Mapping and Alignment: Welcome to the Common Core

Welcome!

• Welcome and Introductions• Purpose of this Week• Expectations• SB-CEUs• Lunch• Materials

Purposes/Goals• Create a deeper understanding of the Common Core

State Standards through using an unpacking process

• Investigate the implications of implementing the CCSS

• Create curriculum maps that delineate when CCSS are taught, in what order

• Begin creation of units that utilize the CCSS and best practices

Terms You Will Hear

• Curriculum• Universal Design for

Learning• Scope and sequence• Problem-Based Learning• 21st Century Skills• Lexile• Differentiation • Backward Design• Cluster

• Complexity• Adaptive Assessment• Curriculum Maps• Vertical Alignment• Grain Size• Learning Targets• Learning Progressions• Best Practice• Research-Based

Names You Will Hear

• Rick Stiggins• Heidi Hayes Jacobs• Ken O’Connor• James Popham• Royce Sadler

• Dan LaDue• Ruth Ann Hodges

Expectations

• Ask questions• Discuss, communicate• Keep an open mind• Share – resources, ideas• Collaborate• Walk the talk

Things Are ChangingSmarter Balanced Assessment Consortium

Big Picture CURRICULUM

INSTRUCTION ASSESSMENT

Discussion

What is “curriculum”?

With those people at your table, take 3 minutes to brainstorm a definition of “curriculum.”

What is a “curriculum map?”

Articulated and Aligned Curriculum

skills content

processes time frame

organization

What are the Common Core State Standards?

Aligned with college and work expectations; rigorous and essential for the 21st century

Focused and coherent

Include rigorous content and application of knowledge through high-order skills; aligned with college and work expectations

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

Portrait of a StudentStudents who are college and career ready . . .

• Demonstrate independence

• Build strong content knowledge

• Respond to varying demands of audience, task, purpose, and discipline

• Comprehend as well as critique

• Value evidence

• Use technology and digital media strategically and capably

• Come to understand other perspectives and cultures

12

Standards: Important but Insufficient

To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

How Different Are They?

We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.

-Peter Drucker

What Is Different?

• Let’s take a look starting at the end . . .ASSESSMENT

• Now, with a partner, actually look at the CCSS in your notebook. Pay attention to:– Format– Content and progressions of skills– Context

Difference #1 – The CCR

College and Career Readiness (CCR) anchor standards• Broad expectations

consistent across grades and content

areas• Based on evidence

about college andworkforce trainingexpectations

• Range and content

Difference #2 – Literacy Standards

Standards for reading and writing in history/social studies, science, and technical subjects• Complement rather than replace content standards

in those subjects• Responsibility of teachers in those subjects

Alignment with college and career readinessexpectations

Difference #3 - Rigor

One thing that is different is the complexity of text that is required.

Change #4 - Depth• Wide applicability outside the classroom and

workplace; integration of technology

• Focus on close, attentive reading

• Critical reading and writing

• Wide, deep and thoughtful engagement that builds knowledge, enlarges experience, and broadens worldviews

• Demonstrate cogent reasoning; focus on models

• Developing literacy and language skills are a shared responsibility within a school

19

So what?

Heidi Hayes Jacob

http://www.youtube.com/watch?v=XsUgj9_ltN8&feature=player_embedded#at=21

What Comes Next? Getting to a Product

• Words to know:– Unpacking– Learning Targets– Unit– Curriculum Map– Scope and Sequence

• Think about the first video . . . .

Unpacked standards Units Curriculum Maps

Scope and Sequence

It’s a Process

• Parts to Whole or Whole to Parts

• Meaning and depth come before organization

• Samples are available

Unpacking for Depth and Meaning

Classroom Assessment for Student Learning: Doing It Right—Using It Well.

Dr. Rick Stiggins, ATI

Teacher Role

• Master each standard• Deconstruct each into enabling targets• Transform into student-friendly language• Transform into accurate classroom

assessments• Use those in collaboration with student to

track growth

Learning Targets

Common Core

Clear Targets

• Assess what?• Creating clear learning targets helps students

answer “Where am I going in my learning?”

• Targets must be understandable to students, teachers, and parents.

Clear Targets (continued)

• Keep track of student learning target by target or standard by standard.

• Complete a standards-based report card.

• Help students self-assess or set goals likely to help them learn more.

Students are users, too!

• Students need to understand learning targets.

• Students can and should participate in the assessment process.

• Students can track progress and communicate for their personal benefit as well as to inform others.

What are Learning Targets?

A learning target is any achievement expectation we have for students on the path toward mastery of a standard.

It clearly states what we want the students to learn and should be understood by teachers and students.

Learning targets should be formatively assessed to monitor progress toward a standard.

Is This a Target?

• Complete a senior project• Build a bird feeder• Analyze a state report• Construct a diorama• Safely use a band saw

©2007 ETS/ ATI www.assessmentinst.com

Standards and Targets

In order to fully utilize the standards, educators must be able to answer the following questions:

– What does the standard look like in student work?

– What are the imbedded learning targets?

– How are standards and targets understood by teachers and shared with students?

Clear Targets

Clear targets help us:

• Recognize if the formative assessment adequately covers and samples what we taught.

• Correctly identify what students know/don’t know, and their level of achievement.

• Plan the next steps in instruction.

• Give meaningful descriptive feedback to students.

Is This a Target?

What do you think?• Math• Decimals• Page 152 in the book• Go on a “decimal hunt”• Correctly read decimals and put them in

numerical order

©2007 ETS/ ATI www.assessmentinst.com

Types of Targets

Learning targets are classified into four types which build upon each other and underpin one or more of the district or state benchmarks or standards.

• Master content knowledge

• Use knowledge to reason and solve problems

• Demonstrate performance skills

• Create quality products

Unpacking Standards

1. As a team, identify the verb(s) in the standard.

1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so.

Unpacking (Continued)

2. Using a dictionary as a starting point, first define the verbs for educators. Remember to ask yourselves “What does this look like in student work?”

Verb to be Defined

Definition Student-Friendly

Language

Predict To make a statement that something will happen in the future.

Unpacking (Continued)

3. Define the verb for students by rewriting it in student-friendly language.

(Tip: Try to define verbs in the same way within a grade level and content area to limit confusion on behalf of both the teacher and the student.)

Verb to be Defined

Definition Student-Friendly

Language

Predict To make a statement that something will happen in the future.

Tell what’s going to happen

Unpacking (Continued)

4. Rewrite the standards as an “I can” (or “I am learning to”) statement. Be sure it is in terms that students will understand.

(Tip: Post the “I can” statements around the classroom as reminders for focused lessons and student goal setting.)

Verb to be Defined

Definition Student-Friendly

Language

Predict To make a statement that something will happen in the future.

I can predict from information in the text.

This means that I can use information I read to make a statement about what will happen in the future.

Unpacking (Continued)

5. Duplicate this process for content and skills in the standard. Define both the content and skills for teachers first and then, when needed, rewrite the definition in student-friendly specifics.

Term(s) to be Defined/Clarified

Definition/ Clarification

Student-Friendly Specifics

Counting Numbers

Also known as Natural Numbers.

The numbers used to count, beginning with the number 1.

Unpacking (Continued)

6. Share the unpacked version with grade level and/or content area colleagues and refine as needed.

(Tip: Share the unpacked refined version with grade span colleagues and then have it reviewed as part of the K-12 alignment process.)

Michigan Sample from Health

1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so.

What is healthy eating?What is poor eating?

Sample from Health

• Step 2 & 3 – Define verbs• Step 4 – Define content and skills

Definition of predict:

• predict = tell what will happen

Definitions of benefit and consequences:

• benefit = a good result • consequence = a negative result

• I can tell what good things will happen to my body if I eat healthy and am physically active.

• I can give specific examples of what might happen to my body if I eat healthy and if I am physically active.

• I can tell what negative things will happen to my body if I eat poorly and am not physically active.

• I can give specific examples of what might happen to my body if I eat poorly and if I am physically inactive.

Learning Targets – 4 Types

• Knowledge• Reasoning • Performance/Skills• Products

©2007 ETS/ATI www.assessmentinst.com

Scaffolding• Knowledge• Reasoning (knowledge)• Skill/process (knowledge, reasoning)• Product (knowledge, reasoning, skill)

Knowledge Targets

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

Reasoning Targets

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

Knowledge Targets

• Facts and concepts we want students to know

• Verbs: know, list, identify, name, recall, retell

• Also includes procedural knowledge, knowing how to do something: uses, knows how to

• Depth issue – know outright or via reference

Knowledge Targets

• I can name the 5 parts of a short story.

• I can identify 3 major systems of the human body.

• I can explain the important characteristics of U.S. citizenship.

• I can name 3 Impressionist painters.

Knowledge Examples

• Identify metaphors and similes.• Read and write quadratic equations.• Explain the effects of the Stamp Act.• Describe the function of a cell membrane.• Know the stages of clay and what can be done

with each one.

©2004, ATI www.assessmentinst.com

Reasoning Targets

• Focus is on the use/application of knowledge

• Verbs: analyze, predict, infer, classify, conclude, evaluate, compare/contrast, summarize, modify, problem solve

• Marzano – similarities and differences

Reasoning Examples

• Make a prediction based upon information read

in the text.• Use statistical methods to describe, analyze,

evaluate, and make decisions.• Distinguish between historical fact and opinion.• Examine data/results and propose meaningful

interpretation.

©2007 ETS/ATI www.assessmentinst.com

Reasoning Targets

• I can use a graph to show changes over time.

• I can analyze a fitness routine to decide if it is beneficial.

• I can create and test a hypothesis.

• I can compare and contrast music from Bach and Wagner.

Skill/Performance

• The development of proficiency in doing something where the process is most important.

Product

• The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic

proficiency.

Skill Targets

• Use of knowledge and reasoning to act skillfully.

• Performances that must be demonstrated and observed to be assessed.

• The development of proficiency in doing something where it is the process that is important, such as playing a musical instrument, reading aloud, speaking in a second language, or using psychomotor skills.

• Knowledge targets always underlie skill targets.

Skill Targets

• I can read aloud with fluency.

• I can dribble a basketball to keep it away from an opponent.

• I can correctly pronounce all the vowel sounds in Spanish.

• I can use a microscope correctly.

Product Targets

• The ability to create tangible products that meet certain standards of quality and that present concrete evidence of academic proficiency

• Verbs: create, make

• What is the intended learning?

Product Examples

• Construct a bar graph.• Write a term paper to support a thesis.• Construct and label a physical model of the

brain.• Create a scripted scene based on improvised

work.• Develop a personal health-related fitness

plan.

©2004, ATI www.assessmentinst.com

Product Targets

• I can write a term paper.

• I can make a science model to show what I know about cells.

• I can create a painting in the Impressionist style.

• I can use desktop publishing software to create a variety of publications.

Challenges

Before instruction and assessments can be developed, all educators need a clear understanding of what the standards look like in student work and what measurable learning targets are required for students to achieve mastery.

Student Improvement

To improve, students must:

• Know what good work looks like.

• Compare their work to the standards.

• Understand how to close the gap between the two.

--Royce Sadler

SampleGLCE P.FM.05.31: Describe what happens when two forces act on an object in

the same or opposing directions.

Learning Target(s):

– I can give the definition of force.– I can tell what 3 changes might happen to an object when a force is

applied.– I can write in words and also create a diagram to explain what happens

when two forces act on an object in the same direction.– I can write in words and create a diagram to explain what happens when

two forces act on an object in opposite directions.

Your Task

• Choose a standard with which your students may struggle.

• Apply the steps for unpacking.

• Share with a colleague.

• Try another one.

Wrap up for the day

• How are things taking shape?