Getting Into the Grade Level Content Standards Day Two

Let’s take a look at the policy and the policy framework Let’s take a look at the policy and the policy framework. Every grade level set of standards have critical areas. There are 3 critical areas for Grade 8 Math.

Let’s look further at the policy framework Let’s look further at the policy framework. Each grade level set of standards have performance descriptors with embedded math practices. (Read across one set of performance descriptors) Teachers created these performance descriptors. Read from Novice to Distinguished across one level. Explain that this is representing a cluster. Under the performance descriptors there are cluster titles and clusters of objectives. This is important to understand because the structure in the standards is about teaching at the cluster level as much as possible. The new assessment that you will be learning a lot about tomorrow is called the Smarter Balanced Assessment. Every item on the assessment is created through the lenses of the cluster rather than individual objectives as done in previous older assessments.

Grade Level Emphasis Every grade level has major, additional and supporting clusters. In grades 3-8, the clusters are coded as a major work for that grade level, a supporting work or an additional work for the grade level. Open the grade level emphasis document. Take a look at your grade level. Talk in groups about what you are finding. Can you determine the reasoning behind the choices made? Why do you think they chose these clusters? Notice that only one cluster is considered “additional” and only two more “supporting” If you think about teaching the clusters, now our deepening of the curriculum and focusing on fewer ideas falls into even sharper relief. (The answer is about what workplace and college readiness now requires)

You have a document called the Structure is the Standard You have a document called the Structure is the Standard. There is also a document on the cautions of deconstruction. You can read at your leisure. We can no longer afford to deconstruct standards into isolated skills. We lose coherence, sense making and the meaning of the objectives. Remember that item writers are writing to the grade level and mathematics worth doing at that grade level. If we deconstruct, we are taking away from the essence of the objectives, clusters and standards. Unpacking for understanding vs. the discrete list of things to teach. If you use the word the first way, fine! But the second way no. Some of those standards are very dense. You may need to “unpack” for understanding, but not for discrete skills. The Assessment will be assessing at the cluster level As in the URN article – if you break the urn and try to glue it back together – you do not get the urn as it is truly represented.

Which standards (objectives in WV) in the cluster are familiar? Let’s now dig into the standards. Read each cluster. Answer the questions about the clusters in the standard. Which standards (objectives in WV) in the cluster are familiar? What’s new and challenging? Which cluster do you need more information about? How are they connected to the Math Practices?

This is a BLANK copy of the Descriptive Analysis Documents This is a BLANK copy of the Descriptive Analysis Documents. You can print this form and use it to complete the descriptive analysis of the objectives.

Descriptive Analysis Example of a completed Descriptive Analysis.

Other Resources for Understanding the Grade Level Standards Learning Progression documents for the Common Core State Standards found online at http://ime.math.arizona.edu/progressions/ We do not have time to work with the learning progression documents however, teachers who have worked with them over the past years have found they provide a deeper insight into the standards focus, coherence and rigor. Please take time to visit the progression and consider using them in your professional learning communities.