1. Deconstructing/Unpacking a North Carolina Standard
WSFCS Instructional Services
Designed from the supplementary materials provided with Stiggins, Richard. Classroom Assessment for Student Learning Assessment Training Institute.

2. Agenda Welcome Revisit our Norms Parking Lot / Issue Bin
Deconstructing Standards: What, When, How
Guided Practice – Everyday Standard, 6th Grade Language Arts
Independent Practice – 4th Grade Math, Elem/Secondary
Tool Tip - Google Docs Survey Tool
Wrap-up

3. PLC Team Processes
Analyzing evidence of student learning (examining data protocols)
Clarifying essential student learning
Developing common formative assessments
Instructional practices that impact student learning
Examining student work

4. What is “Deconstructing a Standard?”
Breaking a standard, goal, or benchmark into smaller, more explicit learning targets

5. Why do we deconstruct standards?
Enhances student understanding and mastery
Enables teachers to interpret standards the same way
Clarify learning targets
Write broad standards as smaller more explicit learning targets
It is NOT necessary to unpack or deconstruct every standard.

6. When do we deconstruct a standard?
When targets for students and teachers are unclear
When necessary to create a common understanding of learning targets
When creating assignments aligned to standards
It is not necessary to deconstruct every standard!
1- to clarify for students what they should be learning and for teachers what students should be learning
2- When understanding by teachers

7. When we deconstruct a standard, we ask a series of questions:
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product or capabilities must they create or acquire, if any?
When we deconstruct a statement of intended learning, we break it into its component parts. We ask a series of questions: What do my students need to know, understand or be able to do?
Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.

8. “Remember you are looking at what the content standard requires students to know, understand and be able to do, not how you will assess it. Deconstruct only the content standard rather than all possible ways to assess it or all possible ways to teach it.”
Rick Stiggins
We must be vigilant in distinguishing between learning targets and tasks and assignments we will give the students to do.

9. What knowledge will students need to demonstrate the intended learning?
Knowledge: basic information, knowledge, facts, concepts to be learned outright
Key Words: explain, understand, describe, identify, define, label, recognize, know, match, choose, tell, recall, select
Resource: Target Type – Key Words

10. What patterns of reasoning will they need to master?
Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision etc. (higher order reasoning)
Key Words: analyze, predict, contrast, synthesize, classify, infer, justify, summarize, solve, use, evaluate, categorize

11. What skills are required, if any?
Skills: Demonstrations where the doing is what is important, using knowledge and reasoning to perform skillfully
Key Words: perform, conduct, speak, assemble, operate, use, demonstrate, measure, investigate, model, collect, dramatize, listen

12. What product or capabilities must they create or acquire, if any?
Products: Where the characteristics of the final product are important; using knowledge, reasoning and skills to produce a final product
Key Words: design, produce, develop, create, make, write, draw, model, display, construct

13. Steps Select standard or objective to unpack.
Look at the verbs and nouns (what the students have to know and do). Identify the learning targets.
Write the learning targets in the appropriate category (knowledge, reasoning, skill, product).
Stop and Reflect
Write each target in student friendly “I Can” language.

14. Deconstructing/Unpacking Steps
Select standard or objective to unpack.
Highlight all of the verbs in the standard
Highlight all of the nouns in the standard
If you are a driver’s education teacher and you want students to be able to drive a car with skill. What does this mean? What would you teach?

15. Subject: 6th Grade Social Studies
Standard: Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time
What knowledge or understanding is required to become competent on this standard
Vocabulary:
Know THAT:
Understand THAT:
What reasoning (if any) is required to be competent on this standard?
What performance skills
(if any) are required to demonstrate competence on this standard?
What product competencies (if any) are required by this standard?

16. Deconstructing/Unpacking Steps Cont.
2. Look at the verbs and place each one in the appropriate category on the Deconstructing/Unpacking Standards Worksheet:
Knowledge
Patterns of reasoning
Skills
Products

17. Trace (compare/contrast)
Subject: 6th Grade Social Studies
Standard: Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time
What knowledge or understanding is required to become competent on this standard
Vocabulary:
Know THAT:
Understand THAT:
What reasoning (if any) is required to be competent on this standard?
Evaluate
Trace (compare/contrast)
What performance skills
(if any) are required to demonstrate competence on this standard?
What product competencies (if any) are required by this standard?

18. Deconstructing/Unpacking Steps Cont.
3. Use the nouns with the verbs to write learning targets.

19. Subject: 6th Grade Social Studies
Standard: Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time
What knowledge or understanding is required to become competent on this standard
Vocabulary:
Know that:
Understand that:
What reasoning (if any) is required to be competent on this standard?
Trace (compare/contrast) the development of the relationship between individuals and their government
Evaluate changes in the relationship between individuals and their governments
What performance skills
(if any) are required to demonstrate competence on this standard?
What product competencies (if any) are required by this standard?

20. Deconstructing/Unpacking Steps Cont.
Stop and Reflect
Are all of the knowledge, reasoning, skills and products that students need to be successful from the standard listed on the chart? What else do students need to know, understand or be able to do to master this standard?

21. Subject: 6th Grade Social Studies
Standard: Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time
What knowledge or understanding is required to become competent on this standard
Vocabulary: cultures, political structures, civic responsibility
Know origin of South American peoples
Know the achievements of Incan civilization
Understand how South American peoples adapted to their environment
What reasoning (if any) is required to be competent on this standard?
Trace (compare/contrast) the development of the relationship between individuals and their government
Evaluate changes in the relationship between individuals and their governments
What performance skills
(if any) are required to demonstrate competence on this standard?
(none stated in the standard)
What product competencies (if any) are required by this standard?

22. Deconstructing/Unpacking Steps Cont.
5. Write each target in student friendly “I Can” language on the Learning Targets in Student Friendly Language worksheet. Beside of each “I can” statement identify the target as knowledge, reasoning, skills, or products.

23. Student-Friendly Language
I can compare the cultures of South America.
I can explain how South American peoples adapted to their environment.
I can describe Incan culture.
I can explain how the relationship between individuals in South American and their government changed over time.
Use Learning Targets in Student Friendly Language…..

24. Deconstructing an Everyday Standard
Standard: Students will drive a car with skill.
Deconstructing standards worksheet

25. Standard: Students will drive a car with skill.
Select standard or objective to unpack.
Look at the verbs and nouns (what the students have to know and do).
Write the learning targets in the appropriate category (knowledge, reasoning, skill, product).
Stop and Reflect (add anything left out)
Write each target in student friendly “I Can” language.

26. What reasoning (if any) is required to be competent on this standard?
What knowledge or understanding is required to become competent on this standard
Know the law, understand informal rules of the road, understand what different parts of the car do, read signs and understand what they mean, understand what “creating danger” means, understand what “creating a hazard”
What reasoning (if any) is required to be competent on this standard?
Analyze road conditions, vehicle performance, and other driver’s actions; compare/contrast this information with knowledge and past experience; synthesize information; and evaluate options to make decisions on what to do next
What performance skills
(if any) are required to demonstrate competence on this standard?
Steering, shifting, parallel parking, looking, signaling, backing up, etc.
Fluidity/automaticity in performing driving actions
Drive a car with skill
What product competencies (if any) are required by this standard?
none

27. Student-Friendly Language
I can read road signs and understand what they mean.
I can analyze road conditions.
I can use past experiences to make informed decisions.
I can evaluate options to make decisions about what to do next .
I can parallel park.
I can shift gears smoothly.
Use Learning Targets in Student Friendly Language…

28. Standard: Study the characteristics of literary genres (fiction, nonfiction, drama and poetry) through interpreting what impact genre-specific characteristics have on the meaning of the work.
Learning Team Model
NC 6th Grade Language Arts Objective 5.02
Use Deconstructing/Unpacking Standards Worksheet

29. Deconstructing a North Carolina Standard 4th Grade Math
4.01 – Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.
NC 4th Grade Math Objective 4.01
Use Deconstructing/Unpacking Standards Worksheet

30. Subject: 4th Grade Math
Standard: 4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.
What knowledge or understanding is required to become competent on this standard
Vocabulary: analyze, circle graph, chart, tally, table, venn, bar/double bar, line,
Know THAT:
Understand THAT: lines graphs are best used to show change over time and bar graphs are best used to make comparisons.
What reasoning (if any) is required to be competent on this standard?
Use data to observe trends
Use data to summarize events
Use data to make predictions
Determine appropriate graph/ or chart to display data
What performance skills
(if any) are required to demonstrate competence on this standard?
Create graphs to display data
Collect data
Organize data
What product competencies (if any) are required by this standard?
Make a chart or graph to display data or solve a problem

31. Student-Friendly Language
I can collect data.
I can sort and organize data.
I can choose charts and graphs for data.
I can create a graph to display data.
I can interpret charts and graphs.
I can use charts and graphs to make predictions.
Use Learning Targets in Student Friendly Language…..

32. Deconstructing a Subject Specific Standard
-4th Grade NC Geography and History
-7th Grade Africa Asia Australia
-10th Grade Civics and Economics
-6th Grade Mathematics
-4th Grade Science

33. What are some resources that may help you in deconstructing a standard?
North Carolina Standard Course of Study
DPI Support Documents
Bloom’s Taxonomy / Webb’s Depth of Knowledge

34. Tool Tip - Google Docs Survey Tool
How’s It Going
Wrap-up
Next Meeting-March 16
3:00-4:00 Elementary and Middle School
Auditorium
4:15-5:15 High School – IRC