Transcript ccss saranacx - ConnectingtotheCommonCore

Mapping and Alignment:
Welcome to the Common Core
Welcome!
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Welcome and Introductions
Purpose of this Week
Expectations
SB-CEUs
Lunch
Materials
Purposes/Goals
• Create a deeper understanding of the Common
Core State Standards through using an unpacking
process
• Investigate the implications of implementing
the CCSS
• Create curriculum maps that delineate when
CCSS are taught, in what order
• Begin creation of units that utilize the CCSS
and best practices
Terms You Will Hear
• Curriculum
• Universal Design for
Learning
• Scope and sequence
• Problem-Based Learning
• 21st Century Skills
• Lexile
• Differentiation
• Backward Design
• Cluster
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Complexity
Adaptive Assessment
Curriculum Maps
Vertical Alignment
Grain Size
Learning Targets
Learning Progressions
Best Practice
Research-Based
Names You Will Hear
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Rick Stiggins
Heidi Hayes Jacobs
Ken O’Connor
James Popham
Royce Sadler
• Dan LaDue
• Ruth Ann Hodges
Expectations
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Ask questions
Discuss, communicate
Keep an open mind
Share – resources, ideas
Collaborate
Walk the talk
Things Are Changing
Smarter Balanced Assessment Consortium
Big Picture
CURRICULUM
INSTRUCTION
ASSESSMENT
Discussion
What is “curriculum”?
With those people at your table, take 3 minutes
to brainstorm a definition of “curriculum.”
What is a “curriculum map?”
Articulated and Aligned Curriculum
skills
content
time frame
processes
organization
What are the Common Core
State Standards?
 Aligned with college and work expectations; rigorous and essential
for the 21st century
 Focused and coherent
 Include rigorous content and application of knowledge through highorder skills; aligned with college and work expectations
 Build upon strengths and lessons of current state standards
 Internationally benchmarked so that all students are prepared to
succeed in our global economy and society
 Based on evidence and research
 State led – coordinated by NGA Center and CCSSO
Portrait of a Student
Students who are college and career ready . . .
• Demonstrate independence
• Build strong content knowledge
• Respond to varying demands of audience, task, purpose,
and discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically
and capably
• Come to understand other perspectives
and cultures
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Standards: Important but Insufficient
To be effective in improving education and
getting all students ready for college,
workforce training, and life, the Standards
must be partnered with a content-rich
curriculum and robust assessments, both
aligned to the Standards.
How Different Are They?
We now accept the fact that learning is a
lifelong process of keeping abreast of change.
And the most pressing task is to teach people
how to learn.
-Peter Drucker
What Is Different?
• Let’s take a look starting at the end . . .
ASSESSMENT
• Now, with a partner, actually look at the CCSS
in your notebook. Pay attention to:
– Format
– Content and progressions of skills
– Context
Difference #1 – The CCR
College and Career
Readiness (CCR)
anchor standards
• Broad expectations
consistent across
grades and content
areas
• Based on evidence
about college and
workforce training
expectations
• Range and content
Difference #2 – Literacy Standards
Standards for reading and writing in history/social
studies, science, and technical subjects
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Complement rather than replace content standards
in those subjects
Responsibility of teachers in those subjects
Alignment with college and career readiness
expectations
Difference #3 - Rigor
One thing that is different is the complexity
of text that is required.
Change #4 - Depth
• Wide applicability outside the classroom and
workplace; integration of technology
• Focus on close, attentive reading
• Critical reading and writing
• Wide, deep and thoughtful engagement that
builds knowledge, enlarges experience, and
broadens worldviews
• Demonstrate cogent reasoning; focus on models
• Developing literacy and language skills are a
shared responsibility within a school
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So what?
Heidi Hayes Jacob
http://www.youtube.com/watch?v=XsUgj9_ltN8&feature=player
_embedded#at=21
What Comes Next?
Getting to a Product
• Words to know:
– Unpacking
– Learning Targets
– Unit
– Curriculum Map
– Scope and Sequence
• Think about the first video . . . .
Unpacked
standards
Units
Scope and Sequence
Curriculum
Maps
It’s a Process
• Parts to Whole or Whole to Parts
• Meaning and depth come before organization
• Samples are available
Unpacking for Depth and Meaning
Classroom Assessment for Student Learning: Doing
It Right—Using It Well.
Dr. Rick Stiggins, ATI
Teacher Role
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Master each standard
Deconstruct each into enabling targets
Transform into student-friendly language
Transform into accurate classroom
assessments
• Use those in collaboration with student to
track growth
Learning Targets
Common Core
Clear Targets
• Assess what?
• Creating clear learning targets helps students
answer “Where am I going in my learning?”
• Targets must be understandable to students,
teachers, and parents.
Clear Targets (continued)
• Keep track of student learning target by target
or standard by standard.
• Complete a standards-based report card.
• Help students self-assess or set goals likely to
help them learn more.
Students are users, too!
• Students need to understand learning targets.
• Students can and should participate in the
assessment process.
• Students can track progress and communicate for
their personal benefit as well as to inform others.
What are Learning Targets?
A learning target is any achievement
expectation we have for students on the path
toward mastery of a standard.
It clearly states what we want the students to
learn and should be understood by teachers
and students.
Learning targets should be formatively
assessed to monitor progress toward a
standard.
Is This a Target?
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Complete a senior project
Build a bird feeder
Analyze a state report
Construct a diorama
Safely use a band saw
©2007 ETS/ ATI www.assessmentinst.com
Standards and Targets
In order to fully utilize the standards,
educators must be able to answer the
following questions:
– What does the standard look like in student work?
– What are the imbedded learning targets?
– How are standards and targets understood by teachers
and shared with students?
Clear Targets
Clear targets help us:
• Recognize if the formative assessment adequately covers
and samples what we taught.
• Correctly identify what students know/don’t know, and
their level of achievement.
• Plan the next steps in instruction.
• Give meaningful descriptive feedback to students.
Is This a Target?
What do you think?
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Math
Decimals
Page 152 in the book
Go on a “decimal hunt”
Correctly read decimals and put them in
numerical order
©2007 ETS/ ATI www.assessmentinst.com
Types of Targets
Learning targets are classified into four types which
build upon each other and underpin one or more of
the district or state benchmarks or standards.
• Master content knowledge
• Use knowledge to reason and solve problems
• Demonstrate performance skills
• Create quality products
Unpacking Standards
1. As a team, identify the verb(s) in the standard.
1.9
Predict the health benefits of eating
healthy and being physically active;
and the potential health consequences
of not doing so.
Unpacking (Continued)
2. Using a dictionary as a starting point, first
define the verbs for educators. Remember
to ask yourselves “What does this look like
in student work?”
Verb to be
Defined
Predict
Definition
To make a
statement that
something will
happen in the
future.
StudentFriendly
Language
Unpacking (Continued)
3. Define the verb for students by rewriting
it in student-friendly language.
(Tip: Try to define verbs in the same way within a grade level
and content area to limit confusion on behalf of both the
teacher and the student.)
Verb to be
Defined
Predict
Definition
To make a
statement that
something will
happen in the
future.
StudentFriendly
Language
Tell what’s
going to
happen
Unpacking (Continued)
4. Rewrite the standards as an “I can” (or “I
am learning to”) statement. Be sure it is in
terms that students will understand.
(Tip: Post the “I can” statements around the classroom as
reminders for focused lessons and student goal setting.)
Verb to be
Defined
Predict
Definition
To make a
statement that
something will
happen in the
future.
StudentFriendly
Language
I can predict from
information in the
text.
This means that I
can use
information I read
to make a
statement about
what will happen
in the future.
Unpacking (Continued)
5. Duplicate this process for content and skills
in the standard. Define both the content
and skills for teachers first and then, when
needed, rewrite the definition in studentfriendly specifics.
Term(s) to be
Defined/Clarified
Counting
Numbers
Definition/
Clarification
Student-Friendly
Specifics
Also known as
The numbers
Natural Numbers. used to count,
beginning with
the number 1.
Unpacking (Continued)
6. Share the unpacked version with grade
level and/or content area colleagues and
refine as needed.
(Tip: Share the unpacked refined version with grade span
colleagues and then have it reviewed as part of the K-12
alignment process.)
Michigan Sample from Health
1.9 Predict the health benefits of eating
healthy and being physically active;
and the potential health consequences
of not doing so.
What is healthy eating?
What is poor eating?
Sample from Health
• Step 2 & 3 – Define verbs
• Step 4 – Define content and skills
Definition of predict:
•predict = tell what will happen
Definitions of benefit and consequences:
•benefit = a good result
•consequence = a negative result
• I can tell what good things will happen to my body if I
eat healthy and am physically active.
• I can give specific examples of what might happen to
my body if I eat healthy and if I am physically active.
• I can tell what negative things will happen to my body
if I eat poorly and am not physically active.
• I can give specific examples of what might happen to
my body if I eat poorly and if I am physically inactive.
Learning Targets – 4 Types
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Knowledge
Reasoning
Performance/Skills
Products
©2007 ETS/ATI www.assessmentinst.com
Scaffolding
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Knowledge
Reasoning (knowledge)
Skill/process (knowledge, reasoning)
Product (knowledge, reasoning, skill)
Knowledge Targets
Mastery of substantive subject
content where mastery
includes both knowing and
understanding it.
Reasoning Targets
The ability to use knowledge
and understanding to figure
things out and to solve
problems.
Knowledge Targets
• Facts and concepts we want students to know
• Verbs: know, list, identify, name, recall, retell
• Also includes procedural knowledge, knowing
how to do something: uses, knows how to
• Depth issue – know outright or via reference
Knowledge Targets
• I can name the 5 parts of a short story.
• I can identify 3 major systems of the human
body.
• I can explain the important characteristics of
U.S. citizenship.
• I can name 3 Impressionist painters.
Knowledge Examples
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Identify metaphors and similes.
Read and write quadratic equations.
Explain the effects of the Stamp Act.
Describe the function of a cell membrane.
Know the stages of clay and what can be done
with each one.
©2004, ATI www.assessmentinst.com
Reasoning Targets
• Focus is on the use/application of
knowledge
• Verbs: analyze, predict, infer, classify,
conclude, evaluate, compare/contrast,
summarize, modify, problem solve
• Marzano – similarities and differences
Reasoning Examples
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Make a prediction based upon information read
in the text.
Use statistical methods to describe, analyze,
evaluate, and make decisions.
Distinguish between historical fact and opinion.
Examine data/results and propose meaningful
interpretation.
©2007 ETS/ATI www.assessmentinst.com
Reasoning Targets
• I can use a graph to show changes over
time.
• I can analyze a fitness routine to decide if it
is beneficial.
• I can create and test a hypothesis.
• I can compare and contrast music from Bach
and Wagner.
Skill/Performance
• The development of
proficiency in doing
something where the
process is most important.
Product
• The ability to create
tangible products that meet
certain standards of quality
and present concrete
evidence of academic
proficiency.
Skill Targets
• Use of knowledge and reasoning to act skillfully.
• Performances that must be demonstrated and
observed to be assessed.
• The development of proficiency in doing something
where it is the process that is important, such as
playing a musical instrument, reading aloud,
speaking in a second language, or using
psychomotor skills.
• Knowledge targets always underlie skill targets.
Skill Targets
• I can read aloud with fluency.
• I can dribble a basketball to keep it away
from an opponent.
• I can correctly pronounce all the vowel
sounds in Spanish.
• I can use a microscope correctly.
Product Targets
• The ability to create tangible products
that meet certain standards of quality
and that present concrete evidence of
academic proficiency
• Verbs: create, make
• What is the intended learning?
Product Examples
• Construct a bar graph.
• Write a term paper to support a thesis.
• Construct and label a physical model of
the brain.
• Create a scripted scene based on
improvised work.
• Develop a personal health-related
fitness plan.
©2004, ATI www.assessmentinst.com
Product Targets
• I can write a term paper.
• I can make a science model to show what I
know about cells.
• I can create a painting in the Impressionist
style.
• I can use desktop publishing software to
create a variety of publications.
Challenges
Before instruction and assessments can
be developed, all educators need a clear
understanding of what the standards look
like in student work and what measurable
learning targets are required for students
to achieve mastery.
Student Improvement
To improve, students must:
• Know what good work looks like.
• Compare their work to the standards.
• Understand how to close the gap between the
two.
--Royce Sadler
Sample
GLCE P.FM.05.31: Describe what happens when two forces act on an
object in the same or opposing directions.
Learning Target(s):
– I can give the definition of force.
– I can tell what 3 changes might happen to an object when a force
is applied.
– I can write in words and also create a diagram to explain what
happens when two forces act on an object in the same direction.
– I can write in words and create a diagram to explain what happens
when two forces act on an object in opposite directions.
Your Task
• Choose a standard with which your students
may struggle.
• Apply the steps for unpacking.
• Share with a colleague.
• Try another one.
Wrap up for the day
• How are things taking shape?