1. GOING DEEPER INTO STEP 1: UNWRAPPING STANDARDS Welcome!

2. I understand the role and importance that standards play in the work of PLCs/DATA Teams. I can use and apply the unwrapping/deconstructing process we have done in our district and the new learning from this session. I can determine next steps to incorporate new learning in order to support teams at my school. Learning targets

3. Agenda Review feedback, levels of team performance & the process Review PLC/data team process Deconstructing/unwrapping standards (lesson/unit design) Guided practice Reflection and next steps

4. ++  Clear structure, organization &depth of content  Content, examples & process  Video examples  Engagement & Humor  Stories  Handouts  Processing time  Suggested next steps  Implementation  WB PLCs  10:2?  Stories  Dealing with difficult teams

5. PLC/Data team process

6. Quick quiz: What are the steps to the team process, from beginning to end?

7. Check your memory!

8. that affect the process Based on information from John Hattie, Timothy Kannold, James Popham, and the All Things PLC website TEAM CONSIDERATIONS

9. What is the difference? Why does it matter? On a sheet of paper: Describe the difference between COOPERATION, COORDINATION and COLLABORATION as each pertains to a Data Team/PLC. Talk at your tables about the differences each person noted.

10. Aligning our Definitions: Cooperation Our working definition: Cooperation is an informal process for sharing information with no goal or outcome in mind. For example: Team members share ideas and lesson plans about how they each teach a learning target. In this case, teachers COOPERATE by sharing resources, although each teacher retains his or her own authority to teach and assess the learning targets.

11. Aligning our definitions: Coordination Our working definition: Coordination is a more formal process in which teacher teams efficiently divide the management aspects of a given unit of instruction. For example: A third-grade team may coordinate a schedule so all teachers have access to modeling materials for the unit, or they might divide up different standards from a CCSS Content Standard Cluster in order to design lessons.

12. Aligning our definitions: Collaboration Our working definition: Collaboration is when team members create new structures and ways of working that are focused on academic success for all students, not just the students in their own class. For example: Teams explicitly identify what teachers will do and what students are expected to do (results indicators).

13. Where is your team? Determine where your team is currently functioning: Cooperation Coordination Collaboration Be able to provide examples / justification

14. Resources All things PLC: www.allthingsplc.infowww.allthingsplc.info Common Core Mathematics in a PLC at Work, edited by Timothy Kannold

15. Other factors that affect collaboration Time Norms Roles and responsibilities Before During After Agendas and meeting minutes

16. Collaboration occurs when: 1. Roles, responsibilities and expectations for the meeting are clearly defined 2. Meetings start & end on time; if meeting needs to be extended, all members agree 3. Team members are present & engaged in topic(s) 4. Agenda is used to guide meeting topics 5. System is used for monitoring progress of instruction

17. Collaboration occurs when: 6. System is used for documenting decisions and the team holds each other accountable 7. All team members come prepared 8. The team uses the process 9. Specific feedback is provided to teams with possible next steps 10. Meeting minutes and the draft of the next agenda are sent within 24 hours of the meeting

18. Digging into Step 1: Plan and Prepare

19. Step 1: Plan and Prepare Instruction Identify priority standards Deconstruct the standards: What is the standard asking students… To know Understand Be able to do

20. Step 1: Plan and Prepare Instruction Determine what proficiency looks like for the standards Create a common assessment that assesses the standards at the appropriate DOK levels Calibrate scoring Administer the assessment Begin draft of Unit Plan

21. The Role of PLCs…

22. Standards-Based Unit Design  Curriculum Mapping:  Deconstructed Standards  Enduring Understanding  Essential Questions  Content  Vocabulary  Student Friendly Learning Targets DOK -skills & concepts  Assessments  Instructional Strategies/Practices

23. Roadmaps to Learning… Common Core State Standards Identify desired results. (Targets) Determine acceptable evidence. (Assessment) Plan learning experiences and instruction. (Strategies and Lessons)

24. Guided Practice: Deconstructing standards

25. As you deconstruct standards, remember “If…, then…”  If a standard is knowledge…  If a standard is reasoning then…  If a standard is a skill then…  If a standard is a product then… K = K targets R = K + R targets S = K + R + S targets P = K + R +S + P targets

26. What does deconstructing a standard look like? Standard: Anchor Standard Grade 2 (informational): Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text. Step 1: Nouns? main topic, multi-paragraph text, paragraphs. Step 2: Verbs? Identify Step 3: Type of Target? Reasoning

27. Informational text (both literary nonfiction and expository/technical texts) Main topic Difference between the main topic and key details Focus of specific paragraphs Authors of informational text(s) include key details in order to help readers make meaning of the text. Good readers use key details in an informational text to identify the main topic. Informational texts can have multiple paragraphs that work together to inform readers about a topic Step 4: Knowledge? What must students know?

28. Identify the main topic of a multi-paragraph informational text Identify the focus of specific paragraphs within the text Identify the focus of specific paragraphs within an informational text Describe the relationship between main topic and focus of specific paragraphs Step 6: Write targets in student-friendly language. Step 5: Reasoning? How are students using knowledge to make a decision?

29. Let’s do it together!  Start by writing the full priority CCSS ELA 5 th grade standard RI.2  Complete steps 1-6 including writing the actual student friendly learning targets.  Add vocab/content as you notice them coming up  What do you notice? How is this different than your normal process. Be specific.

30. RI5.2  Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

31. Supported work time: Unit Design  Work left to right and right to left – not linear.  Repeat the deconstructing and mapping process, considering how you weave the standards together in instruction.  Then consider instructional practices, tools, resources and assessments you may already have that can accomplish the LTs.

32. - Share your thinking -

33. Exemplar of a completed unwrapped standard

34. Dear Facilitator… What are you still wondering about? Burning Questions? Concerns? Confusion?

35. Next steps…

36. Record Next Steps  Please take a few minutes to reflect on your work today.  Write yourself a note:  What do you personally want to remember?  What do you want to be sure to discuss with your team?  What questions do you need to seek answers to?  Finally, think/write what will need to be on your upcoming agenda/s to ensure the work continues and is ready for the unit.  Be ready to share out!

37. I understand the role and importance that standards play in the work of PLCs/DATA Teams. I can use and apply the unwrapping/deconstructing process we have done in our district and the new learning from this session. I can determine next steps to incorporate new learning to support teams at my school. Learning Targets

38. +,  Complete a plus, delta at your table: + What worked to support your learning and doing today?  What could I do to improve in the future?

39. Thank you slide 2:45 – 3:30 Mira and Sandy

40. 8 Minute 58 Second Break http://www.online-stopwatch.com/candle-timer/full-screen/