Module 2: South Dakota Common Core State Standards 101 K-12 In-service Welcome University Center, Room # 162 Address: 4801 North Career Avenue, Sioux Falls, SD 9:00 to 4:00 June 6-7, 2012

Welcome Dr. Marilyn Hofer Classroom Teacher TIE Common Core Trainer

Agenda Introduction to Common Core State Standards Disaggregating: Practice and Reflection Lunch Continuation of Practice and Reflection Exploring the Standards

Outcomes Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Engage in “Disaggregating” process. Analyze lessons to ensure alignment to the disaggregated standards. Understand and evaluate the purposes and uses of assessment.

Materials Needed A laptop with wireless capability (you will be working with a partner and at least one of the two people will need a computer) A copy of your grade-level/content area Common Core State Standards (hard copy or electronic copy) A copy of at least FIVE lessons that you taught this past year or plan to teach next year. An assessment that you administered this past year.

Norms Revisited  Honor Each Other’s Thinking  Honor Private Think Time  Everyone has a Voice  Participation is Expected  Take Care of Your Needs  Turn Cell Phones Off or to Vibrate  Have Some Fun

Getting to Know Each Other At your table discuss: 1.District you work for, job assignment, years of teaching experience. 2.Personal information you would like to share. 3.Something positive that has happened to you this school year. 4.One thing that probably not many people know!

That’s Me … When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!

DOE Modules Module 3 – ELA: Focus on Informational Text and Career Readiness Standards Module 3 – Math: 8 Standards of Mathematical Practices 201 Module 4: Curriculum Curation Module 5: Higher-Order Instructional Practices Module 6: Assessing Higher Order Instructional Practices

Common Core: ELA/Math Standards Locate copy of Common Core State Standards Document Either printed copy or online version

Two Types of Standards Mathematical Practice (recurring throughout the grades) Mathematical Content (this will be different at each grade level) CCSS Mathematics Standards 11

Math: Common Core Standards FOOTNOTES Standards within the Cluster Domain Cluster Heading

Standards of Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. 13

ELA ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading

ELA: Common Core Standards Number assigned to Standard Strand Code Strand Anchor Standard 7.RI.3 Grade Standard

Reading Competencies

Exploring the Standards Common Core State Standards – English Language Arts Grade Level(s) Literature Informational Text Foundational Skills Writing Speaking and Listening LanguageTotal K

Exploring the Standards Common Core State Standards – K-5 Math Grade Level(s) Counting and Cardinality Operations & Algebraic Thinking Number & Operations in Base Ten Number & Operations in Fractions Measurement & Data GeometryTotals K

Exploring the Standards Common Core State Standards – 6-8 Math Grade Level(s) Ratio & Proportional Relationships Number System Expressions & Equations Geometry Statistics & Probability FunctionsTotals Common Core State Standards – High School Math Number & Quantity 32 Algebra 34 Functions 45 Modeling Integrated throughout all strands Geometry 45 Statistics & Probability 36

Exploring the Standards Common Core State Standards – Literacy Standards to Emphasize in History, Science, Social Studies, Technical Subjects, and Interdisciplinary Writing Grade Bands History/Social Studies Science and Technology Interdisciplinary Writing Totals

Disaggregating the Standard Let’s dig in— You will need: the Disaggregating Template the Common Core domain/strand that you choose (1 per group) a piece of chart paper Your Turn

Disaggregated Template

Disaggregating the Standard At your table: Determine the content area with which you will work (ELA or Math) Determine the grade level with which you will work Within that grade level, determine which standard you want to disaggregate

Disaggregating the Standard We will model the process Your table will complete each section of template as we move through the process – Person with newest shoes is table leader When all sections are completed, you will post your KUD statements on chart paper

Modeling the Process Discussion Points: How to find previous year standard (if applicable) How to find following year standard (if applicable)

Modeling the Process: Math 26 Discussion Points: Find previous year standard (if applicable) Find following year standard (if applicable) Quality will be defined by the Peer Review document

Modeling the Process: ELA Discussion Points: Find strand: How to find previous year standard (if applicable) How to find following year standard (if applicable) 6.RI.6

Your Turn: Standard Work time

Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement

Modeling the Process Discussion Points: Write the statement in student friendly language Write an “I can” statement I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. 30

Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement

Your Turn: Student Friendly Language Work time

Clarity about Curriculum If a teacher isn’t clear about what all students should (KNOW) UNDERSTAND and be able to DO when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999

Modeling the Process

Strategies and algorithms are the processes to add/subtract within 100. Properties can help make adding/subtracting numbers fluent within 1,000. Adding and subtracting can be used to solve each other. Students will construct expanded notation for numbers up to Students will prove/explain answers using manipulatives. Students will apply place value to solve mental math problems. The value of a digit in our number system is determined by its place value position Expanded notation Commutative property of addition Associative property of addition

Modeling the Process

Practice Identifying KUD Statements

KUD Sort Determine whether each statement is a Know, Understand, or Do categories Write a K, U, or D inside the box of each statement We will revisit this at the end of this section

Dissecting Standards into KUD Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. KnowUnderstandDO

Developing the ‘Know’ These are the facts, definitions, dates, places, names, processes, and examples you want students to know to master the standard Nouns or Short Phrases (bulleted list not sentences) Bulleted lists or statements, not complete sentences Include essential facts that are new…..do not include a list of prior knowledge, facts, or definitions that student may use to learn new content.

Modeling the Process Expanded notation Commutative property of addition Associative property of addition

Modeling the Process

Your Turn: KNOW Work time

Developing ‘Do’ Statements Action statements, start with a verb Student performance provides evidence indicating mastery of the standard(s). Describes procedural, application, or extended thinking. States that students: can explain, can interpret, can apply, have perspective, can empathize, or have self-knowledge, etc. Does not describe a specific learning activity.

DO Misconception Alert!!! The “do” is the learning outcome This outcome may be demonstration of mastering an standard, evidence of a thinking skill, or basic skill of a discipline. YES, “The students will compare two novels to determine common themes.” The “do” is NOT what will happen in the lesson or what the teacher will do. NOT, “The students will complete a RAFT assignment in cooperative groups”; NOT, “The teacher will read a story to the class and will ask students to complete one of three task cards based on their interests.”

Modeling the Process Students will construct expanded notation for numbers up to Students will prove/explain answers using manipulatives. Students will apply place value to solve mental math problems.

Modeling the Process

Your Turn: DO Work time

These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings. Developing Statement of Understanding

Example UNDERSTAND Statements Essential Truths That Give Meaning to the Topic Begin with “I want students to understand THAT….” – Multiplication is another way to do addition – People migrate to meet basic needs – All cultures contain the same elements expressed differently – Entropy and enthalpy are competing forces in the natural world – Voice reflects the author

Understand - MISCONCEPTION ALERT!!! If a teacher finds it difficult to distinguish between the “KNOW” and the “UNDERSTAND” it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. KNOW: Columbus came to the New World in UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.

Modeling the Process I want students to understand that Strategies and algorithms are the processes to add/subtract within 100. The value of a digit determines its place value position. Adding and subtracting can be used to solve each other.

Modeling the Process

Your Turn: UNDERSTAND Work time

KUD Sort What changes need to be made to your original determination?

Modeling the Process Discussion Points : Key vocabulary needed to know/understand to work with the standard List key vocabulary; not necessarily defined at this point

Modeling the Process Discussion Points : Key vocabulary to know/understand to work with the standard List key vocabulary from the standard Fluently – easily, flexibly, and accurately Within – without exceeding Strategies – ways to solve the problem Addend – A number which is involved in addition. Algorithms – a process or procedures used to solve mathematical problems 57

Modeling the Process Discussion Points : Key vocabulary teachers need to know/understand to work with the standard List key vocabulary; not necessarily defined at this point

Your Turn: Key Vocabulary Work time

Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question, “why do I have to learn this?” This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers.

Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers. Quality Indicators are defined on the Peer Review document. To be able to use mental addition and subtraction when making buying items. To be able to check to make sure I received the correct change. 61

Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers.

Your Turn: Relevance Work Time

Disaggregating the Standard On chart paper list: Standard-write your standard KUD statements

Making Connections

Exploring the Standards

Exploring the Standards

Individually, select a strand/domain and grade level – Your table can work with different grade levels Using the CCSS website, explore all standards in your selected strand/domain Fill out graphic organizer while exploring the site Each person will report out to table group

Exploring the Standards As you explore, think about: How do these standards differ from what you have worked with in the past? What jumps out at you as you explore? What are some big “ah-ha’s”? What might assessments look like? How do standards in this strand/domain “fit” together?

Muddiest Point What is the ONE area you still have questions about?

See you tomorrow 9:00 a.m.

Day Two – CCSS Module 2

Agenda Lesson Analysis KUD Revisited Webb Leveling Lunch Continuation of Practice and Reflection Assessment

Outcomes Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Engage in “Disaggregating” process. Analyze lessons to ensure alignment to the disaggregated standards. Understand and evaluate the purposes and uses of assessment.

Norms Revisited  Honor Each Other’s Thinking  Honor Private Think Time  Everyone has a Voice  Participation is Expected  Take Care of Your Needs  Turn Cell Phones Off or to Vibrate  Have Some Fun

What we learned, clarification from yesterday’s exit slips What we learned …

Clarity about Curriculum If a teacher isn’t clear about what all students should (KNOW) UNDERSTAND and be able to DO when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999

Modeling the Process

Understanding the Understand …we lose them if we don’t have our “suitcases” as we go along.

Understanding the Understand Need four “travelers.” College student traveling home for summer break Woman facilitator traveling to make conduct a training Grandfather traveling to his grandson’s first birthday party Teacher of the year traveling to Washington to receive award. Experiment

That’s Me … When the trainer reads a statement, if it “describes” you, just up and say, “That’s Me”!

Five Steps in Lesson Review 1.Series of Lessons 2.KUD Alignment 3.Depth of Knowledge/Webb Level Reflection 4.Assessment 5.Reflection

Find a Partner Find a grade-level partner – Can be someone at your table but must be in same grade level

Step 1 Series of Lessons

Lesson Descriptions

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.

Lesson Descriptions Your Turn

Step 1 Utilize As a team, complete Step 1 for both sets of lessons

Step 2 KUD Alignment

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

KUD Coverage At this time, the person presenting the lesson is the only person recording on their template.

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 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. Which KUDs align with this lesson?

Theme Activity

KUD Coverage

Which KUDs align with this lesson?

KUD Coverage Which KUDs align with this lesson?

Work Time

Reflection Questions How did the KUD Process help align the lessons with the standard?

Stipend Reimbursement W-9 form submitted to the state invoice --If the training is one or more consecutive days, only one invoice per teacher needs to be submitted.

Grad credit & renewal credit DOE will the Graduate credit and renewal credit link out to teachers once the University have provided the link. Graduate Credit: 3 days of workshop = 1 credit at $40 a credit. Teachers will need to ‘bank’ hours for each module to earn credit. A possibility of 3 credit if teachers take module 1-6. Continuing Education Contact Units/Credit (CEU’s) – Same concept applies.

Break

Step 3 Depth Of Knowledge Webb Levels

Why Webb Leveling SMARTER Balanced  Assessment in 2015 will be based on Webb Leveling  Computer generated test  Results available in two weeks (for MC)  Leveled  Type of assessment questions  South Dakota gets same vote as California  Technology  Grades: 3-8 and 11 (maybe 9, 10 – course assessment)

Why Webb Leveling South Dakota has been a Blooms state  Blooms Taxonomy describes the type of thinking Webb Leveling Depth at which students are expected to demonstrate understanding of the content Webb’s describes complexity of both the content and the task required Use, Acquire, or Extend Information

DOK Article Read Webb’s Depth of Knowledge excerpts using the following marks: XI thought differently +New and important information !Wow ?I don’t get it *VERY important to remember

DOK Reflection Stand up and find a partner you have not worked with so far Discussion: Two things you learned from reading DOK excerpts. One question you still have about DOK.

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.

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

Webb Leveling Activity Locate the Handout “Using the Webb’s Leveling Taxonomy”

Webb Leveling Activity Determine where each of the following learning activities fall on Webb (Use, Acquire, Extend) Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4)

Work Time

Standard DOK What Depth of Knowledge would you say your standard(s) is/are written to: – Acquire, Use, Extend – Level 1, 2, 3, 4 What should your “series of lessons” portray? – Look back at your Webb Level of Lessons Step 3

Webb Level

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.

Webb Level

Webb Revisited With table team, select one learning activity and differentiate the activity to reflect each Webb Level You can use an activity from one you brought or one from the activities from worksheet, Practice: Using the Webb’s Leveling Taxonomy Chart by Webb Level

Reflection What did you learn about your lesson from this process? Be ready to share

Workshop Evaluation Evaluation was ed to you all. Please complete… then, take a break!

Step 4 Assessment

123 Thinking About Assessment Eighty percent of assessments given in classrooms are geared toward low-level thinking. Decisions about assessment happen about every three to four minutes.

Assessment There are many purposes for assessment…..

We may want to assess where a student is.

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

We may want to assess what a student has learned.

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

Summative & 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?

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.

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.

132 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.

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

Target Method Match Assessment Methods

Target Method Match

Target Match Method

138 Directions: Using the assessment descriptions, determine: – Appropriate Assessment Method, and – Appropriate DOK Level – Place in appropriate box on blank sheet Target Method Match

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

Let’s Examine an Assessment

Websites for Math Tasks Progression framework sites: Annenberg Foundation Enriching Mathematics CCSS tools Smarter Balanced Assessment Consortium Inside Mathematics William McCallum: Illustrative Mathematics Project SD Counts ESA 6/7 site with “Math Links” SD Counts ESA 3 site Click on Region 3 ESA; Click on the Grants tab; Click on SD Counts link NCTM Illuminations

Assessment Practices Locate Assessment Practices Handout

144 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

Step 5

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.

Common Core Blues Thanks to High School ELA