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I feel fortunate the WI SS standards total only 27. While some have multiple layers, the total number is manageable and does not shut people off from diving in.

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I never really reflected on the impact on students (para 3). Sounds like a great opportunity to look at cross curricular integration.

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Assessment for and of learning are two terms we should use more purposely and include in the glossary of our curriculum renewal document.

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I like their definition of rigor.   It aligns nicely with Robyn Jackson's, whose definition I have relied on for years.

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I like the word recursive!

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I like the idea of naming units after the standard/skill being focused on.  I think this really helps to change the focus on what is being taught/learned.   My true preference (if I were Curriculum King) would be to name units based on the compelling question (or essential question).   If a great question is chosen and the unit is built around it, that by itself drives the focus and learning in the classroom.

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I struggled a bit with their argument against spiraling as I felt in other parts of the text they were endorsing it.   I probably need to finish the text and then go back and rethink what they said about it and look for the finer points of their argument(s).

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As I read, I put in my margin comments a note about what is the best way to get Ts to focus on "student learning" as the outcome, more than just grades or work completion.

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I really like that they talked about 3ish standards per unit. Additionally, that want Ts to own this work as we guide them through it.

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I appreciated the PS metaphor of fence posts (priority standards) and rails (supporting standards) as well as the selection criteria (Readiness, endurance, leverage and alignment to external assessments).

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We had this discussion this year - "By organizing the units to convey priority literacy skills, we reorganized our overloaded curriculum maps into standards-based units with literary topics rather than book topics (or I would add titles)." Focus on the standards rather than teaching a particular book.

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Fidelity of Implementation is an ongoing process

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Fidelity of Implementation is an ongoing process

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Love the concept that the actual practice of teaching the units as designed and monitoring the impact and making adjustments is work that never ends.

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Ensuring alignment is a part of a curricular system

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Ensuring alignment is a part of a curricular system

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Pacing calendars should provide suggested horizontal learning progressions within grades and vertical learning progressions between grades. This is work that we need desperately on the lit side and would give clarity and coherence to 4K - 12 literacy

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Instructional strategies included that serve all learners needs

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Priority standards with supporting standards is a strong visualizer for staff. I think it is better an essential learning targets or power standards.

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I understand where the authors are going with this chapter with departments moving from topic names to standards but it also doesn't provide options for wholistic development of the child or intercurricular options that are best practice in early education.
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This chapter reminds me when we wrote the ELTs and organized the standards into units for K-3.  That was the era when I really thought we had gotten things together. The one difference was that we had more priority standards because no supporting standards.  The format was easy for teachers to use for student achievement.

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The mere mention of pacing will trigger staff. Even though units used material and buffer zones. Staff completely revolted and complained nonstop about the "unreasonable" expectations. I fully support what they authors were stating but we are going to need extensive messaging in this area.

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Blooms & DOK
High-Effect size
*reinforce previous work

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Pacing calendars/charts have  a guiding purpose, but they can also create a "march" to plow through curriculum. The books consistently refers to flexibility, but from a classroom perspective where day to day "survival" is often the goal, having dates assigned to anything could have negative impacts on Ts and Ss regardless of how much we try to message something differently.

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The idea of a buffer zone is completely new concept that I find interesting. I know most teachers would say that we already don't have enough time to "cover" everything. I like the concept of a buffer zone to potentially move the thought from "material to cover" to "student learning".

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I spent a lot of time thinking about the "length of unit" question.    Similar to what I mentioned above, a discussion on this topic would help to shift the focus of Ts from coverage of content to mastery of standards.

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I like the Blooms/Webbs section of the planner.   Last year when I introduced those ideas, the secondary teachers (Inter and HS) both wanted to go to Costas because of their familiarity of it with AVID.    As a whole I think we should consider if / how best to introduce these ideas, teach the differences between them and when each should be referenced/used.

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I found it interesting that they have separate sections for a post assessment and a performance assessment.

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I am torn on the idea of instructional strategies on the unit planner.   I like (love) the idea of having Ts know the most impactful strategies, but I like the idea of those strategies being in a separate document ("Handbook") describing the strategy, key elements for its success, when it can best be used, how to evaluate its success, etc. and then have teachers match the strategy to their unit with a resource that provides guidance on how to effectively apply the strategy to their classroom.

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The disconnect between what we have defined in standards and what we have time to teach is important for teachers to understand. It means we have to be creative in our approach and necessitates the need for prioritization.

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I really think the emphasis on district assessments tied directly common assessments means that as a team we have to decide on the methods we want to use to select PSs. (example p.14)

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I like how they give examples of how RCD can be used in so many different situations. These recommendations are all based on their experiences working with different individuals, schools and school systems.

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Development of good assessments of learning

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Development of good assessments of learning

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The unwrapping process is meant to help teachers "clearly understand the specific learning targets their students need to achieve". Hattie says if teachers aren't clear, they can't really develop good assessments.

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As mentioned earlier, the definition of rigor is great; ensuring that "students leave high school with the confidence and skills to make sense of increasingly complex and unfamiliar content." Rigorous curriculum accessible to every student in order to reach equity. I appreciate the explanation of the process for assigning Bloom's and DOK levels to make sure the rigor in assessment and instruction matches the expectation for attaining the unwrapped concepts and skills.

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Big Ideas come from unwrapped concepts, not unwrapped skills. However, teachers should lead students to the big ideas through the exercise of the skills. Big ideas are the students' responses to the Essential questions.

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Summative can be formative. Assessments as a learning tool. Success criteria provides clarity in communication to students. Well implemented CFAs can double the speed of learning. I appreciate the How-to's and the guides toward the end of the chapter.

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Math is currently in Situation 1 - and 6th grade has decided to pilot the prioritization process. I just watched a video this morning of them working through the process and had several take-aways: many of the teachers (experienced or not) learned a lot by revisiting the standards in their clusters; teachers want to hold onto everything as "essential" so the person guiding the process is really important; knowledge of what comes before and what comes after is critical and not something these teachers felt comfortable with naming before they looked through the coherence maps.

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I really like the design metaphors I'm coming across in this book and others - deconstructing standards, designing instruction, constructing knowledge (that one is probably more familiar to teachers. The metaphor puts front and center the intentionality to instruction that leads to improved student outcomes.

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I've witnessed a couple of teacher groups use the Hess matrix over the past month, and they seem to appreciate the specificity of verbs that are found in the subject specific matrices...and then they naturally transition the conversation to examples of the kinds of work students should be doing in their class.

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I love the idea of assessments being a tool for teachers to accurately infer what student know and what instruction must come next.  And, while this chapter does a good job of trying to provide a procedure for the work, I think it's something that we have to give a lot more consideration to.  This seems to be a stumbling point for some PLCs (creating useful assessments, scoring work, using data...)

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Students benefit from a blend of traditional skill development and authentic problem based learning experiences.

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We used this relevance scale with a group of teachers in February, and it resonated with them. I personally really like the Application Model framework.

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Chp 9-10 is a synopsis of the AoDL text (written by a research partner of Ainsworth).

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I like the advice to provide PD for teachers on instructional strategies, while also allowing teachers flexibility to choose the strategies that will work best for them.  I've heard this conversation in several meetings/contexts recently - driven by a desire to preserve teacher flexibility but also prevent what happened in Sun Prairie.

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The template we designed feels in line with the recommendations. I do think our ideas to tweak the template a bit by subject area is a good one (and supported by some of the implied recommendations in the chapter).

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It's a symbolic move, but I continue to want to think about the curriculum work we do as a way for the teaching community in SDB to define "shared commitments". Instead of teachers being accountable to KEC, they really should feel accountable to each other...and then we at KEC should feel accountable to the supporting the system the teachers help create.

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p. 205
"Shifting long-set paradigms is never easy, and the most effective way to help people change habitual ways of thinking is by empowering them to act or experience their way into a new belief."

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I always think about lesson planning with the lens of "teacher clarity", but I liked the connections to opportunity in this chapter too. Teachers who plan are more likely to set the challenging, standard aligned tasks for their class.

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I love the examples of how they set their teams, and yet I find myself both anxious to get started, and unable to figure what structures we can use to do this work well.

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Multi-year process...(I need to say this on repeat over and over...)

How can a process like this fit with our ability to address learning loss/teaching loss/gap due to loss of instructional time...

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I found myself wondering about the specific of development, piloting, and revisions that are happening in Year 2. How do they decide with units to pilot? Do they pilot a few units, and then allow more flexibility for the remaining units throughout the year? Etc. I did appreciate the three examples on how feedback was collected.

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I would hope that implementation of all units would be easier with the multi-year process and the input teachers are providing along the way.

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I think that is it good that we are planning on doing some of this work and this will help us (and the teachers) see where we are at and will help us root ourselves in what the priority standards should be.

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I think we will need to do more PD on Hess if we want to continue to drive the message that (STEAM) PD'd on in Feb. The teachers were fairly strong in Bloom's, but Hess was newer to them.

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I appreciated them calling out the different approaches to pre-assessment. I feel this is an argument that has persisted in education for years. What is the goal of the pre-assessment? I think it is a good conversation for PLCs to have and get some alignment with.

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p158. My book might be stuck on this page. We need to make sure that teachers are moving throughout the quadrants as we can't live always in one space. This is similar to the SAMR model for technology.

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Do we have a few strategies that we want to but emphasis on in 2021-2022 and PD around them. We could then add to this bank throughout the next few years. Going slowly would allow teachers to master a few strategies each year.

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p. 235-238 Making sure that PLCs focus on working through these steps.  There is some great alignment with the PLC+ model.

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Here is a roadmap document that I found on the book's website.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Priority standards ID - aligned district wide for readiness, leverage, endurance and alignment to state assessments

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Priority standards ID - aligned district wide for readiness, leverage, endurance and alignment to state assessments

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I kept thinking how important it will be to have common definitions of "unwrap", "big ideas", "essential questions" etc.

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I was wondering what would be the best way to provide system-wide professional development so we have a universal language committed to the priority standards.

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In general, I like this chapter and how it allows for each of us to lead from where a given content area is.   Not "one size fits all".

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In general, I like this chapter and how it allows for each of us to lead from where a given content area is.   Not "one size fits all".

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I think it's important for teachers to understand rigor at a deeper level because it's often focused on what we teach rather than how we teach it and what that reflects about us in terms of teacher and collective efficacy

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Time maximizing vs. time consuming. (p. 160): higher order thinking skills; teach less, learn more (direct alignment with priority standards); engaging and relavant experiences; constructed response and authentic performance tasks.

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This is where our "science of teaching" gets lost. Our inability to develop common assessments and have a coherent assessment plan inhibits so many other aspects of our organizational structures from developing. How do we frame the importance of this within a "floor / ceiling" or "negotiable / non-negotiable" context?

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I am all about UBD....surprise!    I like the talk of Webbs and Bloom.   I need a deeper dive personally on each however.   Not sure about this team.    Last year, talking to teachers about this, they pushed back on both wanting to use Costas because of the link to AVID.     I think that makes a lot of sense, but also think Costas is a bit limited comparatively.    Thoughts on if we have a need as a team to dig deeper into these ideas to really understand each, their purpose, assets and potential limitations?

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I would love for us to develop a district definition of rigor as that word can have different meanings to everyone. Its not just tough or demanding. To me, its about complex thinking around new ideas mixing with prior knowledge in new and unique authentic learning tasks.

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I have long felt that our lack of formative assessments have been holding us back from moving our student achievement. Should this be a "district/department/building goal" to get this on a fast-track for usage?

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Love the Rigor / Relevance Framework and how we can connect that to being culturally responsive. This also connects with how we can move toward more PBA's

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I love these things.  To me the challenge is how to lead Ts so they have the mindset to step back, out of their classrooms and the daily grind, to reflect on these and create a curriculum that embraces and builds around these topics.

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This list reminds me of the structure of Project GLAD and its strategies. It's gradual release over time throughout the entire unit as well as gradual release day-by-day. Of course that is a 'packaged' way of doing things, but the categories are fairly similar.

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Know your purpose!

The key here is to get Ts to step back and think about the actual goal of the course/unit to create an assessment that aligns to this.    Getting them to think and apply at the 10,000 foot level during this work instead of "in the trenches" of their daily classroom".

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The understanding of how to implement HITS is something that we can focus on because it relates to both the CIP and PLC processes.  We talk a lot about using HITS but  we should be helping teachers, admin and ourselves identify the most relevant and impactful for us within a curricular context.

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Key work for the SS department is to come to an understanding of a formative assessment and how it is an assessment of learning and how it relates to the summative. Not just an assignment/activity in a unit.

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I hope to build these across the department and grade bands.   Ideally to have, where applicable, common scoring guides across a building.  (What does it mean for 8th or 10th grader to analyze, critique, construct and argument)

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What does this look like from March 21, 2021 through June 10, 2022? When we look at our work, carving out time within our building schedules and district calendar is critical to showing the district how important this work is.

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What does this mean and how do we define it for Ts.    At one time I thought "heads up" meant engagement...........now I would argue otherwise.     I think definitions here would provide Ts an opportunity to know what they are shooting for.   Potentially parallel or refer to the learning curriculum.

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Connection between Strategies & High-Quality materials

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Connection between Strategies & High-Quality materials

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Making sure we are connecting our targeted instructional strategies to our high-quality materials in all content areas and levels.

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I appreciate the list on p. 202 and the details in the following pages on how this process looks at different levels.

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I think this is a valuable reminder that change of this manner takes time.  I know I need reminding of this and we can't expect results over night.

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How are we going to monitor the progress?

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I'd like us to do some thinking about PD around the topic of assessment for, assessment of, and assessment as learning. What can we and the students learn via the process of assessment. BMHS did some PD on this work, but it was fairly superficial, and I think reframing the purpose of assessment can motivate the use of common assessments.

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I wish more of this was in the text... How are we identifying, teaching, and assessing academic vocabulary? This can be a pre-assessment for learning to inform growth and it can also be a summative (post-assessment). We can craft this in such a way to surface metacognition and student agency when they are reflecting on words they don't know, identify, or really know...  A focus on Academic Vocabulary can be an accelerator to learning.

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How can we design performance tasks that are more equitable in providing opportunities for students to demonstrate what they know and ebbed multiple standards? .