1. South Dakota Common Core State Standards Phase II K - 6 Day one: 9:00 to 4:30 Day two: 8:00 to 3:30

2. Technology Information Insert Technology Information if needed.

3. Welcome Welcome Back! Trainer Introductions: Natalie Musser nmusser@edec.org Karen Taylor ktaylor@tie.net

4. Agenda Day One: – Disaggregated Standard Peer Review and Edits – Lunch: 11:30 – 12:45 – Curriculum Alignment Process Day Two: – Curriculum Alignment Process Continued – Webb’s Levels – Assessment

5. Outcomes To 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 formative and summative assessments to CCSS. To evaluate the purposes and uses of assessment.

6. 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

7. Google Site

8. The Big Picture Review Process: Review Disaggregated Standard with home team Review Disaggregated Standard with home team Edit (DO NOT RESOLVE) One last look with new eyes One last look with new eyes New edits Home Team Home Team Final edits

9. Review 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 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. Review Disaggregated Standards

11. Peer Review

12. Preparation for Peer Review Within your table group, select the disaggregated standard (either math or ELA) you will work with for the peer review. Download your disaggregated standard (both standards should be downloaded) Write your assigned standard on the top of your peer review template

13. Preparation for Peer Review – Line up according to grade level; each grade level forms their own line – Create groups of three (must be someone you have not worked with yet; mix-it-up)

14. Peer Review – Exchange standards within your triad Everyone should have a new standard to review – Individually peer review your new standard Use template provided

15. Guiding Questions for Peer Review The focus of the peer review should include: – Ensuring the KUDs provide a complete reflection of the standard. – Rigor is embedded in and reflects the intent of the disaggregated standards.

16. Work Time

17. Final Edit Return to Home Team – Review feedback from peer review process – Make final edits to disaggregated standards on Google Documents

18. Resolve Comments Last Step: “Resolve” all comments from your disaggregated standards. You must complete this for each comment. Download to your computer

19. Lunch! We’ll start again at 12:45

20. Lesson Review Process Over the next day and a half, each series of lessons will be reviewed. One series of lessons will be reviewed at a time. The lesson review process has six steps.

21. Six Steps in Lesson Review 1.Present Series of Lessons 2.Review and Feedback 3.KUD Alignment 4.Depth of Knowledge/Webb Level Reflection 5.Assessment 6.Lesson Reflection

22. Steps 1 & 2 Present and Review

23. Step One and Two Determine whose series of lessons you will use for first “go round”.

24. Lesson Descriptions

25. Focus 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

29. Questions from Step 1:Responses 1. With which standard does/ do the lesson(s) align? 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or the relationship between addition and subtraction. 2 Why would you use this series of lessons? This series of lessons allows students to develop flexibility and conceptual understanding of addition and subtraction. It provides students with multiple strategies to solve addition and subtraction problems while focusing on conceptual understanding. 3. What do you expect students to learn from this series of lessons? Students will learn fluency, flexibility and conceptual understanding of addition and subtraction.

30. Step 3 KUD Alignment

31. KUD Coverage Using your downloaded disaggregated standard template, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons. Using your downloaded 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.

32. KUD Coverage

33. Modeling KUD Coverage Lesson # and Description Know UnderstandDo 1. Place Value Activity: Student count objects and determine value of numbers. The value of a digit in our number system is determined by its place value position. 2. Students play a place value game using, place value mats and three ten- sided die. Commutative property of addition The value of a digit in our number system is determined by its place value position Construct expanded notation for numbers up to 1000. 3. Students use the commutative and associate properties of addition to explore relational thinking. Associative property of addition Strategies and algorithms are processes that help us compute numbers.

34. Theme Worksheet

35. Brainstorm Lesson

36. Theme of Stargirl

37. KUD Coverage

38. Work Time

39. Reflection Questions How did this process help discover how well the intent of the standard was covered?

40. Break

41. Step 4 DOK/Webb Levels

42. Why Webb Levels SMARTER Balanced (assessment in 2015 will be based on Webb Leveling) Becky will provide more information for this slide.

43. DOK Reflection Directions:  Find completed graphic organizer  Have a discussion at your table

44. DOK Reflection Discussion: Two things you learned from reading DOK article and completing graphic organizer. One question you still have about DOK. At what “DOK” is your standard? Where do the lessons you brought fall?

46. Examples of Webb Levels ELA Examples: List three presidents. List three presidents who have impacted our nation the most in your lifetime. Math Examples: Make a conjecture about the number zero. Prove that this conjecture about number zero is true with all numbers.

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

48. Webb Level

49. Webb Level of Lessons Examine each lesson activity and record under correct Webb Level Column. (ex: Vocab) Determine why it meets the selected Webb Level.

50. Webb Level List three presidents List three presidents that have impacted our nation in your lifetime and why. How might you alter the impact?

51. Webb Leveling Place Value Activity: Student count objects and determine value of numbers.- level two Students play a place value game using, place value mats and three ten-sided die. Level 3 Students use the commutative and associate properties of addition to explore relational thinking. Level 2 or 3?

52. Reflection What did you learn from this process? What insights can you share?

53. Thanks Thanks for Your Hard work! We will begin with Steps 5 and 6 tomorrow and repeat the process with the remaining lessons. See you at 8:00 am

54. Day Two - CCSS

55. 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

56. Lesson Review Repeat Steps 1 – 4 of the lesson review with the other lessons. 1.Present Series of Lessons 2.Review and Feedback 3.KUD Alignment 4.Depth of Knowledge/Webb Level Reflection

57. Lunch See you at 12:45!

58. Step 5 Assessment

59. Table Talk What do assessments tell us? How are we using assessments?

60. 60 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.

61. Assessment There are many purposes for assessment…..

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

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

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

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

66. Assessment Discuss with your elbow partner: Think about the last assessment you prepared for your students… – What did it assess? – Why did you give it? – What did you do with the results?

67. 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

68. 68 Connection to Online Work “ In the current environment, formative assessment as defined by the test publishers has taken on a narrow meaning. In this context, it refers to a system of more frequent summative assessments administered at regular intervals to determine which students have not yet met state standards...”

69. 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?

70. Summative Assessment The purpose of summative assessment 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.

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

72. 72 Formative Assessments Formative assessment 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 and drives instruction.

73. Directions:  Each table needs a piece of chart paper  Create T-Chart: Summative/Formative  Using your assessments listed on sticky notes, determine into which category each assessment fits  If you get stuck, place it on the middle line 73 Assessment Activity

74. Program Evaluation Please go to your email and take the online evaluation! Take a break!

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

77. Target Method Match Assessment Methods

78. Target Method Match

79. 79 Directions: Locate the Target Method Match matrix in your handout! Using the assessment descriptions, determine: – Appropriate Assessment Method, and – Appropriate DOK Level – Place in appropriate box on laminated sheet Target Method Match

80. 80 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

81. 81 Determine types of assessment to use for series of lessons/standard Determine types of assessment to use for series of lessons/standard – summative and formative Consider how assessment is aligned to KUD of standard? Consider how assessment is aligned to KUD of standard? Determine Depth of Knowledge Level and Assessment Methods for summative assessments. Determine Depth of Knowledge Level and Assessment Methods for summative assessments. Assessment Practices

84. Reflection 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?

85. Step 6 Reflection

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

87. 87 Connection to Online Work What could assessment PD look like in our schools? How might you begin to change personal assessment “habits”?

88. Exit Card What kind of support (DOE, District, Other) might you need to change assessment habits?