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What worked: we were exposed to the PARCC and common core skillset

We had productive discussions about the order and sequence of skillsets What did not work:

The level of detail in the scope and sequence may have to be changed when content scope and sequence is delievered

How will you address content in unit 1:

start with content skill strands -> generate activites -> further refine activites around Common Core -> Develop

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I will add content to this unit that has the skills we've chosen

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This was very frustrating. Taking the park is a nightmare. I have never felt like that in an exam before, lost and helpless.

As for what went well. We all seemed to agree on the objectives matching the standards and even how to use them in order. I have no idea how i"m integrating my content,yet.

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I thought that the power point worked effectively. Teachers were able to brain storm easily. Nothing because everything is in a developmental state. I will implement more critical reading objectives in my lesson plans.

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The alignment of the skills and standards.

Trying to place the teaching of specific skills in specific dates

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What worked: Our ability to agree upon the proper sequencing for teaching the standards.

What did not work: A realistic time line for how long it will take to teach each skill. We won't know the feasibility of our efforts until the following year.

Im not quite sure as of yet how I will go about addressing my content.

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listing the standards in the order we would teach them was very helpful. I have doubts about trying to cover all these standards in a given time frame due to different students capabilities(Sp. Needs) and trying to allow for the insertion of content objects. In theory it looks good , but in practicality I think its a little too aggressive.

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Worked: Examining how we can break apart the Common Core Standards into objectives and connecting them to the approaches to learning

What Did Not Work: Understanding how our content areas standards are going to fit in with the Common Core Standards and the ATL

How will you address your content into unit 1: I will teach my students the first two common core standards that we have chosen as a grade level to use for the first unit.

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-collaborating on the standards

-trying to rearrange them

-carefully

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I think the planning today will help teaching literacy in my classroom when I teach art history to the students. It will also be helpful when asking students to look at a work and analyze a work of art. In Unit 1, I will address the first standards we discussed and the objectives that go along with them. I think we are at a place where we just need to see this all roll out, we are all new to this and nervous amount of new material that we are asking to teach.

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What new revelations do you have about  the type of instruction required for students to be  successful on PARCC?

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It is very aligned to IB, it is looking at the analysis and the how and why instead of the what. It is basically rhetoric, looking at authors choice.

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PARCC seems to be the culmination of the teaching process, evaluating the results of instruction using the CCS objectives and ATL skills and analyzing their effectiveness.

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Mrs. Sanchez (PARCC and Scope and Sequence Reflection)

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Mrs. Sanchez (PARCC and Scope and Sequence Reflection)

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The type of instruction required for students to be successful on the PARCC is very similar to the type of instruction needed to prepare students for the ACT. After viewing several of the items on the practice PARCC exam, students need to master many of the CRS skills (ex. drawing conclusions, compare/contrast, sequence of events, etc.) in order to be successful. Also, students need to be exposed to longer non-fiction passages and other sources of text to be able to analyze and compare text. Students also need to become technological savy in order to navigate through the system.

I think that after various attempts to design an scope and sequence aligned to CCSS and ATL skills, we were able to come together as a team and create a well-planned out scope and sequence that will potentially work next year. I believe that working in groups to design objectives according to each of the nine CCSSS really worked. However, I think we spent too much time on putting the CCSS in sequential order.

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Relationships between The two standards or skill sets are nearly limitless. It was more difficult to find skills that didn't fit than those that did..

These skills help a student become more successful

Develope increased critical thinking

Increase student ability to think through written work in multiple perspectives.

The students will need tremendous literacy training, especially for the non-fiction readings. These skills necessary for deep understanding of these kinds of readings not only require comprehension but critical analysis. I also looked at the math test and it was full of complex readings that require formulaic knowledge for understanding, and for interpretation require reasoning skills as well.

For those of us not teaching Ib already our students are going to have to develop a whole new set of skills. We have been focusing on data skills. We now need a new approach.

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Three relationship between the CCs and ATL skills: some of the skills overlap with the CCS standards, students need to master both the ATL skills and the CCS standards to be successful, teachers need to design their unit plans using both the CCS standards and the ATL skills.

These skills give students the ability to learn and experience the ten attributes from the learning profile
The Bogan Instructional Frame support my practice in developing the successful students because I can explain, teach and model and my students get to listen, practice and demonstrate mastery of the class objectives.
what worked is the idea of creating a scope and sequence for the grade level

What did not work is that we have to have the same objective in every class

I will address my content into unit 1 by using the target language, reading articles in the target language and designing my unit with the themes that address my content area

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Three Relationships Between ATL and CCS -

Align specific skills with standards/ learning activities

CCS are the end products we expect students to produce, ATL are the steps along the way and the rubric we will grade these products using

CCStandards answer, "Why are we doing this?" "What value does this hold?" While the ATL scaffold the process.

How do those skills help develop a successful student/IB Learner?

The ATL are the steps to being successful within the CCS. When these are laid out for the students in the beginning, they get a clear picture of "the light at the end of the tunnel" (end goal - CCS) and snapshots along the way that don't make that end product seem so impossible or far away. This also paints a clear picture for students that these assessments are made up of all these smaller spinning parts, so work along the way, bit by bit, is what it takes for success.

How does the Bogan Instructional Frame support your practice of developing successful students? -

As stated above, the CCS and the ATL work so well together because the CCS is the end expectation and the ATL breaks into smaller, more concrete steps along the way. When combine with the Bogan instructional frame, the students are supported in success every step of the way.

How does your description of a successful student impact scope and sequence?

THAT'S WHY WE SCOPE AND SEQUENCE!!!! to produce successful students and later life!

Teaching Changes?

Keep backward design at the fore front, NO MATTER HOW BUSY AND OVERWHELMED!!!

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The CCS and the ATL are both skills that help the students develop into more well rounded critical thinkers and provide us with the necessary guidance to help filter our lessons to help us reach our desired outcomes. The Bogan Instructional Framework allows the students to begin with reviewing concepts covered in prior classes, then moving into instruction that utilizes modeling and independent practice, before assessing their skills. By utilizing a variety of teaching strategies the student will be exposed to a variety of the approaches to learning including thinking skills, communication skills, research skills, etc. The description of the successful student will help impact my scope and sequence because by knowing what I want my students to learn as an end result, I will be better able to plan the curriculum over the course of the year. By developing a course and sequence I will be better able to develop a plan that teaches students all of the necessary skills that are needed to reach our desired end goal. In addition to focusing on the CCS, my teaching will also need to address the various ATL skills.

In order for students to be successful on PARCC, I noticed that the students would need to spend a great deal of time learning how to pay attention to specific details both in questions and within passages, along with being able to locate information and using the appropriate technology. Students will need to be able to analyze text and be able to answer different types of questions whether they are summary questions, finding information questions, or sequential questions. A great deal of time will also need to spent on vocabulary terms so students can understand the questions and the readings.

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CCS provides a wide open objective but the ATL allows the student to fine tune his efforts and focus of the various approaches the learner needs in order to reach the CCS standard.

The Bogan Instructional Frame gives the aTLspecific & uniform focus in an identified core subject.

Knowing the description of a successful student allows you the teacher to develop unitplans with these app.roac.hes in mind

This allows the successfully teacher to modify and re-examine their approach.

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The three relationships between the CCS and ATL are: 1. They both are sets of standards that educators use to teach standard based skill development. 2. Common core is a nationwide approach to skill based learning, wheras ATL is more of a global approach to skills based learning. 3. A more rigorous approach standards based learning.

The Bogan Instructional framework would support me in developing successful students by allowing me to structure the classroom learning environment in such a way that the roles of both teacher, and student are clearly defined. These well-defined roles help to best maximize academic achievement by allowing all contributing parties to create a sense of ownership and accountability in the learning process.

The new revelation that I have regarding parcc is that my students need to familiarized with how to navigate through an online testing environment. My students also need to have an ability to navigate through difficult texts that will test their abilities to analyze and locate information.

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The three relationships between the CCS and ATL are that they both filter into a final outcome of student success.... they should be considered when writing unit plans and focus on standard based skills and they also work together to define college and career readiness.

These skills help develop a successful student /IB learner by giving them well rounded opportunities to make connections in reading and writing and helps them to allow the characteristics of the IB Learner Profile flourish.

Using the Bogan Instructional Frame students can be successfully developed by incorporating multiple aspects of the ATL Skills and the CCS in Unit Plans.

The description of the successful student will impact scope and sequence because it forces you to organize the unit from start to finish, ending with a solid product.

I would need to change the ways I differentiate instruction in order to develop this kind of student in my Arts classroom.

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The three relationships between the CCSS and ATL are:

1) They both integrate critical thinking for successful learning

2) They both should be used when designing unit plans for teaching and learning

3) They are both a skill-based approach to learning

These skills develop a successful student/IB learner because it helps them explore concepts and key ideas across different subjects and helps them become responsible for their own learning.

The Bogan Instructional Frames supports teaching and learning because it provides explicit instruction, guided practice, and independent practice (I teach you watch, I do you help, you do I help, and you teach and I watch) which is a successful approach to learning.

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Melvin Davis Research to build and present knowledge

ATL Use appropriate forms of writing for different purposes and audiences links to the CC standard Write routinely over extended time frames for a range of purposes

The ATL provides the skills to complete the Common Core objectives. We found that several ATLs would apply to the common core standard. For example for the common core standard Drawing evidence from literary or informational texts relates to the ATL Read a variety of sources for information and pleasure and Negotiate ideas and knowledge with peers and teachers.

Common Core standard Research project to answer a question or solve a problem correlates to ATL Read a variety of sources for information and for pleasure.

These skills help develop a successful student as in IB LP Communicators: They understand and express ideas and information confidently and creatively.

For the PARCC Exam we need to prepare students to analyze and evaluate texts as opposed to simply reading for comprehension. The questions on the PARCC Exam have similarities to those on the IB Diploma exam in that the format is not just multiple choice. Students must select answers from a bank of questions that contain several correct options and several incorrect options.

6/18/14

What worked in today's scope and sequence planning was that every teacher has been exposed to the CC standards and was given the opportunity to create objectives based on those standards. In addition the teachers placed those objectives in order for the school year and indicated which would be covered throughout the year.

What did not work was that some teachers had difficulty seeing how these objectives would connect with their content area.

I see the first common core standards for literacy being applied to math.

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Students become effective thinkers.

How would your teaching need to change in order to help develop this type of student? Your teaching need changes and become focus.

How would using the Bogan Instructional Frame support your practice in developing the successful students described above? The Bogan Instructional frame allow student to grow and become independent thinkers.

How will the description of the successful student impact your scope and sequence work? This allow me to address the student needs and build on what they know.

How do those skills help develop a successful student /IB learner (as described IB LP) These skill build global leaders.

What worked/ We were able to address major concerns.

How will you address your content into unit one? We will have to regroup as department and address this.

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1. ccs are the standards and ATL are skills that students need to have to master the standards
2. ATL are skills in different areas such as communication, thinking and self management
3. ccs lets us know what are the outputs students need to produce

How do those skills help develop a successful student /IB learner (as described IB LP)?
These components take into consideration other factors other than content to be college ready learners
How would using the Bogan Instructional Frame support your practice in developing the successful students described above?
The atls are basically what students should be doing during independent practice. Teachers need to use the atls and ccs to plan out what they are going to teach

How will the description of the successful student impact your scope and sequence work?

It is going to impact my scope and sequence because I will need to know what the end product is going to be. What skills do my students need to learn before they produce an end product.

How would your teaching need to change in order to help develop this type of student?
I would need to take into account what basic skills my students need to develop before teaching an end product. Do my students know what an effective presentation looks like? What volume should they be projecting when they present in front of others. This is where the ATLs come in

What new revelations do you have about  the type of instruction required for students to be  successful on PARCC?

Students have to be well versed in technology. We must construct our assessments to have different types of questions. The parcc will have students pick from different selections, multiple choice, and write essays.

What Worked

Looking on how PARCC, common core, and ATL aligned makes the work we are doing make sense. Having conversations on how common core and PARCC will affect our instruction.

What did not work The entire group had trouble figuring out what we needed to do. Some backwards planning for this activity would have been helpful. Before we get to scope and sequence, we needed to unpack the standards. Once we unpacked the standards we should have made our objectives, and then from there sequence. How will you address your content into unit 1... My content is directly aligned with common core lit standards. The objectives will be exactly what I would be teaching in my classroom