Unpacking the Standards

1. Unpacking the Standards Bedford County Public Schools 2013-2014

2. Why are we here? • Increased Rigor of the Standards • Academic Review Findings

3. Increased Rigor of the SOLs NOW THEN

4. Increased Rigor of the SOLs THEN NOW

5. Outcomes of the Academic Review Process Process focused on the Alignment of the Written----- Instructed---- Assessed Curriculum

6. Main Question: Does the cognitive level present in each (written, instructed, and assessed curriculum) match the intent of the standard?

7. Written Curriculum Instructed Curriculum Assessed Curriculum ----------------- Rigor of Current Standards ------------------------------------ Rigor of Former Standards ------------------- Written Curriculum Instructed Curriculum Assessed Curriculum

8. Tell your partner about a time when you experienced a misalignment as a teacher OR as a student What was the effect?

9. Objective for Today: To align cognitive levels of instruction and assessment with the Essential Understandings, Knowledge and Skills of the Standards of Learning. Objectives Today I will identify the cognitive levels within the Curriculum Framework… so that I can develop units, lessons, and assessments that appropriately match the cognitive levels. I’ll know I have it when my students exhibit success at the appropriate level of rigor intended by the Standards of Learning.

10. Unpacking the Standards When we unpack a standard in order to plan our Written and Taught Curricula, we should use both the Standards of Learning and the Curriculum Framework.

11. Virginia Mathematics Standards of Learning Curriculum Framework 2009 Introduction The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifiesthe Mathematics Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn.

12. Process

13. Consider the overarching standard or strand in order to determine the CONTEXT – the Big Picture. • How does it relate to previous learning (curricular connections and/or prerequisite skills)? • How does it build to future learning? • Are there essential questions to be answered? Unpacking the Standards

14. Math Standard of Learning Example Looking for Context • 3.11 The student will • tell time to the nearest minute, using analog and digital clocks; and • determine elapsed time in one-hour • increments over a 12-hour period.

17. English Standard of Learning Example Looking for Context English 3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus.

19. Determine the CONTENT - what students must know The second and third columns of the framework (essential understandings, skills, knowledge and processes must be consulted to ensure that all content is identified. Unpacking the Standard

20. Content: What we want students to Know (Facts) • Vocabulary • Terminology • Definitions • Key factual information • Critical details • Important events and people • Sequence and timelines • Formulas

21. Virginia Mathematics Standards of Learning Curriculum Framework 2009 Introduction (5th grade example) Essential Understandings (2nd column) This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the Standards of Learning. In Grades 6-8, these essential understandings are presented as questions to facilitate teacher planning. Essential Knowledge and Skills (3rd column) Each standard is expanded in the Essential Knowledge and Skills column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard.

22. Identify the COGNITIVE LEVEL - What must students be able to do with the content? Identify the verb Analyze for Bloom’s Taxonomy/ Webb’s Depth of Knowledge Unpacking the Standard

23. Bloom’s Taxonomy

25. Task Use the Essential Knowledge and Skills column of the Curriculum Framework for each standard to: 1. Underline the content 2. Circle the verb 3. Mark any essential questions or big ideas

26. For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context Example: Unpacking a Standard • 4.4 The student will • a) estimate sums, differences, products, and quotients of whole numbers; • d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation. Essential Knowledge, Skills, and Processes

27. For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Apply Example: Unpacking a Standard Apply • 4.4 The student will • a) estimate sums, differences, products, and quotients of whole numbers; • d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

28. For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context Example: Unpacking a Standard • 4.4 The student will • a) estimate sums, differences, products, and quotients of whole numbers; • d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers. • Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation. Essential Knowledge and Skill Evaluate

29. Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Standard = Context • 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include • potential and kinetic energy • compare and contrast potential and kinetic energy through common examples found in the natural environment. Essential Knowledge, Skills, and Processes

30. For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels. Many levels Example: Unpacking a Standard • 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include • potential and kinetic energy • compare and contrast potential and kinetic energy through common examples found in the natural environment. Analyze

31. Don’t Forget Essential Questions and Big Ideas! • Broad in scope • Not easily answered in one sentence- meant to be discussed • Might be controversial or pose a dilemma • Requires reasoning and justification • Sparks more questions • Important questions that recur throughout all our lives- K-12 and beyond • A tool for organizing purpose; for making student learning meaningful and connected.

32. What we want students to be able to REMEMBER (Understandings): • The ancient Egyptians farmed and irrigated the land near the Nile River. • The ancient Chinesesettled along the Huang He. They fished, farmed, and irrigated the land. • The Powhatan farmed, fished, hunted, used trees for homes and canoes, and gathered plants for food. • The Lakota moved around the region to hunt for buffalo. They later used horses for transportation. • The Pueblo people farmed the land. They lived in villages in houses made of adobe (clay). • 2nd grade Big Ideas in HISTORY Big Idea (The UNDERSTANDING) People relate to their environment in different ways.

33. What we want students to be able toREMEMBER and DO (Understandings): • Explain the author’s purpose (e.g., to entertain, inform, or persuade) • Describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose. • Describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts). • (4th grade) Big Ideas in ENGLISH • Big Idea (The UNDERSTANDING) • Authors craft their purpose and message by the choice of language, setting, characters, and specific information.

34. What we want students to be able toREMEMBER and DO (Understandings): • Represent a number in fraction, decimal, and percent forms. • Compare, order, and determine equivalent relationships among fractions, decimals, and percents. • 7th Grade Big Ideas in MATH Essential Question/Big Idea (The UNDERSTANDING) How are fractions, decimals, and percents related?

35. Consider the standards you will be teaching over the next few weeks.

36. Reflect on the processDiscuss with your group

37. I’ve unpacked the standards… Now what?

38. Thinking Maps Sort Work with partners to sort your cards. Map Name Map Name Map Name Map Name Map Name Map Name Map Name Map Name

39. Key Words for Thinking

40. Traditional Curriculum Planning • It often begins with a really interesting book or topic, teachers then decide on if it matches the curriculum map. Then the activity is determined to use so students become engaged. Finally, the teacher writes an assessment that may or may not fit the previous lessons or desired SOL. Cover Required Material Textbook Activities Assessment

41. Backwards Planning Design Learning Experiences: Choose the Strategies Determine the essential questions and big ideas – the 3 Cs Decide how students will provide evidence of their learning Build Summative Assessment What cognitive level/thinking skills/verbs are required? Align to Curriculum Framework and Test Blueprint Context Content Cognitive Level Create the activities to scaffold learning. Backwards Design Consider resources and complete Unit Plan Overview Create Daily Instructional Schedule Plan for Daily Tiered Instruction and Formative Assessments Consider the summative assessment in order to include the best evidence of student learning Consult pacing guide and use a calendar to map backwards from your target date. Include multiple and varied Checks for Understanding and student-friendly objectives

45. Determine the essential questions and big ideas – the 3 Cs What essential questions or understandings will guide this unit and focus teaching/learning? (Context) What key knowledge and skills will students acquire as a result of this unit? (Content) What depth of knowledge is required? (Cognitive Level)

46. What are Essential Questions and Big Ideas? • Broad in scope • Not easily answered in one sentence- meant to be discussed • Might be controversial or pose a dilemma • Requires reasoning and justification • Sparks more questions • Important questions that recur throughout all our lives- K-12 and beyond • A tool for organizing purpose; for making student learning meaningful and connected.

47. Determine Acceptable Evidence Decide how students will provide evidence of their learning • Performance Tasks and Projects • Informal Checks/Observations • Quizzes and Tests • Reflections or Essays • Portfolios • Self-assessment • Other Considerations • How can technology be used to facilitate formative and summative assessments? • How will the data be used to inform future instructions?

48. Planning Rigorous Assessments This worksheet is available at www.mindstepsinc.com/rigor. Build Summative Assessment • What kind of thinking is implied by the standards or objectives? • What key concepts should students understand by the end of this unit? • How should students be able to use these concepts? • What will students who have mastered these concepts be able to do? • What learning tasks will best help students demonstrate mastery of these concepts? • What does mastery of the identified learning tasks look like? • What is the mastery threshold? • What feedback methods will tell students if they have reached the mastery threshold and how can they continue to improve?

49. What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Considerations: Are there specific scaffolds that may be needed? Are there certain texts and resources required? Are there some Thinking Maps that can help achieve these goals? Are there CRISS strategies that can help achieve these goals? Design Learning Experiences: Choose the Strategies

50. Create Daily Instructional Schedule Consult pacing guide and use a calendar to map backwards from your target date.