“UNPACKING” Standards through the lens of The Common Core State Standards Hamilton High School Date August 28, 2014

Learning Intentions Understand the CCSS shifts in math and ELA Understand the process of deconstructing a standard Apply the deconstruction process for planning and preparation Locate curriculum resources

Success Criteria Articulate the instructional shifts in the ELA and math standards Understand and begin to apply the deconstruction process on ELA and math standards Use curriculum resources to support my classroom instruction

High School US History B.12.5 Use various types of evidence to develop a coherent argument. Wisconsin Model Academic Standards for Social Studies B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments. At your table you will find examples of what you will find in infinite campus (all subject – grade levels – course level). Take a moment and note the similarities and differences in the language found in IC and the actual language in the standards. Have participants share out similarities/differences… What implications does this have for the development of lessons? (Participants should state that they need to refer to the actual standards document to get the true meaning of the standards and to develop lesson)

Framework for Teaching “UNPACK” Framework for Teaching Domain 1 Unit Planning Lesson Development Tier 1 Standards

Instructional Shifts and Unpacking the Standards “HOW” do we teach and learn? “WHAT” we teach and learn? Rigor Focus English Language Arts and Mathematics Instructional Shifts Unpacking the Standards Build Knowledge through content-rich text Complex Text/Academic Vocabulary We’ve spent time talking about the CCSS shifts ELA/Math –even though we tend to only speak about the shifts in the content areas of ELA and Math, the CCSS shifts can be identified in any content areas. Briefly state the shifts. They will appear as you click the PPT. The shifts are important because they are the “How” we teach and learn and the unpacking is the “What” we teach and learn. Using evidence from literary/informational text Coherence

Unpacking Standards “Unwrapped standards provide clarity as to what students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment and student learning.” Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press.

Unpacking the CCSS – ELA/Math Brief introduction to unpacking standards – Know – Understand – Do Teachers will have the opportunity to unpack standards in their own content area using the template. While principals don’t have to be proficient with unpacking the standards, they do need to be able to deconstruct what a standard is asking for students to be able to know – understand and do to provide effective feedback as to lesson/lesson plan alignment (activities). This group will have the opportunity to spend more time unpacking standards in the next session. Walk them through the example – information will appear with each click.

Unpacking Standards Guide What do you expect to see as evidence to demonstrate understanding of subject area features:   “What do you want students to be able to DO?

Webb’s Depth of Knowledge (DOK) This slide shows a model for teachers to consider when looking at what students should be doing to show mastery of the common core or any content standards. Feel free to reference blooms as well! Level 1: Curricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills. The subject matter content at this particular level usually involves working with facts, terms and/or properties of objects. It may also involve use of simple procedures and/or formulas. Key words that often denote this particular level include list, identify and define. A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.” Level 2: includes the engagement of some mental processing beyond recalling or reproducing a response. This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, pattern, cause and effect, significance or impact, relationships, points of view or processes. Level 3: Items falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes. Stating one’s reasoning is a key marker of tasks that fall into this particular category. The expectation established for tasks at this level tends to require coordination of knowledge and skill from multiple subject-matter areas to carry out processes and reach a solution. Level 4: Curricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time. Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes.

Depth of Knowledge The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. Caution slide: Depth of Knowledge   The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. This slide points out the danger of the oversimplification found in the DOK wheel handout. The next slide will illustrate this point further.

One Verb...three DOK levels DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) One verb, three different DOK levels (Handout-Hess Matrix) – This could actual be an activity vs. us giving them the answers… Choose a standard look at the verb in that standard. Create a task using that verb for the first three DOK levels? Just a thought…   Distribute the Hess Matrix handout. The Hess matrix gives you a more precise way of determining DOK. On the left you will see Bloom’s Taxonomy. Think of a task that you would have student do and decide where it would fit in Bloom’s Taxonomy. Now move to the right across the matrix to determine DOK. DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

Producing Cognitive Sweat! Graphic depicting the relationship between Meeting the Rigor of the Common Core and Producing Cognitive Sweat. Meeting the Rigor of the Common Core

Curriculum Resources Content Area Instructional Guides – TLC (in content area rooms) Professional Learning – TLC/Portal Lesson templates – ELA/SS – Whole-Small – Whole Math/Science – LESA/5Es (New template) Electives - ????? Inform participants about location of curriculum resources to support their instruction. Handout TLC for those that don’t know where to locate.

Next Steps Unpack the standards that you will be using for instruction during the first couple of months Translate unpacked standards into Unit/Lesson Plans We can have them start doing this work for the remaining time.

Part II: What do we do when students know this or they do not? Response to Intervention!! Curriculum & Instruction Team August 2014

Learning Intentions Understand that RtI is a process, not a tool or thing Determine the changes in universal screening tools and processes for 2014-15 Review the RtI Process and understand key components

Success Criteria Participants will be able to identify universal screening tools used in their school and grade Participants will be able to articulate and implement the RtI processes in their practice Participants will be know the critical components of RtI

Universal Screening Universal Screening is a process of reviewing multiple data sources, not an individual assessment We use a wide variety of tools to screen, to determine an appropriate intervention and to progress monitor

Changes for 2014-15 High School Only students in Tier 2 and 3 interventions are required to take MAP – Additional students may be tested Other tools include Grade Nine Early warning (GNEW) report, ACT Aspire, attendance, grades, work samples, teacher input and/or credits

SLD 8 potential areas of SLD Need Two scientific and research based interventions (SRBI) must be done for each area of academic concern Computer programs should not be used in isolation Need teacher directed explicit instruction with individuals or small groups as well

SLD If student is not making progress after the first SRBI has been used, teacher should get in contact with Building Intervention Team (BIT) BIT makes recommendations to teacher for second SRBI If student is still not responding to the second SRBI, an SLD referral can be made

RtI/PBIS Teams

Notification and Retention: Academic Schools send home MPS RtI Overview Letter Schools identify students in need of a Tier 2 intervention Tier 2 Notification Letter is sent home, along with a second contact attempt Provide intervention to student with fidelity Regularly report progress monitoring results of intervention to families

Notification and Retention: Academic Student not making progress Teacher notifies BIT before Records Day in January BIT determines if student may be retained Possible Retention Letter is mailed home Tier 3 intervention provided and documented in the area of concern If decided student will be retained, call home to family no later than final week of April Grade Retention Letter mailed home Hold conference with family

Notification: Behavior MPS RtI Overview Letter mailed home to all families Schools identify students in need of a Tier 2 intervention Specific Tier 2 Notification Letter is sent home, along with a second contact attempt Provide intervention to student with fidelity Regularly report progress monitoring results of intervention to families Determine if student is responding to intervention or if an additional intervention is needed

Title of Presentation MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives