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Continuing Collaboration

Turning Concern into Control

Astoria School District

January 2021

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About Us...

Missi Thurman Andrea Sande Ali Hurd Meagan Kimball

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Gauging Current Reality

Show us with your fingers which best describes your status!

5 - highest 3 - neutral 1 - lowest

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Create space to acknowledge current reality and focus on our circle of control
Plan for strategic instructional decisions for the remainder of the 20-21 school year
Build shared understanding of the power of reflection
Increase clarity about next steps
Provide an opportunity for Q/A and supported work time

OBJECTIVES FOR THE DAY

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A Pep Talk...

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Circle of Concern

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Circle Of Control

Knowing we may get a shot at some face-to-face instruction, What we can do NOW to best leverage that opportunity and better prepare for NEXT YEAR within our circle of control?

Backward map what has/has not been taught
As a team, determine which standards to teach when we are “with” students
Begin to document this information for next year’s teachers

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Review: Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence, Proficiency Map)

Unit Map

(Forward)

Backward Map

(Diary/Reflection)

Teacher Generated @ District Level

Teacher Generated @ Building Level

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Reflecting on What has been Done

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Backwards Mapping to...

Increase CLARITY
Know which standards and corresponding learning targets were taught (and which were not)
Identify known holes in student learning so that we can accelerate learning next year

This helps us avoid endless remediation cycles!

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You may have a moment when...

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This sounds helpful, but how?

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Time out for “Google Life”

Open your team’s projection map in the quicklinks document

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How to Backwards Map

At the bottom of your projection map, categorize the standards based on the amount of emphasis they were given.

REFLECTION
Emphasized standards: Minimal Exposure to these standards: Not Addressed:

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How to Backwards Map

If teachers on your team have wildly different reflections, make a copy of the table and label it with your name.

REFLECTION - Ms. Kimball
Emphasized standards: Minimal Exposure to these standards: Not Addressed:

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Step 7 Feedback in Action

Find your district’s feedback form in the quick links document!

Use this form to input all feedback that you have on projection maps! Each and every piece of feedback will be considered.

Were there issues with the projection map?

Standard should be moved
Pacing
Units should be re-ordered

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Work Time

In your breakout room:

Use the projection map to reflect on each unit taught
Record the standards in the grid at the bottom of the map using the code and the “standard phrase” from the map
Press the help icon if you need it

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Time for a Break

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Moving Forward

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Food for Thought

Focus on the depth of instruction, not on the pace… Avoid the temptation to rush to cover all of the ‘gaps’ in learning from the last school year. The pace required to cover all of this content will mean rushing ahead of many students, leaving them abandoned and discouraged. It will also feed students a steady diet of curricular junk food: shallow engagement with the content, low standards for understanding, and low cognitive demand—all bad learning habits to acquire. Moreover, at a time when social emotional well being, agency, and engagement are more important than ever, instructional haste may eclipse the patient work of building academic character and motivation.

-Council of the Great City Schools, Addressing Unfinished Learning After COVID-19 School Closures (CGCS, 2020)

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Instructional Options

In Person/Synchronous Online

Asynchronous Online

Live experience

Whole class

Small group

One-on-One

Pre-recorded

Independent

Web-based support

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Conceptual Considerations

Priority vs. supporting
Verbs of the standard
Age of student
Risk of fossilizing errors
Availability of tools/manipulatives

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Priority Standards

Your focus for the rest of the year will continue to be on priority standards!

If you don’t have priority standards for your subject you will be considering the importance of each of your standards.

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Verbs of the Standard

What are the verbs?

Explain, demonstrate, evaluate, discuss . . .

Knowing what the standard is asking kids to know/do will help in the decision of the setting and method

What standards require students to collaborate?

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Age of the Student

What is developmentally appropriate for the age of your students?

Consider the attention span, level of independence and adult support necessary

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Fossilization of Errors

Which standards run the risk of “permanent damage” if a student practices them wrong too many times?

For example: Language grammar

and punctuation, math procedures

Note: Individual feedback CAN negate this concern!

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Availability of Resources

Think about the tools and resources you have available to you and to students (both online and with rules for in person hybrid).

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Conceptual Considerations

Priority vs. supporting
Verbs of the standard
Age of student
Risk of fossilizing errors
Availability of tools/manipulatives

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Let’s Look At An Example

At the bottom of your map under your reflections:

1. List the standards in the appropriate section (standard code + phrase)

PROJECTION for the Remainder of 2021
Live instruction (synchronous or in person): Recorded (asynchronous) Independent with resources (asynchronous)

2. Underline the standards that you are going to teach synchronously or in person in the actual projection map.

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Check for Balance

Look for quantity balance to match your instructional framework.
Consider time needed for different standards. (Knowing that standards are not created equal)
Is it balanced?
It is doable? (Even in a hybrid model)
Consider risk of student fatigue.

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Work Time

In your breakout room:

Use the projection map to make decisions about the future units
Underline and record the standards in the grid at the bottom of the map using the code and the “standard phrase” from the map
Press the help icon if you need it

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Burning Questions?

Concerns?

Confusion?

Ideas?

Dear Facilitator . . .

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A Pep Talk...

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Next Steps

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Resources

Please find this and other presentations

@ www.educationalexcellence.org

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Thank You

Your feedback is important to us.

Please fill out the survey in your quick links

We read every response!

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