Sports and Entertainment Marketing Curriculum Notebook

Sports & Entertainment Marketing 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.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in history/social studies........................................................................ Page 10 Writing standards for literacy in history/social studies......................................................................... Page 12
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 15
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 16
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 18
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 19
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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.
Skill Certificate Test Points by Strand .................................................................................................... Page 20 Ethics ..................................................................................................................................................... Page 21
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 23 MTSS...................................................................................................................................................... Page 25
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 27
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 31
Glossary
Terms and acronyms used in this document ........................................................................................ Page 32
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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
Students will gain an understanding of basic marketing concepts and terminology as they pertain to the sports and entertainment industry.
Standard 1 Identify and understand the basic concepts and the core standards of marketing.
• Define marketing, market, producer, consumer, exchange, the "marketing concept",
marketing mix and give examples of each.
• Explain the core standards of marketing:
o Channel Management
o Marketing-Information Management
o Market Planning
o Pricing
o Product/Service Management (make sure to cover branding) o Promotion
o Selling
Standard 2 Identify the reasons a sports/entertainment property would have need to incorporate marketing into their business plan and some common marketing activities that would be utilized.
• Explain the concept of the marketing of sports/entertainment.
o Understand the impact of professional athletes and stars (music and movie) as part
of the marketing process.
o Understand the impact of team performance/star power as it relates to demand. o Understand seasonal interests (peak season vs. off season--marketing emphasis
changes but must not be neglected) --the high season for movie entertainment
(holidays/summer).
• Describe activities to market/promote a sports/entertainment property: sales and
advertising (print and electronic), world premier (opening week), press conferences, "Midnight Madness" events, etc. (season-long promotions are more important than "one -offs").
STRAND 2
Students will be able to identify and define the "event triangle" and identify its various components (event, sponsor, and fan) and their inter-relatedness.
Standard 1 Describe the "event triangle" and identify its three sides. • Summarize the exchanges in the event triangle.
o Fans to Sponsors and Event o Sponsors to Event and Fans o Event to Fans and Sponsor
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STRAND 3
Students will gain a greater understanding of the event component of the "event triangle."
Standard 1 Students will assess the importance of event marketing. • Identify and describe the key components of an event.
o Ticketing
o Gate Receipt
o Venue
o Concessions
o Merchandising Opportunities Including Licensed Merchandise o Seating
o Staffing and Training
Standard 2 Discuss and review means of evaluating an event. • Explore:
o Sales – Ticketing – Season– Packages
o Event Enjoyment – Fan Reaction and Consumer Evaluations
o Return on Investment – Repeat Purchase or Event Participation Questions o Venue – Capacity/Perceived Crowding
STRAND 4
Students will gain a greater understanding of the sponsor component of the "event triangle."
Standard 1 Students will understand the role of corporate partners (sponsors) in sports and entertainment marketing.
• Understand the concept of sponsorship.
o Define sponsorship.
o Discuss reasons a company would be involved in an event or sports/entertainment
property
o Understand and discuss the concept of borrowed equity and marketing through
sports vs. marketing of sports
o Discuss concerns related to ambush marketing
§ Recognize major goals of sponsorship and understand and identify sponsorship levels
§ Increase sales
§ Increase awareness
§ Be competitive
§ Reach the target market
§ Build customer relationships
§ Develop image
§ Leveraging
• Describe activities to market products using sports/entertainment (celebrity/star athlete endorsements, autograph signing events, promotional tie-ins (movie characters with fast food chains, lunch boxes, apparel, etc.), venue signage, merchandising tie-ins, fan gear, etc.
• Understand that sponsorship is often outsourced in sports and entertainment and how this is done: IMG, etc.
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STRAND 5
Students will gain a greater understanding of the fan component of the "event triangle."
Standard 1 Students will understand the role of fans in sports and entertainment marketing.
• Understand the reasons why fans attend or participate in sports and entertainment:
entertainment, diversion from everyday life, career opportunities, etc.
• Explain and evaluate fan attendance factors: sports team’s success, star power, loyalty,
pricing, etc.
• Compare and contract audience, consumers, and customers.
• Identify sports/entertainment fans as valuable target markets.
o Market Segmentation
§ Demographic Segmentation
§ Psychographic Segmentation
§ Geographic Segmentation
§ Behavioral Segmentation (Provide specific details such as seat location,
frequency of visits, merchandise purchases, social engagement, and arrival time.)
Standard 2 Recognize various ways that fans can be part of an audience.
•
•
•
Explain venues (stadiums, concert halls, theaters, etc.) as places of distribution. o In person attendance
o Fan-fun events
Explain media distribution and ways to be involved in events.
o Watch or listen "for free" at home (TV, radio, Internet). Purchasing events through media (pay-per-view, downloads, etc.).
STRAND 6
Students will understand how basic marketing components are utilized within the entertainment industry (music, movies, plays, and the fine arts)
Standard 1 Students will be able to explain the promotional strategies for motion pictures, music, plays and the fine arts such as those found in museums, centers for performing arts, as well as traveling exhibitions.
• Understand the ways movies are marketed/promoted worldwide.
• Understand how the marketing technique of providing previews helps to create demand
for movies.
• Understand the nature of the New York City theatre district (Broadway) and why it so
important in the entertainment industry.
• Identify the different ways fine arts (ballet, museums, theatre, traveling exhibits, guest
artists/conductors, etc.) are promoted including: playbill magazine, billboards, public transit ads, etc.
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Standard 2 D Students will be able to describe channel management (distribution) for various segments of the entertainment industry: movies, plays, music, and the fine arts
• Explain how an artist’s music and appearances are distributed.
• Explain how the merger of media giants affect entertainment distribution.
• Explain how cable has influenced the distribution of home entertainment.
• Explain sources of "at home" entertainment distribution (pay-per-view, on-demand,
Netflix, others, etc.).
• Identify the different ways that fine arts (ballet, traveling exhibits, guest
artists/conductors, etc.) are made available to the public.
Standard 3 Students will understand how revenue ($) is generated in the arts (movies, plays, music, and the fine arts) and the various factors which affect revenue generation.
• Identify the ways in which movie studios can generate money.
• Students will be able to calculate revenue and the profits from movies.
• Discuss what makes certain films more profitable ("star power", fan base following,
sequels, etc.).
• Understand how the music industry operates financially and the various components of
the revenue generating process and factors which can affect revenues.
• Explain both the promotional but more importantly the financial value of entertainment
awards (Grammys, Tony Awards, the Oscars, etc.).
• Identify the many merchandising products that evolve from a motion picture (i.e. action
figures, lunchboxes, clothing, computer games, posters etc.).
STRAND 7
Students will discover the importance and elements used in developing a sports and/or entertainment marketing promotion campaign.
Standard 1 Identify the roles and goals of promotions.
• Define promotion and discuss its role.
o Inform, persuade, remind
• Identify goals of promotion.
o Increase sales
o Increase awareness
o Be competitive
o Reach the target market
o Build customer relationship
o Develop image (for new prospects – access to the product (Jazz game) as low risk
trial
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Standard 2 Define promotional mix and identify its components and understand how the elements of the promotional mix are integrated to form a promotional campaign.
• Define and identify examples of:
o Advertising (branding and action based -advertising done to create a specific task --
season ticket sales promotion/play -off ticket sales promotion/ fan-fun event
attendance, etc.) o Public Relations o Personal Selling o Sales Promotion
• Recognize and discuss media types as well as the advantages and limitations of each: o Social media
o Print Media
o Broadcast Media
o Direct Mail
o Outdoor
o Specialty Media o Other
• Be able to define and understand an advertising schedule.
Standard 3 Be able to develop a promotion plan for an event or sports property.
• Promotions and advertising used to promote the event/property to fans.
• Personal selling efforts.
STRAND 8
Students will discover the importance and elements used in developing a sports/entertainment marketing plan.
Standard 1 Determine the components of a sports/entertainment marketing plan.
• Identify and explain the components of a conventional marketing plan:
o Executive Summary
o Introduction
o Situation Analysis
o Target Market Identification o Goals
o Media Strategies o Implementation o Evaluation
o SWOT
• Explore some existing marketing plans and their application in industry.
Standard 2 Explain the role and identify how promotional plans as well as event are integrated into a sports/entertainment marketing plan.
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Standard 3 Be able to develop a sports/entertainment marketing plan for a team and/or event incorporating the components identified in objective 1 and 2 as well as some optional components such as:
• Scheduling, season summary, season preview, ticketing goals
• Sales strategies, season promotions at games
• Game by game summary, price promotions/theme nights
• Social media technologies: web- and mobile-based
• Students will want to reference examples as well as evaluation methods from the Internet.
STRAND 9
Students will explore career opportunities in sports and entertainment marketing.
Standard 1 Identify some different jobs and describe the training needed to secure an entry -level position in the sports and/or entertainment marketing.
• What are some of the jobs/careers within the sports and entertainment industry? o Talent Director
o Marketing Director
o Sales
o Public Relations
• Students will be able to describe the knowledge/skill sets needed for specific jobs within
the sports and entertainment marketing field.
• Students will be able to describe the preparation necessary for a career in the sports
and entertainment marketing field.
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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.
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.
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in RST Science and Technical Subjects Grades 9-10
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to precise details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; attending to special cases or exceptions defined in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
5. Analyze how the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas
7. Translatequantitativeortechnicalinformationexpressedinwordsinatext into visual form (e.g., a table, or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
8. Assesstheextenttowhichthereasoningandevidenceinatextsupportthe author’s claim or a recommendation for solving a scientific or technical problem.
9. Compareandcontrastfindingsrepresentedinatexttothosefromother sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
10.By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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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 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).
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
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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.
Learning Essentials:
• Students can identify and understand basic marketing concepts
• Students can identify reasons why a sports/entertainment property would
incorporate marketing into their business plan.
• Students can identify some common marketing activities that would be
utilized in sports/marketing
• Students will be able to identify and define the event triangle and identify
its various components (event, sponsor, fan)
• Students will be able to identify how basic marketing components are
utilized within the sports and entertainment industry.
• Students will discover the importance and elements used in developing a
sports and entertainment promotional campaign
• Students will discover the importance and elements used in developing a
sports and entertainment marketing plan.
• Students will be able to identify career opportunities in sports and
entertainment marketing.
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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.
Performance Objectives
Strand 7
Develop a promotion plan for a sports/entertainment property or event including the following elements:
• Target Market Identification (Who are we trying to reach?)
• Strategies (What do we wish to accomplish?)
• Establish Target Market Identification (Who are we trying to reach?)
• Strategies (What do we wish to accomplish?)
• Scheduling (When-time frame?)
• Implementation (How?)
• Evaluation
• Summary
and at least five (5) of the following twelve (12) elements:
• In-Game Give Away
• Sports Website/Sports Blog Ad
• Print Ad – Newspaper/Magazine/Direct Mail
• Outdoor/Transit Advertisement
• Venue Advertisement
• Group/Season Sales Campaign
• Press Release/News Release
• Advertising Schedule (including rates)
• TV Storyboard
• Radio Script
• Internet/e-Commerce Advertisement
• Retailer Promotion
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Strand 8
Performance Objective Develop a sports/entertainment marketing plan for a sports/entertainment property or event including the following elements:
• Executive Summary
• Introduction
• Situation Analysis
• Target Market Identification
• Goals
• Strategies (Promotional Plan)
• Scheduling
• Implementation
• Evaluation
• Summary
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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).
Sequence and Pacing:
Intro to Sports and Entertainment Marketing ( weeks) The Fan (weeks)
Sponsorship (weeks)
Event and Licensing (weeks)
Promotion (weeks)
Marketing and Promotion(weeks) Preparation for Skills Certification (1-2 weeks) DECA Project
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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.
Skill Certificate Test Points by Strand
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Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• 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.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• 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.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• 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.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• 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.
• 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.
• 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:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• 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.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• 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:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• 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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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• 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).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and 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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