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Please Get a Laptop and Log In

Welcome to Unpacking Curriculum Standards! Presented by Kathy Gates and Alison Nye, USD #497 Learning Coaches. Please Get a Laptop and Log In. Objectives. Understand what standards are and why they exist. Understand the difference between content and performance objectives.

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Please Get a Laptop and Log In

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  1. Welcome to Unpacking Curriculum Standards!Presented by Kathy Gates and Alison Nye, USD #497 Learning Coaches Please Get a Laptop and Log In

  2. Objectives • Understand what standards are and why they exist. • Understand the difference between content and performance objectives. • Understand the process for analyzing a standard.

  3. NORMS • Take care of your own needs • Help your neighbor • Don’t be afraid to ask questions • Have fun!

  4. Icebreaker • What made you choose this professional development? • What grade/content area do you teach? • What color is your toothbrush? • If you could pick your destination for spring break, where would you go? • What do you hope to walk away with today? • Paper or plastic? Salty or sweet?

  5. S.M.A.R.T. • Specific—Is my goal clearly stated and directly related to using my new knowledge? • Measurable—How will others know that I have met my goal? What student data will document the results? • Attainable—Can the goal be reached within the timeframe of the plan? • Results-Oriented—If my goal is met, what will be the result? • Time-Bound—When do I plan to reach my goal? www.mylearningplan.com

  6. Why Standards? Administrators, teachers, students, parents, and the community need a clear vision of what is expected in terms of student learning. Clarity is achieved when districts and schools formally identify standards and then use them consistently throughout the curriculum process. Succeeding with Standards (p. 2) By Judy F. Carr and Douglas E. Harris

  7. Intent of Standards • Encompass accurate, high-quality content and skills. • A balanced, coherent articulation of [common] expectations for student learning. • To provide the structure from which a deep and rich local curriculum can be built. Succeeding with StandardsJudy F. Carr and Douglas E. Harris

  8. Where do they come from? Professional Organizations Examples: NSTA NCTM NCTE School District Local Board of Education State Board of Education KSDE (Identifies assessed indicators)

  9. Kansas Content Standards Standard 1 Benchmark 1 Benchmark 2 Benchmark 3 Indicator 1 Indicator 1 Indicator 1 Indicator 2 Indicator 2 Indicator 2 Indicator 3 Indicator 3 Indicator 4

  10. With a partner discuss the following question: What is the difference between a standard, a benchmark, and an indicator?

  11. Standards are general statements of what students should know, understand, and/or be able to do. Benchmarks are specific statements of what students should know and be able to do at a specific point in their schooling. Indicators are statements of the knowledge or skills which students demonstrate in order to meet a benchmark.

  12. Challenges??

  13. Addressing the Achievement Gap What tools do we have available? MAP Data State Assessment Data Learning Coaches Instructional Resource Guides (curriculum alignment)

  14. What will it take? Written Curriculum (Standards and Indicators) There are 3 kinds of curricula – they must be considered together and improved together. Taught Curriculum Tested Curriculum

  15. Alignment Maintaining connections between all three types of curriculum.

  16. Taught Curriculum • How do you determine what will be taught from day to day, hour to hour, in your classroom? • What kinds of factors influence your decisions?

  17. Worried about narrowing the curriculum?? • In international comparisons, the highest-scoring countries attempt to teach less than a third as many topics as those found in U.S. textbooks. ‘Narrowing the curriculum,’ when done right, is not just permissible but essential. Results Now, Schmoker, 2006 McRel research • 116 standard documents • 200 different standards • 3093 specific topics (benchmarks) • Estimated 15500 hours for students to learn • Increase schooling from 13 years to 20-21 years

  18. Keep in mind… • A program is not a curriculum • The standards are the curriculum not a textbook.

  19. Where is the writtencurriculum, anyway?

  20. Answering DuFour’s Questions • What do we want all students to learn? • How will we know when they’ve learned it? • What will we do when they don’t learn? • What will we do when they’ve already learned it?

  21. Unpacking Standards—It’s All About the Nouns and Verbs! What do students need to know? How will they demonstrate that knowledge?

  22. What do students need to be able to KNOW and DO? Knowledge Vocabulary Definitions Concepts Laws, Formulas Key facts Critical Details Sequence & timelines Grant Wiggins, Jay McTighe, Understanding by Design, 2004. Skills Decoding, computation Communication skills – listening, speaking, writing Thinking skills – compare, infer, analyze Research – inquiry, investigate Study Skills – notetaking Group Skills

  23. But it’s more than just that… • What’s necessary to know/do? • What’s important to know/do? • What’s nice to know/do?

  24. Unpacking Standards The student… ▲ identifies and determines the meaning of figurative language, ▲similes, ▲metaphors, ▲analogies, ▲hyperbole, ▲onomatopoeia, ▲personification, and idioms.

  25. With your table discuss: • Choose a standard. • What is in the standard? • In your own words, paraphrase it, make notes on the page, highlight, etc… • Are there prerequisites? What is ‘between the lines’? • What can your students already do? How do you know?

  26. http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

  27. Think with the End in Mind Assessment – What will the student be able to do independently to be able to demonstrate proficiency in the indicator?

  28. Courtesy Auburn-Washburn School District, USD437

  29. Civics Benchmark 1:2 (A) • Investigate how the rule of law is used to protect the rights of people and to support the common good • eminent domain • martial law during disasters • health and safety issues • Civics Benchmark 2:2 (K) • What are the civic values inherent in the US Constitution, Bill of Rights and Declaration of Independence? • 1st Amendment • Equality • Human Dignity • Civic Responsibility • Sovereignty of the people

  30. Vocabulary Key Concepts Lesson Plan Ideas Other Standards Vocabulary Key Concepts Lesson Plan Ideas Other Standards

  31. Vocabulary Key Concepts Questions I still have: Vocabulary Key Concepts Questions I still have:

  32. What does research tell us about standards-based classrooms? What Works in Classroom Instructionby Robert J. Marzano, et. al.

  33. Insert graphic organizers

  34. Insert Cat’s flashcards

  35. It’s Your Turn!! • www.ksde.org • Continuum of learning link

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