The Revised CSOs Lou Maynus, WVDE

21 st Century Learning Mission 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 21 st Century world. Dr. Steven Paine

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

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

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

Policy – 21 st Century Reading and English Language Arts st Century Mathematics Effective July 1, 2008

The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations

Three Ways to Improve Student Learning 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.

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

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

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

Old MA.3.16 solve grade level appropriate story problems using multiple strategies New M.O 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

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

UNPACKING THE CSOS 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?

LEARNING TARGETS Knowledge Reasoning Performance/Skills Products

KNOWLEDGE TARGETS Mastery of substantive subject content where mastery includes both knowing and understanding it.

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

REASONING TARGETS The ability to use knowledge and understanding to figure things out and to solve problems.

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.

PERFORMANCE/SKILL TARGETS The development of proficiency in doing something where the process is most important.

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

PRODUCT TARGETS The development of proficiency in creating something where the final product is most important.

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

YOUR TURN!  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.

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.

“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.”

Subtract 2- and 3-digit numbers with regrouping.

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