The Revised CSOs

1. The Revised CSOs Lou Maynus, WVDE

2. To grow the seeds of greatness in every child, teaching them to achieve to their fullest potential so that they may be globally intelligent and resilient in our 21st Century world. Dr. Steven Paine 21st Century Learning Mission

3. Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level Policy Policy 2510 13.27

4. How Did We Get The CSOs? • Teachers selected • National Standards reviewed • IRA/NCTE Standards • College Board Standards • Principles and Standards for School Mathematics • Curriculum Focal Points – NCTM • American Diploma Project’s Achieve K-12 Benchmarks

5. How Did We Get The CSOs? • Assessment Reviews • National Assessment of Educational Progress (NAEP) • ACT • SAT • TIM S S • PISA • National Reviews • Dr. Norm Webb • Dr. William Schmidt • Partnership for 21st Century Skills

6. Policy • 2520.1 – 21st Century Reading and English Language Arts • 2520.2 - 21st Century Mathematics • Effective July 1, 2008

7. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

8. Raise the level of rigor in the content standards and objectives Increase the skill and knowledge of teachers in teaching the content Engage students in active learning designed around the standards for content, learning skills and technology tools. Three Ways to Improve Student Learning

9. So what’s different about these Content Standards and Objectives?

10. Depth of Knowledge • Level 1 – Recall, recognition. Skill, a behavior or sequence of behaviors learned through practice and easily performed • Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding • Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text • Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

11. Revised Content Standards & Objectives Old MA.8.2.3 use ratio and proportion to create and solve equations New M.O.8.2.2 identify proportional relationships in real-world situations, then find and select an appropriate method to determine the solution; justify the reasonableness of the solution

12. Old MA.3.16 solve grade level appropriate story problems using multiple strategies New M.O.3.1.14 create grade- appropriate real-world problems involving any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions

13. Essential Question: What is it we want all students to learn?

14. What basic knowledge will my students need to master this objective? What reasoning skills will students need? What performances/skills must students have if they master the objective? What products must students produce with mastery? Unpacking the CSOs

15. Knowledge Reasoning Performance/Skills Products Learning Targets

16. Mastery of substantive subject content where mastery includes both knowing and understanding it. Knowledge Targets

17. Knowledge Examples • Identify metaphors and similes • Read and write quadratic equations • Describe the function of a cell membrane • Know the multiplication tables • Explain the effects of an acid on a base

18. The ability to use knowledge and understanding to figure things out and to solve problems. Reasoning Targets

19. Reasoning Examples • Use statistical methods to describe, analyze, evaluate, and make decisions. • Make a prediction based on evidence. • Examine data/results and propose a meaningful interpretation. • Distinguish between historical fact and opinion.

20. The development of proficiency in doing something where the process is most important. Performance/Skill Targets

21. Performance/Skill Examples • Measure mass in metric and SI units • Use simple equipment and tools to gather data • Read aloud with fluency and expression • Participates in civic discussions with the aim of solving current problems • Dribbles to keep the ball away from an opponent

22. The development of proficiency in creating something where the final product is most important. Product Targets

23. Product Examples • Construct a bar graph • Develop a personal health-related fitness plan • Construct a physical model of an object • Write a term paper to support a thesis

24. Work with a partner. Use the sheet that has been placed on your table. Identify the different learning targets of the Objective using the guiding questions. Discuss as a table group. Your Turn!

25. Quantile Framework for Mathematics • Uses a common, developmental scale to measure • student mathematical achievement, the difficulty • of mathematical skills and concepts, and the • materials for teaching mathematics. • Predict readiness • Match students to appropriate materials at their • level • Forecast student performance on the • end of year test.

26. “Quantile measures have confirmed what educators have known for some time now: the range of mathematics ability is large within each classroom. In order for teachers to provide effective instruction for diverse classroom populations, instruction must be assessment driven and differentiated.”

28. Subtract 2- and 3-digit numbers with regrouping.

29. Knowledge Clusters QT 655 QT 210 QT 622 QT 308 QT 644 QT 263 QT 275 QT 208: Solve one-step linear equations and inequalities andgraph the solutions of the inequalities on a number line. QT 97 QT 180 QT 132 QT 605 QT 623 QT 604 QT 548 QT 218