1. South Dakota Common Core State Standards Phase II 9-12 ELA Day one: 9:00 to 4:00 Day two: 8:00 to 3:30

2. Welcome Trainer Introductions: Scott Simpson dsimpson@tie.net http://dsimpson.tie.wikispaces.net/ Be sure to download your mp3 of “Common Core Blues”

3. Two Kinds of Intelligence There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out. --Rumi, from Teaching with Fire Parker Palmer on Inner Authority http://youtu.be/Y8KEkrO5k8s

4. Agenda – Comments – Peer Review (30-40 min) 11:30 lunch 4:00 done

5. Technology Information Be certain your internet connection is working.

6. Outcomes Review, edit and finalize disaggregated standards. To analyze lessons to ensure alignment to the disaggregated CCSS (KUD). To ensure the lessons meet the cognitive demand of the CCSS. To understand the relationship of summative and formative assessments to CCSS. To evaluate the purposes and uses of assessment.

7. Norms Revisited  Listen with Engagement  Honor Each Other’s Thinking  Honor Private Think Time  Everyone has a Voice  Be Respectful of all Comments  Participation is Expected  Limit Side Conversation  Take Care of Your Needs  Turn Cell Phones Off or Vibrate

8. Google Site

9. Disaggregated Standards Find your group’s disaggregated standards on the Google Site: http://sdccteachers.k12.sd.us/http://sdccteachers.k12.sd.us/ As a group, review all comments (don’t resolve yet) As a group, edit your disaggregated standards based on the comments you received – You may or may not make all the changes suggested – this is completely up to you

10. Disaggregated Standards

11. Peer Review

12. Final Peer Review: First Round – Within your table group, assign everyone to a standard that you worked with Write your assigned standard on the top of your peer review template – Create groups of three should be individuals you have not worked with yet – Exchange standards within your triad Everyone should have a new standard to review – Individually peer review your new standard Use template provided

13. Final Peer Review: Guiding Questions The focus should include: Ensuring the KUDs provide a complete reflection of the standard. Rigor is embedded in and reflects the intent of the disaggregated standard.

14. Final Peer Review: Second Round – Exchange standards and completed peer review template within your triad Everyone should have a new standard to review Everyone should have a completed template in which to add additional comments – Individually peer review your new standard Add to completed template

15. Final Edit – Form original groups – Review feedback from peer review process – Make final edits to disaggregated standards on Google Documents

16. Delete Comments Last Step: “Resolve” all comments from your disaggregated standards. You must complete this for each comment.

17. Lunch! We’ll start again at 12:30

18. Steps 1 & 2

19. Lesson Descriptions Determine which disaggregated standard you will work with for the first round. Examine ONE series of lessons from each participant in the group. Determine which series of lessons you will use for first go round.

20. Lesson Descriptions

21. Discussion Questions: With which standard do the series of lessons align? Why would you use this series of lessons? What do you expect students to learn from this series of lessons? Lesson Descriptions

24. Step 3

25. KUD Coverage Using your disaggregated standard template, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons. Write lesson number/description. Determine the appropriate KUD from disaggregated standard template that aligns with each lesson. – You may have multiple KUDs aligned with each lesson.

26. KUD Coverage

27. Theme Worksheet

28. Brainstorm Lesson

29. Theme of Stargirl

30. KUD Coverage

31. Discussion Questions What did you learn about your current lessons? How did this process help discover standard coverage? What are the gaps between what you are currently doing and what is required in the CCSS?

32. Step 4

33. Why Webb? SMARTER Balance – Assessments in 2015 will be based on Webb leveling

34. DOK Reflection Directions:  Find completed graphic organizer

35. DOK Reflection Discussion within your group: Two things you learned from reading DOK article and completing graphic organizer One question you still have concerning DOK Whole group discussion

37. Card Sort Webb Leveling Determine the Webb Level for each activity.

38. Webb Level Webb Level Student Performance Utilizing the list of provided activities, determine Webb Level of each activity and provide rationale for determined Webb Level Worksheet activity

39. Webb Level Webb Level of Lessons Summarize each component of lesson under correct Webb Level Column (ex: Vocab) Determine the rationale as to why it meets the selected Webb Level

40. Webb Level

42. Discussion Questions What did you learn about your current lessons compared to the cognitive demand of the standard? What are the gaps between what you are currently doing and what is required in the CCSS?

43. Step 5

44. Why Is Assessment Important?

45. We may want to assess where a student is.

46. We may want to assess where a student is… going.

47. We may want to assess what a student has learned.

48. But ultimately we want to know what to do next in order to close the gap.

49. Assessment Activity Directions:  At your table, use your sticky notes  Write as many different types of assessments that you can think of in the next four minutes (one per sticky note)  Place in the middle of the table

50. 50 Thinking About Assessment Conversation about online Stiggins’ work.

51. 51 Thinking About Assessment 80 percent of assessments given in classrooms are geared toward low-level thinking. Decisions about assessment happen about every three to four minutes. What do assessments tell us? How are we using assessments?

52. Summative and Formative Assessment Summative Assessment: How much have students learned at a particular point in time? Formative Assessment: How can we use assessments to help students learn more?

53. Summative Assessment The purpose is:  to measure student achievement at a particular point in time for reporting and accountability;  to sort students in rank order; and  to maximize student learning through standardized tests.

54. Formative Assessment The reason/purpose is:  to promote further improvement of student learning during the learning process and  to involve students in the ongoing assessment of their own achievement.

55. 55 Formative Assessments Results are used primarily by students, educators, and parents. Results are used for:  helping students see and hit the target(s) and  identifying student needs.

56. 56 Directions:  Each table needs a piece of chart paper  Create T-Chart: Summative/Formative  Using your assessments listed on sticky notes, determine which category each assessment fits into  If you get stuck, place it on the middle line Assessment Activity

57. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

59. Target Method Match Assessment Methods

60. Target Method Match

61. 61 Each group receives laminated Target Method Match matrix Using the assessment descriptions, determine: – Appropriate Assessment Method, and – Appropriate DOK Level – Place in appropriate box on laminated sheet Target Method Match

62. 62 Discussion: How important is it to utilize multiple assessment methods? What big “ah-has” did your team have when determining DOK levels? Target Method Match

63. 63 Determine types of assessment to use for series of lessons/standard – summative and formative Consider how assessment is aligned to KUD of standard Determine Depth of Knowledge Level and Assessment Methods for summative assessments. Assessment Practices

66. Step 6

67. Lesson Reflection What strengths did you find in the analysis? What are some areas that might need improvement? List revisions that might need to be made.

68. Good Luck!