Welcome to Unpacking Curriculum Standards!

Presented by Kathy Gates and Alison Nye, USD #497 Learning Coaches

Please Get a Laptop and Log In

Objectives

• Understand what standards are and why they exist.

• Understand the difference between content and performance objectives.

• Understand the process for analyzing a standard.

NORMS

• Take care of your own needs

• Help your neighbor

• Don’t be afraid to ask questions

• Have fun!

Icebreaker

1. What made you choose this professional development?

2. What grade/content area do you teach?

3. What color is your toothbrush?

4. If you could pick your destination for spring break, where would you go?

5. What do you hope to walk away with today?

6. Paper or plastic? Salty or sweet?

S.M.A.R.T.

• Specific—Is my goal clearly stated and directly related to using my new knowledge?

• Measurable—How will others know that I have met my goal? What student data will document the results?

• Attainable—Can the goal be reached within the timeframe of the plan?

• Results-Oriented—If my goal is met, what will be the result?

• Time-Bound—When do I plan to reach my goal?www.mylearningplan.com

Why Standards?

Administrators, teachers, students, parents, and the community need a clear vision of what is expected in terms of student learning. Clarity is achieved when districts and schools formally identify standards and then use them consistently throughout the curriculum process.

Succeeding with Standards (p. 2)

By Judy F. Carr and Douglas E. Harris

Intent of Standards

• Encompass accurate, high-quality content and skills.

• A balanced, coherent articulation of [common] expectations for student learning.

• To provide the structure from which a deep and rich local curriculum can be built.

Succeeding with Standards Judy F. Carr and Douglas E. Harris

Where do they come from?

Professional Organizations

Examples: NSTANCTMNCTE

State Board of Education

KSDE(Identifies assessed

indicators)

School District

Local Board of

Education

Standard 1

Benchmark 1 Benchmark 2 Benchmark 3

Indicator 1

Indicator 4

Indicator 3

Indicator 2

Indicator 1

Indicator 2

Indicator 1

Indicator 2

Indicator 3

Kansas Content Standards

With a partner discuss the following question:

What is the difference between a standard, a benchmark, and an

indicator?

Standards are general statements of what students should know, understand, and/or be able to do.

Benchmarks are specific statements of what students should know and be able to do at a specific point in their schooling.

Indicators are statements of the knowledge or skills which students demonstrate in order to meet a benchmark.

Challenges??

Addressing the Achievement Gap

What tools do we have available?

MAP Data

State Assessment Data

Learning Coaches

Instructional Resource Guides (curriculum alignment)

What will it take?

There are 3 kinds of

curricula – they must be considered

together and improved together.

Written Curriculum (Standards and Indicators)

Taught Curriculum Tested Curriculum

Alignment

Maintaining connections between all

three types of curriculum.

Taught Curriculum

Tested Curriculum

Written CurriculumStandards and Indicators

Taught Curriculum

• How do you determine what will be taught from day to day, hour to hour, in your classroom?

• What kinds of factors influence your decisions?

• In international comparisons, the In international comparisons, the highest-highest-scoring countriesscoring countries attempt to attempt to teach less than a teach less than a third as many topicsthird as many topics as those found in U.S. as those found in U.S. textbooks. ‘Narrowing the curriculum,’ when done textbooks. ‘Narrowing the curriculum,’ when done right, is not just permissible but essential.right, is not just permissible but essential.

Results NowResults Now, Schmoker, 2006, Schmoker, 2006

McRel researchMcRel research• 116 standard documents116 standard documents• 200 different standards200 different standards• 3093 specific topics (benchmarks)3093 specific topics (benchmarks)• Estimated 15500 hours for students to learnEstimated 15500 hours for students to learn• Increase schooling from 13 years to 20-21 yearsIncrease schooling from 13 years to 20-21 years

Worried about narrowing the curriculum??

Keep in mind…

• A program is not a curriculum

• The standards are the curriculum not a textbook.

Where is the written curriculum, anyway?

Answering DuFour’s Questions

• What do we want all students to learn?

• How will we know when they’ve learned it?

• What will we do when they don’t learn?

• What will we do when they’ve already learned it?

Unpacking Standards—It’s All About the Nouns and Verbs!

What do students need to be able to KNOW and DO?

KnowledgeVocabularyDefinitionsConceptsLaws, FormulasKey factsCritical DetailsSequence & timelines

Grant Wiggins, Jay McTighe, Understanding by Design, 2004.

SkillsDecoding, computationCommunication skills –

listening, speaking, writing

Thinking skills – compare, infer, analyze

Research – inquiry, investigate

Study Skills – notetakingGroup Skills

But it’s more than just that…

• What’s necessary to know/do?

• What’s important to know/do?

• What’s nice to know/do?

Unpacking StandardsThe student…

▲ identifies and determines the meaning of figurative language,

▲similes, ▲metaphors, ▲analogies, ▲hyperbole, ▲onomatopoeia, ▲personification, and idioms.

With your table discuss:

1. Choose a standard.

2. What is in the standard?

3. In your own words, paraphrase it, make notes on the page, highlight, etc…

4. Are there prerequisites? What is ‘between the lines’?

5. What can your students already do? How do you know?

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Think with the End in Mind

Assessment – What will the student be able to

do independently to be able to demonstrate proficiency in the indicator?

Course:

Indicator:

Content: Skills: (verb)

How will this look in my classroom?

Strategies: Activities: Resources: Assessments:

Course:

Indicator:

Content:State the content explicitly.

Skills: (verb)

How will this look in my classroom?

Strategies:What methods will the

teacher use to ENGAGE students?

Examples:Explicit instruction

Read AloudGuided Practice

Cooperative LearningLabs or Investigations

Guided InquiryProject-based learning

Demonstrations

Activities:What will students DO to learn the content; may include practice.

Resources:Be specific!

Examples:Textbook PagesGuest speakers

WebsitesSupplementary

Materials

Assessments:How will the student

independently demonstrate

proficiency in the indicator?

Course:

Indicator:

Content:State the content explicitly.

Skills: (verb)

How will this look in my classroom?

Strategies:What methods will the

teacher use to ENGAGE students?

Examples:Explicit instruction

Read AloudGuided Practice

Cooperative LearningLabs or Investigations

Guided InquiryProject-based learning

Demonstrations

Activities:What will students DO to learn the content; may include practice.

Resources:Be specific!

Examples:Textbook PagesGuest speakers

WebsitesSupplementary

Materials

Assessments:How will the student

independently demonstrate

proficiency in the indicator?

Course: Biology

Indicator: ▲ 3.1.2 The student understands cell functions involve specific chemical reactions.

Content: E. Identify the monomers from which organic polymers are synthesized (i.e. polysaccharides from monosaccharides, proteins from amino acids, and nucleic acids from nucleotides).

Skills: (verb)

Identify

+-

Strategies: Labs Cooperative Learning Bell work Science Notebook

Journal Vocabulary Strategies:

word wall, vocabulary cards (adaptation of Foyer model)

“Possible Sentences” Exit Questions -+------------------ EPR strategies Revisit throughout the

year; cyclic review

Activities:1.Notes 2.Simplified diagrams 3.Vocabulary/definitions4.Food labs;

carbohydrates lab specifically (Lisa)

5.Build insulin molecule (Lisa)

6.Chewing soda crackers; polysaccharides can be broken down into a simple sugars (Bill/Lisa)

7.Concept map8.Introduce nucleic acid

Note: Teach nucleic acid with DNA unit; model building.

Resources:Holt Biology textbook (chapters 7-9)

Glencoe Biology textbookTeaching Biology with -+--

Assessments:1. Common

Assessment2. Lab Write-ups3. Fill in the concept

map

Courtesy Auburn-Washburn School District, USD437

Civics Benchmark 1:2 (A)

Investigate how the rule of law is used to protect the rights of people and to support the common good

•eminent domain •martial law during disasters •health and safety issues

Civics Benchmark 2:2 (K)

What are the civic values inherent in the US Constitution, Bill of Rights and Declaration of Independence?

• 1st Amendment• Equality• Human Dignity• Civic Responsibility• Sovereignty of the people

Vocabulary Key Concepts Lesson Plan Ideas

Other Standards

Vocabulary Key Concepts Lesson Plan Ideas

Other Standards

Vocabulary Key Concepts

Questions I still have:

Vocabulary Key Concepts

Questions I still have:

What does research tell us about standards-based classrooms?

Marzano StrategiesPERCENTILE GAIN

Summarizing and note taking 34 %

Reinforcing effort and providing recognition

29%

Homework and practice 28%

Nonlinguistic representations 27%

Cooperative learning 27%

Setting objectives and providing feedback

23%

Questions, cues, and advance organizers

22%

What Works in Classroom Instructionby Robert J. Marzano, et. al.

Insert graphic organizers

Insert Cat’s flashcards

It’s Your Turn!!

• www.ksde.org

• Continuum of learning link