                                                    opportunities to view student-work?
                 of the students, thus empowering the
Performances                                                   3. Do parents and other adults have
                 process and results.
                                                                  opportunities to be full partners in the
                                                                  learning process?
                                                               1. Is work designed to provide students with
                                                                  collaborative opportunities?
Standard 9:      Opportunities are provided for student        2. Are some of the student products
Affiliation      collaboration.                                   designed to share with the community?
                                                               3. Can students evaluate the collaborative
                                                                  work processes of themselves and peers?
                                                               1. Are varied instructional delivery methods
                 Tasks and activities include a range of          utilized?
Standard 10:
                 materials (including technology) and          2. Does the physical learning environment
Novelty and
                 procedures which move the student from the       vary?
Variety
                 simple to complex.                            3. Do students have the opportunities to
                                                                  lead?
                                                               1. Do students have choices in presentation
                                                                  of results or products?
                 Students are allowed to have input in
Standard 11:                                                   2. Do students have opportunities to impact
                 learning through choices in their instruction
Choice                                                            the assessment of their work?
                 and learning environment.
                                                               3. Are students able to control some of their
                                                                  learning processes?
                                                               1. Are student-tasks designed to support
                                                                  success?
Standard 12:     Student tasks have meaning to the students    2. Are tasks designed toward student
Authenticity     lives and/or important to them.                  interests?
                                                               3. Are consequences of success and failure
                                                                  for assignments known to the students?

Source:
Schlechty, Phillip. Working on the Work. San Francisco, CA: John Wiley and Sons, Inc., 2002.




                                  Muscogee County School District                                         40
                                         Secondary Education



                              Unit Reviews for WOW School Standards
         Use the table to indicate which WOW School Standards appear in three selected GPS units.


                                         Unit 1:                    Unit 2:                    Unit 3:
  WOW School Standards                            (standard)                (standard)            (standard)
                                            Examples                   Examples                 Examples
Standard 1:
Patterns of Engagement
Standard 2:
Student Achievement
Standard 3:
Content and Substance
Standard 4:
Organization of Knowledge
Standard 5:
Product Focus
Standard 6:
Clear and Compelling Product
Standard 7:
Safe Environment
Standard 8:
Affirmation of Performances
Standard 9:
Affiliation
Standard 10:
Novelty and Variety
Standard 11:
Choice
Standard 12:
Authenticity




                                  Muscogee County School District                                           41
                                Secondary Education
                           Standards-Based Instruction

                              What is the difference?




                                    Keepers from
                                     Traditional
Traditional Instruction              Instruction!           Standards-Based Instruction



                          Muscogee County School District                                 42
                                          Secondary Education



                       What strategy supports standards-based instruction?

Title                                                      Take Two: Mastery is a Must
Discipline:                                                           All
Standards: All                                                        All
Written Description:
                                         Students are motivated to master standards when structure forces
                                          continued practice and/or application until the predetermined level
                                          of success is reached.
                                         Students are not allowed to accept any final work or product that
                                          does not meet set requirements. (Example: Students must rework
                                          any work that receives a score less than 70%.)
                                         A time limit should be set that is determined by the maturity of
                                          the students.

Step-by-Step                         1.    Post the rules for Take Two: Mastery is a Must.
                                     2.    Establish a timeline for this to process to begin and end. Students
                                           should not see this as an excuse to not master skills in a timely
                                           manner, but as a transition strategy to assist with difficult skills.
                                           (example: 6th grade, first semester)
                                     3.    Review the rules with students.
                                     4.    Establish a collection location for assignments to be submitted
                                           that has been worked again for mastery. File trays by the door
                                           provide an ease for collecting. One file tray is labeled for each
                                           class period.
                                     5.    Establish a routine for distributing reviewed work back to the
                                           students.
Visual Description:




Other:                               see the posting sign example




                                 Muscogee County School District                                              43
                            Secondary Education


             Take Two: Mastery is a Must




  ALL assignments with scores below 70% are not complete
  and MUST be reworked. Scores of 70% or below indicate
          mastery of a standard has not been reached.
Just as in making a film, sometimes a “second take” is needed.



    Students must:
    1. rework any incorrect or missing items on a separate sheet of
       paper- for ALL assignments with a score of below 70% .
    2. have the original assignment signed by a parent or guardian.
    3. staple both papers together.
    4. return the stapled papers to the collection file within two (2)
       weeks from the date the original assignment was returned.
    5. expect a telephone call to parents or guardians if this
       procedure is not followed.
    6. expect that “Take Two procedures for Mastery is a Must” will
       only be in place from August through November. This
       transition tool supports students into the new requirements of
       a new grade level.




                      Muscogee County School District                44
                                       Secondary Education

                                   Mastery Strategy Template

                       What strategy supports standards-based instruction?

Discipline:




Standards:




Written Description:




Visual Description:




Other:




                                 Muscogee County School District             45
                                        Secondary Education

                                    Why map curriculum?




     Research shows that when curriculum is well articulated and aligned to assessment, and when
    school leaders monitor the extent to which it is actually covered, the measurable impact- or effect
         size- of such strategies is 31 percent points in student achievement. (Marzano, 2000).



       Questions                                            Reflections
What is a Curriculum Map?




   What is the process?




What will ensure success in
mapping across the MCSD?




                                Muscogee County School District                                           46
                                           Secondary Education

         What is curriculum mapping software and why should I want it?

The implementation of curriculum mapping software will assist the Muscogee County School District in
establishing professional learning communities and enhance system collaboration. This software tool offers a
unique strategy to support all teachers in the Georgia Performance Standards (GPS) implementation which
results in improved student achievement. As teachers transition to standards-based instruction, the modeling
of exemplary instructional strategies for system teachers is imperative to meet MCSD Comprehensive LEA
Implementation Plan (CLIP) goals. This is a one-stop shop for housing all relative standards, GPS units,
varied assessment tools, and model instructional practices. Ease of use of this software mapping tool and the
support it provides cannot be underestimated.

Through a rigorous selection process, Rubicon Atlas identified professional learning strengths. Rubicon is
committed to working with Muscogee County School District to develop an effective implementation plan that
prepares all district teachers for mastery in curriculum mapping.

           Question                                                Reflection
1. What is curriculum mapping
   software?

2. Why do I want it?


3. What will motivate MCSD
   teachers to maximize use of
   curriculum mapping software?
4. What are advantages of the
   online resources?

5. How can I make a difference?




                                     http://www.rubicon.com/

                                   Muscogee County School District                                         47
       Secondary Education




Special Information




 Muscogee County School District   48
                                         Secondary Education


                            Middle School Mathematics at a Glance
                          th
                        6 Grade                            7th Grade                        8th Grade
Numbers and       Factors and multiples          Absolute value                   Square roots of perfect
Operations        Fundamental Theorem of         Compare & order rational            squares
                   Arithmetic                        numbers                          Rational vs Irrational
                  GCF and LCM                    Compute & solve problems            numbers
                  Compute with fractions and        with positive and negative       Simplify expressions with
                   mixed numbers (unlike             rational numbers                  integer exponents
                   denominators)                                                      Scientific Notation
                  Equivalent fractions,
                   decimals, and percents
Measurement       Convert units using
                   proportions
                  Volume of right rectangular
                   prisms, right circular
                   cylinders, pyramids and
                   cones
                  Surface area of right
                   rectangular prisms, right
                   circular cylinders
Geometry          Line & rotational symmetry       Basic constructions            Properties of parallel and
                  Ratio, proportion and scale      Transformations                   perpendicular lines
                   factor with similar plane        Properties of similarity         Meaning of congruence
                   figures
                                                    3-D figures formed by            Pythagorean Theorem
                  Scale drawings                    translations & rotations in
                  Compare/contrast right            space
                   prisms/pyramids and              Cross sections of cones,
                   cylinders/cones                   cylinders, pyramids and
                  Views of solid figures            prisms
                  Nets (prisms, cylinders,
                   pyramids, and cones)
Algebra           Ratio for quantitative         Algebraic expressions            Represent, analyze, and
                   relationship                   Linear equations in one           solve problems
                  Write & solve proportions         variable                       Inequalities in one variable
                  Write & solve simple one-      Relationships between two        Graphs of linear equations
                   step equations                    variables                       and inequalities
                                                                                    Systems of linear equations
                                                                                     and inequalities
Data            Question, Collect Data,          Question, Collect Data,          Set theory
Analysis and     Make Graphs                         Make Graphs, Interpret         Tree Diagrams/ Counting
                Experimental/ Theoretical           results                         Principles
Probability      Probability                                                        Basic laws of probability
                Predictions from                                                   Organize, interpret, make
                 investigations                                                      inferences form data
Process        Problem Solving, Arguments,       Problem Solving, Arguments,       Problem Solving, Arguments,
                Communicate, Connections,        Communicate, Connections,         Communicate, Connections,
Skills            Multiple Representations         Multiple Representations           Multiple Representations




                                Muscogee County School District                                                    49
                                              Secondary Education


                   MATH 1                        MATH 2                 MATH 3                 MATH 4

 NUMBER &                                      Complex numbers
OPERATIONS

GEOMETRY        Distance between 2            Special right         Investigate
                 points                         triangles              relationships between
                Distance between a            Right triangle         lines and circles
                 point and a line               trigonometry          Circle
                Midpoint                      Circles and           Ellipse
                Inductive, deductive           properties            Hyperbola
                 reasoning                     Length of arc         Parabola
                Converse, inverse,            Area of a sector      Equations of Planes
                 contrapositive                Surface area and       and spheres
                Sum of interior,               volume of sphere
                 exterior angles               Relationships of
                Triangle inequalities          similar solids
                SSS, SAS, ASA,
                 AAS, HL
                Use and prove
                 properties of special
                 quadrilaterals
                Incenter, orthocenter,
                 circumcenter,
                 centroid




                                 Muscogee County School District                                        50
                                                   Secondary Education

                                               High School Courses

                       MATH 1                        MATH 2                     MATH 3                        MATH 4
  ALGEBRA          Function notation              Step & piecewise        Polynomials of degree         Rational functions
                   F(x) = xn (n=1,2,3),
                                                    functions                >2                            Solve rational
                                                   Characteristics of      Classify polynomial            equations and
                       x , |x|, and 1/x             their graphs             functions as even, odd,        inequalities
                   Characteristics of             Solve absolute           or neither                    Unit circle
                    these functions                 value equations         Characteristics of poly.       trigonometric
                                                    and inequalities         functions                      functions
                   Sequences as                   Exponential             Logarithmic functions         Graph of 6
                    functions                       functions               Solve exponential,             trigonometric
                   Compare rates of               Solve exponential        logarithmic and                functions
                    change among                    equations and            polynomial equations          Build functions using
                    functions                       inequalities             and inequalities               sum, difference,
                   Even, odd, neither             Geometric               Perform operations             product, quotient, and
                   Simplify expressions            sequences as             with, find inverses of,        composition of
                    involving and                   exponential              and examine properties         functions
                                                    function                 of matrices                   Trigonometric
                    perform operations
                                                   Quadratic function      Use matrices of                identities
                    with square roots                      2                 represent and solve           Solve trigonometric
                   Operations on                   (y = ax + bx + c )
                                                                             problems                       equations and
                    polynomials                     and its graph
                                                                            Linear programming             inequalities by
                                                   Quadratic
                   Binomial theorem                                        Vertex-edge graphs             graphing and
                                                    inequalities
                   Factoring of 2nd               Inverses
                                                                                                            algebraic
                    degree polynomials                                                                      manipulation
                    & cubes                                                                                Law of Sines
                                                                                                           Law of Cosines
                   Solve quadratic
                                                                                                           Area of triangle (trig)
                    equations with a=1                                                                      formula
                   Solve equations using                                                                  Inverse trigonometric
                    radicals                                                                                functions (sine,
                   Solve simple rational                                                                   cosines, and tangent
                    equations(a=1 only)                                                                     only)
                                                                                                           Sequences and series
                                                                                                           Summation notation
                                                                                                           Understand and use
                                                                                                            vectors

   DATA            Principles of counting         Population means        Histograms of discrete        Central limit theorem
ANALYSIS AND       Simple permutations &           & deviations             random variables              Confidence interval
PROBABILITY         combinations                   Model data using        Normal distribution           Margin of error
                   Mutually exclusive,             linear and              Experimental and
                    dependent, and                  quadratic                observational studies
                    conditional events              regressions
                   Expected values
                   Compare summary
                    statistics
                   Understand random
                    sample
                   Mean absolute
                    deviation
               Problem Solving,                     Problem Solving,         Problem Solving,               Problem Solving,
  PROCESS      Arguments, Math                      Arguments, Math          Arguments, Math                Arguments, Math
 STANDARDS     Vocabulary,                          Vocabulary,              Vocabulary,                    Vocabulary,
               Interconnectivity,                   Interconnectivity,       Interconnectivity,             Interconnectivity,
               Communication                        Communication            Communication                  Communication




                                          Muscogee County School District                                                             51
                                            Secondary Education


                      Georgia High School Mathematics Framework

Mathematics 1-4
The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of
mathematical understanding by using manipulatives and a variety of representations, working independently
and cooperatively to solve problems, estimating and computing efficiently, and conducting investigations and
recording findings. There is a shift towards applying mathematical concepts and skills in the context of
authentic problems and for the student to understand concepts rather than merely follow a sequence of
procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an
understanding that there are many different ways to a solution and sometimes more than one right answer in
applied mathematics. Mathematics is the economy of information. The central idea of all mathematics is to
discover how knowing some things well, via reasoning, permit students to know much else—without having
to commit the information to memory as a separate fact. It is the connections, the reasoned, logical
connections that make mathematics manageable. As a result, implementation of Georgia’s Performance
Standards places a greater emphasis on problem solving, reasoning, representation, connections, and
communication.


Core Mathematics 1 -4 (This course is most likely to be eliminated in the summer of 2007.)
This is a course in algebra, geometry, and probability designed to prepare students for post secondary options.
It includes basic functions and their graphs, properties of polygons, coordinate geometry, counting techniques,
and basic laws of probability. (Prerequisite: Successful completion of 8th Grade Mathematics.)
Instruction and assessment should include the appropriate use of manipulatives and technology. Topics should
be represented in multiple ways such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and
symbolic. Concepts should be introduced and used in the context of realistic phenomena.


Accelerated Mathematics 1 -3
This is the first in a sequence of mathematics courses designed to prepare students to take AB or BC
Advanced Placement Calculus. It includes radical, polynomial and rational expressions; functions and their
graphs; quadratic and radical equations; fundamentals of proof; properties of polygons, circles and spheres;
coordinate geometry; sample statistics and curve fitting. (Prerequisite: Successful completion of 8th Grade
Mathematics.)
Instruction and assessment should include the appropriate use of manipulatives and technology. Topics should
be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and
symbolic methods. Concepts should be introduced and used, where appropriate, in the context of realistic
phenomena.

Source:
GaDOE http://www.georgiastandards.org/math.aspx




                                    Muscogee County School District                                          52
                            Secondary Education



         What are strategies that can build rigor in core curricula?




What can be done to improve student transitions from middle to high schools?




                      Muscogee County School District                          53
                         Secondary Education




              Curriculum Mapping Resources




http://www.curriculummapping101.com/Curriculum_Mapping.html




                               NCREL
   Curriculum mapping: A Process for Continuous Quality Improvement

          http://intercom.noeca.esu.k12.oh.us/downloads/npsp03.pdf




http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp004.shtml




                 Muscogee County School District                           54
                                     Secondary Education



                         WOW School Standards Unit Integration

                                                    Specific Examples
WOW School Standards
                                     Unit 1                 Unit 2      Unit 3

Standard 1:
Patterns of Engagement
Standard 2:
Student Achievement
Standard 3:
Content and Substance
Standard 4:
Organization of Knowledge
Standard 5:
Product Focus
Standard 6:
Clear and Compelling
Product
Standard 7:
Safe Environment
Standard 8:
Affirmation of Performances
Standard 9:
Affiliation
Standard 10:
Novelty and Variety
Standard 11:
Choice
Standard 12:
Authenticity




                               Muscogee County School District                   55
                                                     Secondary Education
 Primary Standard:                                  Unit Name:                                                      School:
 Submitted by:                                                       Email address:
          Criteria of an                                                                                                                 Included
                                                                  Suggested Resources                                                       
         Exemplary Unit
                                   Follows Atlas protocol:
  Unit Name                         Unit Standards Number GaDOE Unit Name                                                                   
                                   examples: Unit MMIA1G2 Function Families or Unit S6E2 Atmosphere and Weather
                                   Essential Questions: open-ended, thought provoking
  Backwards Design
                                   Enduring Understandings (noun identifiers for student knowledge)
                                                                                                                                            
                                   Content (Big Idea and Unit Outline with flow of instruction)
                                   Skills (verb identifiers for student engagement)
                                   Checklist of Unit Standards (including unit vocabulary) as link Word document in
  Standards-Based Instruction       Content or Resources                                                                                    
                                   Standards Mastery Strategies
                                                                             Stage 1
                                   Noun identifiers for student knowledge
                                                                                                                                            
Enduring Understandings
                                   General content ideas
                                   Open-ended,
                                                                                                                                            
Essential Questions
                                   Thought provoking
                                   Big Idea
Content                            Outline of Unit – Link to Word document
                                                                                                                                            
                                     Timeline of unit content/instruction broken into increments
                                     Names of tasks, resources, etc. correlate to Resources
                                   Verb identifiers for student engagement
                                                                                                                                            
Skills
                                   Identifies what students will do during the unit
                                                                             Stage 2
                                   Unit Pre-Test
  Assessments: Varied              Performance Assessment Tasks (culminating task)
                                                                                                                                            
                                   Performance Tasks and Rubrics
                                   Immediate Feedback Strategies (R. Marzano)
                                                                             Stage 3
                                                               Indicators of Engaged Learning
                                                             http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htm
                                Engaged Learners                 Partnership for 21st Century                                              
                                                             http://www.21stcenturyskills.org/index.php?option=com_content
                                                             &task=view&id=31&Itemid=33
                                Differentiated Instruction
                                                              Leveled Tasks                                                                
  Learning Activities                                         Other suggestions: www.secondaryinstruction.com
                                                              Authentic connections
                                Performance Task              Application of standards                                                     
                                                              Attached as handout
                                                              The International Center for Leadership in Education,
                                Rigor and Relevance               http://www.leadered.com/rigor.shtml                                       
                                                              Bloom’s Higher-Order Thinking Skills
                                   Websites (URL)
                                   Graphic Organizers (attached to Unit and referenced in Content)
  Resources and Materials          Textbook references include page numbers correlated to unit standards                                   
                                   Student handouts (attached to Unit and referenced in Content)
                                   Materials List including technology needs
                   More Suggestions and Information: http://www.secondaryinstruction.com/CMapping.html
                          three (3) signature verifications for completion of all requirements of an eUnit
    1.                                           2.                                             3.


                                            Muscogee County School District                                                               56
                                Secondary Education




                                    Resources



Language   interactive site         http://www.free.ed.gov/subjects.cfm?subject_id=78
Arts



Math       interactive site         http://www.free.ed.gov/subjects.cfm?subject_id=33
           lessons and              http://enlvm.usu.edu/ma/nav/bb_course.jsp
           interactive




Science    interactive site         http://www.free.ed.gov/subjects.cfm?subject_id=41



Social     interactive site         http://www.free.ed.gov/HandSS.cfm
Studies




                          Muscogee County School District                          57

								
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