Utah Studies Curriculum Notebook.docx

Utah Studies Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand 1: Native innovations and adaptations ...................................................................................... Page 4 Strand 2: Utah’s diverse peoples........................................................................................................... Page 5 Strand 3: Utah in the Union .................................................................................................................. Page 6 Strand 4: Utah in the world ................................................................................................................... Page 7 Strand 5: Looking towards Utah’s future .............................................................................................. Page 8 Reading standards for literacy in history/social studies........................................................................ Page 9 Writing standards for literacy in history/social studies......................................................................... Page 11
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 14
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 15
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 16
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 17
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 18
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 20 MTSS...................................................................................................................................................... Page 22
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 24
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 28
Glossary
Terms and acronyms used in this document ........................................................................................ Page 29
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand 1: Native innovations and adaptations
Prehistory – Ca. 1847
The recorded history of Utah spans just a few centuries, yet humans have lived in the land now called Utah for thousands of years. Complex native cultures have developed and flourished in Utah’s distinctive geographic regions. Prehistoric artifacts tell us much about their lives and cultures. For centuries, the historic tribes of Utah—the Goshute, Navajo, Paiute, Shoshone, and Ute—adapted to their ever-changing environment, especially after they came into contact with European explorers in 1776. Nearly a century of trade relations transpired while Utah was part of the Spanish Empire, and later Mexico. These tribal nations remain essential and active members of the Utah community. Possible Guiding Questions to Consider:
• How do cultures meet their economic and social needs?
• What can the study of archaeology tell us about the economies, communities, and other
aspects of the cultures of these early peoples?
• Why is it vital to protect archaeological sites in Utah?
• What role did geography play in the innovations created by Utah’s Fremont and Ancestral
Puebloan peoples?
• What is the historical significance of the Dominguez and Escalante expedition?
• How do economic systems, such as the trade networks Europeans developed with American
Indian communities, shape and spread cultures?
• Is conflict inevitable when cultures interact?
• How did the arrival of European and American trappers alter the human geography of Utah?
• How did Chief Walker’s leadership, and the leadership of other American Indians, influence
the reaction of American Indians to newcomers to the territory?
• How do the current ways of life of Utah’s Native American tribes reflect changes and
continuities?
Strand 1 standards:
1. Students will make evidence-based inferences about the complex ancient cultures in Utah after studying artifacts from the prehistoric era. (history)
2. Students will analyze and explain the interactions and interconnections between the physical characteristics of Utah and American Indian cultures using a range of texts, oral histories, and geographic inquiry. (geography)
3. Students will explain the economic activity of a prehistoric and/or historic American Indian tribal community by using basic economic concepts, including supply, demand, trade, and scarcity. (economics)
4. Students will analyze primary and secondary sources to explain causes and effects of European-American exploration, including the response and involvement of Utah’s American Indian tribes. (history)
5. Students will describe the cultural change and continuity of at least one of Utah’s current sovereign nations as it has responded to changing political, social, and economic forces. Students will use a variety of resources that may include written primary and secondary sources, oral histories, photographs, artifacts, and art. (economics, civics)
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Strand 2: Utah’s diverse peoples
Ca. 1847 – 1896
The arrival of European immigrants in Utah launched a period of immigration, dramatic cultural change, and conflict among Utah’s many diverse peoples. This period begins with the Mormon migration, expansion of settlement in the Great Basin and Colorado Plateau, and accompanying political conflict, wars, and violence. After 1860 the development of mining and other industries created a complex economy and drew new immigrants to the state, increasing Utah’s religious and cultural diversity. Railroads became an important engine of social, cultural, political, and economic change. Utah’s transition from territory to state was long and difficult. By 1896 Utah had become deeply and increasingly interconnected with the nation and the world.
Possible Guiding Questions to Consider:
• What factors led various peoples to settle in Utah?
• What geographic factors positioned Utah to become “the crossroads of the West”?
• What was the role of Brigham Young and other pioneer leaders in the settlement of Utah?
• How do culture and the interaction of cultures shape a sense of place?
• How did white settlement effect Native American Indian communities?
• Why did Utah struggle to attain statehood?
• How did Mormons interrelate with other immigrant groups in Utah?
• How did improved transportation, industry, and mining transform Utah’s economy, politics,
and other aspects of culture?
• What were the causes of the various conflicts that occurred during the territorial period?
• How were these conflicts resolved?
• What were the lasting consequences of these conflicts?
• How is your family part of the Utah story?
Strand 2 standards:
1. Students will explain the causes and lasting effects of the Mormon migration to Utah. (history)
2. Students will compare the causes and lasting effects of various non-Mormon groups’
migrations to Utah. (history)
3. Students will use geographic inquiry to explain patterns in the settlement of Utah and the
subsequent trends in urbanization, referring to a range of communities as case studies.
(geography)
4. Students will research multiple perspectives to explain one or more of the political, social,
cultural, religious conflicts of this period, including the U.S. Civil War and more localized conflicts such as the Utah War, the Mountain Meadows Massacre, the Bear River Massacre, the Black Hawk War, or other Federal-Mormon conflicts. (history)
5. Students will construct an evidence-based argument to explain how the development of transportation and communication networks across the state changed Utah’s economy and human geography. (economics, geography)
6. Students will explain how agriculture, railroads, mining, and industrialization created new communities and new economies throughout the state. (economics, geography,)
7. Students will identify the political challenges that delayed Utah’s statehood and explain how these challenges were overcome. (civics)
8. Students will explain how their own connection to Utah is a reflection of the complex history of the state. (history)
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Strand 3: Utah in the union
Ca. 1896 – 1945
In 1896, Utah became the forty-fifth state, with a newly ratified constitution and a mandate to create a state government. During the next half century, the interplay of national and global forces on Utah increased, from economic crises and industrialization to progressive reforms and two global wars. Utah’s human and physical geography influenced everything from the mining industry and labor movements to the placement of wartime infrastructure, including military bases and internment camps for Japanese Americans.
Possible Guiding Questions to Consider:
• What are historic and contemporary examples of Utah’s economic interdependence?
• How can global events occurring in distant parts of the world sometimes affect daily life in Utah?
• What is the function of a state constitution?
• How have physical and human geographic characteristics influenced Utah’s economic
development?
• What factors can influence social reform movements?
• What were the main goals of the Progressive movement? How successful was that movement in Utah?
• How was Utah’s economy changed by the Great Depression?
• What are historians’ arguments for why Japanese American were interned at Topaz?
• What role did Utah play in World War II, and what impact did the war have on Utah? Strand 3 standards:
1. Students will identify the civic virtues and principles codified by the Utah Constitution. (civics)
2. Students will use primary sources and/or oral histories to analyze the impact of a
national/global event such as World War I, the Spanish flu epidemic, the Great Depression, World War II, and Japanese American internment on an individual or community in Utah. (history)
3. Students will describe the effects of events, movements, and innovations on Utah’s economic development, such as the organized labor movement, farming and industrial improvements, the World Wars, and the Great Depression. (economics)
4. Students will identify the causes and effects of the Progressive movement using examples from community or state history, such as the organized labor movement, tax reform, the Scofield mine disaster, and education and child labor reforms. (civics)
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Strand 4: Utah in the world
Ca. 1945 – 2002
The post-war era saw massive cultural and economic changes. By the time Utah hosted the 2002 Olympics, the state was globally interconnected as never before. Utah’s economy and world-famous geography became inextricably linked with one another as the snow-sport and tourism industries developed. Industries including mining, agriculture, and technology continued to evolve and expand. Conversations and controversies continued regarding the best ways forward for economic growth, community development, and natural resource management. Additionally, Utah’s cultural landscape continued to evolve and diversify.
Possible Guiding Questions to Consider:
• How did the Cold War affect life in Utah?
• What unique attributes of Utah’s physical and human geography have had an impact on the
growth and development of the state?
• What is the best way to balance federal and state power?
• How do various ethnic and religious communities in Utah maintain and celebrate their unique
cultures?
• Who are some of the most influential leaders in Utah, at a variety of scales? What have been
their most significant contributions to the betterment of life in Utah?
Strand 4 standards:
1. Students will evaluate the impact of the Cold War on Utah, such as the uranium boom, nuclear testing, nuclear waste storage and disposal, and the MX missile controversy. (history)
2. Students will make an evidence-based argument regarding the appropriate roles of local, state, and federal governments in resolving a current and/or historical issue. (civics)
3. Students will describe the economic ties between Utah communities, the nation, and the world. (economic)
4. Students will use data and other evidence related to a cultural, ethnic, or religious group in Utah to interpret the group’s historic/current conditions and experiences. (history, geography)
5. Students will describe the historic and present management of natural resources and make recommendations for natural resource management in the future. (geography)
6. Students will evaluate the impact of tourism on Utah’s economy and geography, such as the development of tourism industries, state and national parks, and events including the 2002 Olympics. (economics)
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Strand 5: Looking towards Utah’s future
Ca. 2003 – present
In the 21st century, central themes endure: the diffusion of cultures, global interconnectedness, the importance of creating and sustaining community, and the need for a strong economy. Most current events—whether they involve interactions between sovereign American Indian tribal communities and state and federal governments; concerns about water; tensions and questions about the proper role and jurisdiction of local, state, and federal governments; or ideas about how best to grow Utah’s economy—have their roots deeply embedded in the rich history of Utah. Students will now have an opportunity to synthesize their study of Utah with capstone academic work.
Possible Guiding Questions to Consider:
• How should issues be resolved that involve state, federal, and American Indian lands?
• What would be the costs and benefits of Utah hosting another Winter Olympics?
• What are the best ways to ensure our growing water needs will be met?
• In what ways should Utah grow its economy?
• What are solutions to Utah’s air quality concerns?
• How do we create and sustain safe and healthy communities?
• How can Utah best meet transportation and other infrastructure needs?
Strand 5 standards:
1. Students will select a recent event they think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance. (history)
2. Students will use geographic tools and resources to investigate a current issue, challenge, or problem facing Utah or their community, and propose a viable solution. (geography)
3. Students will use data regarding the key components of Utah’s economy to make recommendations for sustainable development. (economics)
4. Students will use recent population growth and other demographic trends to make predictions about Utah’s growth, and create and defend a public policy in response to those trends. (economics)
5. Students will research issues of civic importance in which city, county, tribal, or state governments have a role. Students will use their research to develop and write a policy proposal to the appropriate governmental entity, such as a board, commission, council, legislator, or agency. (civics)
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
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Reading Standards for Literacy in RH History/Social Studies Grades 6-12
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including analyzing vocabulary describing political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.


Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
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Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
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3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
1. Ensure students are enrolled in appropriate courses and receive appropriate instruction
2. Provide instruction to the intended depth and breadth of the course curriculum
3. Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
4. Use a variety of assessments methods to inform instructional practices
5. Introduce students to various test-taking strategies throughout the year
6. Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
7. Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
1. An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
2. All students who are eligible for testing are tested.
3. A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
4. Tests are administered in-person and testing procedures meet all test administration
requirements.
5. Active test proctoring occurs: walking around the room to make sure that each student
has or is logged into the correct test; has appropriate testing materials available to
them; and are progressing at an appropriate pace.
6. No person is left alone in a test setting with student tests left on screen or open.
7. The importance of the test, test participation, and the good faith efforts of all students
are not undermined.
8. All information in the Test Administration Manual (TAM) for each test administered is
reviewed and strictly followed (see 53A-1-608; R277-404).
9. Accommodations are provided for eligible students, as identified by an ELL, IEP, or 504
team. These accommodations should be consistent with accommodations provided
during instruction throughout the instructional year.
10. Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
11. Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
1. Providing students with questions from the test to review before taking the test.
2. Changing instruction or reviewing specific concepts because those concepts appear on
the test.
3. Rewording or clarifying questions, or using inflection or gestures to help students
answer.
4. Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
5. Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
6. Reclassifying students to alter subgroup reports.
7. Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
8. Allowing the public to view secure items or observe testing sessions.
9. Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
10. Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
11. Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
12. Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
1. Gathering accurate and reliable data
2. Correctly interpreting and validating data
3. Using data to make meaningful instructional changes for students
4. Establishing and managing increasingly intensive tiers of support
5. Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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1. Student focus
2. Educator credibility
3. Meeting norms
4. Professional Learning Communities (PLC)/Collaboration 5. Civility policy
6. Appearance and interactions
7. Continual Leaning
8. Testing ethics
9. Research orientation
10. Policy adherence
1. Culture
2. Safety–emotional and physical 3. Physical classroom space
4. Relationships
5. Family connections
6. Procedures
7. Classroom management
8. Student artifacts
9. Student focus
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1. Formative evaluation
2. Summative evaluation
3. Feedback:
4. Performance of understanding 5. Self-reported grades
6. Student self-evaluation 7. Testing ethics
8. Differentiation
9. Data analysis
10. Response to interventions (RTI)/Multi-tiered system of success (MTSS)
1. Lesson design
2. Teacher clarity: share LT, share SC, share PoU
3. Evidence-based instructional strategies
4. Based on data
5. Student engagement
6. DOK – Depth of Knowledge
7. Differentiation
8. Student ownership of learning
9. Curriculum notebook
10. RTI/MTSS
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1. State standards
2. Curriculum map/pacing guide 3. Units
4. Objectives
5. Curriculum Notebooks
6. Course essentials
7. Current
8. Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
MTSS
Multi-Tiered Systems of Support is an approach to academic and
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Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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