1. Ticket In the Door On a post it note: In your own words, define the meaning of “fidelity” in an educational setting. Please do not put your name on it.

2. IL Content Step One: Planning & Preparing for Instruction with Curriculum Salem-Keizer School District October 2015

3. Updates & Celebrations Reminders on homework… - Facilitators Ongoing Support Plan - Visit another Data Team Meeting

4. Our Objectives & Signal Word Anchor today’s work in the data team process Increase shared knowledge about how to: Deconstruct state standards efficiently Plan and prepare for instruction with materials Support each other in this work Provide a supported work time with opportunities for questions and answers Determine next steps to incorporate new learning back at my school Signal Word: “Unit Planning”

5. 2015-2016 Data Teams Support Plan 1.I do -Content Training 1.We do -Guided Practice 1.You do Implementation Planning

7. Speed Dating: 2 minutes Inner Circle: Listen to their question or explain the “gist” of the step Answer questions Outer Circle: Ask Questions Listen Jot Down Notes

9. Step 1: Plan and Prepare Instruction Identify priority standards or behavior targets Deconstruct standard Determine what the standard is asking students to: Know, understand and/or be able to do Plan and prepare instruction Step 2: Organize and Chart Data Score the assessment based on the rubric Chart data into categories: Exceeding/Meeting, Approaching, Far To Go, Intervention Organize and chart data

10. Step 3: Analyze and Prioritize Needs Determine the priority need for each group and be intentional about how new or mis-learned skills are to be sequenced Analyze data and prioritize needs Step 4: Select Common Instructional Strategies Based on the prioritized need identified in Step 3 identify research or evidence-based strategies. Agree upon which instructional strategies to teach. Select common instructional strategies

11. Step 5: Determine Results Indicators Explicitly address: 1.What will I (teacher) do? 2.What will students do? 3.What will I see in their work if the strategy is working? If we ______________, then _____% of our (Step 4) (Step 2) students will be able to _________ by _______ (Step 5c) (date off your map) Determine results indicators Step 6: Create a Theory of Action Step 7: Reflect, Monitor & Evaluate the Process Create a theory of action Reflect; monitor and evaluate results

12. Dear Facilitator … Burning questions? Concerns? Confusion? Who can help me with…?

13. Step 1. Plan and Prepare Instruction Identify priority standards for the unit Deconstruct standard (Hint: Use your resources!) Determine what the standard is asking students to: Understand Know Be able to do Plan and prepare instruction

14. Roadmaps to Learning…... a Map, a Plan, a Unit Plan, a Unit Map! Common Core State Standards Identify desired results. (Targets) Determine acceptable evidence. (Assessment) Plan learning experiences and instruction. (Strategies and Lessons)

15. Hint: “Use your resources” is a loaded statement! The Curriculum Talk

16. Types of Maps Projection Map (Scope and Sequence) - District decision to map when and what things are taught in the classroom. INTENDED

17. Types of Maps Unit Map (Unit Plan) -follows district projection map with standards deconstructed into student friendly learning targets, assessments and instructional strategies. INTENDED

18. Types of Maps Backward Map (diary, journal)-mapping as you go and once you’re done. IMPLEMENTED

19. Time for a little academic reading on Curriculum Mapping In Triads (Each member from a different school) Share one of each of your ideas that you coded in the margin. (One *, one !, one ?) Be ready to share your partner’s ideas As you read, use this code to mark sections in the margin for later discussion. * Important to remember ! I Need to think about this more ? I have questions about this

20. Why create curriculum maps? Communication and Reflection We rarely have these conversations! ▪ Identify what occurs throughout the entire school year ▪ A picture of students‘ experience from grade to grade ▪ Teacher expectations to parents and students Locates gaps, repetitions, areas for integration, assessments Authentic alignment to standards Accountability New teachers Defines expectations Susan Udelhofen

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

22. 9 Minute 61 Second Break http://www.online-stopwatch.com/candle-timer/full-screen/

23. Preview of Steps to Deconstructing Standards: First: Write down the FULL Standard: Second: What is the Type of Target? Third: What are the Nouns? Fourth: What are the Verbs? Fifth: What are the Knowledge Targets that underpin the reasoning? Sixth: What are the Reasoning Targets? Last: Write targets in student friendly language.

24. Types of Learning Targets: Record Key Words & Sketch to Remember

25. Five Types of Learning Targets ●Knowledge Targets: Factual information, procedural knowledge, and conceptual understandings underpinning each discipline. ●Reasoning Targets: Thought processes students are to learn to do well within a range of subjects. ●Skill Targets: Demonstration or physical skill-based performance is at the heart of the learning. ●Product Targets: Where creation of a product is the focus of the learning. Specifications for quality of the product itself are the focus of teaching and assessment. ●Disposition Targets: Attitudes, motivations, and interests that affect students’ approach to learning.

26. Let’s Practice Name that Target Type! I can identify reasons an author gives to support the main point. I can measure the length of two objects. I can agree with an opinion verbally or in writing. I can recognize root words in text. I can create a visual aide to support my argument. I can persevere through challenging tasks. Reasoning Skill Reasoning Knowledge Product Disposition K, R, S, P, D

27. 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 (*Not always S) Note: Disposition can both stand alone or be paired with any other target type.

28. What does it look like to deconstruct a standard? ●First, write down the FULL Standard: 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. ●Second: What is the Type of Target? Reasoning Target ●Third: What are the Nouns? Addition, subtraction, place value, properties of operations ●Fourth: What are the Verbs? Explain (using place value and properties of operations)

29. Fifth: What are the Underpinning Knowledge Targets? (The Knowledge Targets that underpin the reasoning?) Sixth: What are the Reasoning Learning Targets? (The Reasoning Targets... since this is a reasoning standard!) ●Know addition strategies using place value ●Know properties of operations related to addition ●Know subtraction strategies using place value ●Know properties of operations related to subtraction. ●Vocab: place value, strategies, properties ●Explain why addition strategies work based on place value ●Explain why addition strategies work based on properties of operations. ●Explain why subtraction strategies work based on place value ●Explain why addition strategies work based on place value

30. Last: Write Learning Targets in student friendly language ●I can name addition strategies. (pre-req) ●I can name subtraction strategies. (pre-req) ●I can explain why addition strategies work (using place value and properties of operations) ●I can explain why subtraction strategies work (using place value and properties of operations) ●I can use drawings or objects to support my explanations.

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

32. Finding the Grey Means Looking for.. ●Direct Matches! ●Gaps (need to supplement) ●Overlaps (need to skim or skip) ●Needs for additional scaffolding and/or differentiation ●Needs for extension ●Time Considerations Be the Sieve!

33. Step 1 - Plan and Prepare Instruction with Curriculum Plan and prepare instruction

34. Using the following: ●Your Ticket In the Door ●Your new learning about step one (Plan/Prepare) ●SK Essential Agreements for Core Curriculum Materials Pearson ReadyGen 2016 Please revisit your definition of “fidelity” in an educational setting. Reflect and Revise as needed. Be ready to share your thinking in 5 minutes

35. 2015-2016 Data Teams Support Plan 1.I do -Content Training 1.We do -Guided Practice 1.You do Implementation Planning

36. Supported Practice Time Using the process sheet template: Start by writing down one FULL priority standard for a unit of study that is 4-6 weeks away. Complete the following: Repeat the deconstructing and mapping process (Hint: This will be your homework so get as far as you can with the resources available to you today!)

37. 2015-2016 Data Teams Support Plan 1.I do -Content Training 1.We do -Guided Practice 1.You do Implementation Planning

38. In your school team take 20 minutes to do the following: 1. Process and discuss new learning 2. Consider what support would help teams with this work 3. Brainstorm question that remain 4. Be ready to share your next steps and plan Ideas For Ongoing Support with Step 1: Plan and Prepare for Instruction

39. - Share your thinking -

40. HOMEWORK Come in November with: ●One completely deconstructed standard match to materials using the unit map. ●Observe at another school Data Team Meeting before next IL Content Other Helpful Next Steps: ●Use the COR to score highest & lowest team - discuss next steps for each. ●Reflect on how your facilitator meetings are going and what in your plan may need to be adjusted

41. Please complete a plus / delta before you leave: + What worked to support your learning ? What changes would improve your learning? Reflecting on our signal work for today, how has your thinking about unit planning with materials shifted?