Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Rigorous, Relevant and Purposeful Tasks in Core Instruction

Oregon Response to Intervention Targets Understand cognitive rigor and how it relates to the CCSS. How do I design independent tasks that are rigorous, relevant, purposeful and engaging?

Oregon Response to Intervention Start with the Why Simon Sinek

Oregon Response to Intervention It’s not enough to be busy, so are the ants. The question is: What are we busy about? -Henry David Thoureau

Oregon Response to Intervention Making Sense & Worthwhile Tasks “What are our kids really being asked to do?” How do we know that what we are asking kids to do is cognitively demanding enough and supports kids in meeting the CCSS standards?

Oregon Response to Intervention Start with the Why Simon Sinek

Oregon Response to Intervention Webb’s Depth of Knowledge (DOK) A system for examining the complexity of the tasks we are asking our students to complete –Incorporates Bloom’s Taxonomy

Oregon Response to Intervention DOK = Thinking Depth of Knowledge (DOK) reflects the complexity of the cognitive demand, rather than the difficulty. DOK describes the kind of thinking required to complete the task rather than how hard it is. 8

Oregon Response to Intervention Video Eggs listen for DOK 1 & 2 and be ready to explain to your partner Bacon listen for DOK 3 & 4 and be ready to explain to your partner

Oregon Response to Intervention Talk Time Eggs please answer the following question: –Explain DOK Level 1 & 2 Bacon please answer the following question: –Explain DOK Level 3 & 4 With extra time switch questions

Oregon Response to Intervention DOK is about complexity— not difficulty! The intended student learning outcome determines the DOK level. What mental processing must occur? While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.

Oregon Response to Intervention Same Verb—Three Different DOK Levels DOK 1- Describe three characteristics of metamorphic rocks. DOK 2- Describe the difference between metamorphic and igneous rocks. DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle.

Oregon Response to Intervention Recall and Reproduction DOK Level 1: Examples List animals that survive by eating other animals Locate or recall facts found in text Identify basic rules for participating in simple games and activities

Oregon Response to Intervention Skills/Concepts: DOK 2 Examples Compare desert and tropical environments Identify and summarize the major events, problems, solutions, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection

Oregon Response to Intervention DOK Level 3: Strategic Thinking Examples: Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures)

Oregon Response to Intervention Extended Thinking: DOK 4 Examples Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)

Oregon Response to Intervention Start with the Why Simon Sinek

Oregon Response to Intervention What is the complexity level of the standards? Work in pairs to determine the DOK level of the standards 1, 4, 7. Materials needed: Hess Matrix Copy of the standards-K-12

Oregon Response to Intervention Complexity Level of Standards K KI RI ,3 333,4 RI RI C & S RI 41222, RI , RI I K RI ,3 3,4 334 RI , 4

Level 1 DOK Level 1 DOK Level 1 DOK Level 1 DOK

Determine the main idea of the text; recount the key details and explain how they support the main idea. (RI.3.2) Level 1 DOK Level 1 DOK Level 2 DOK Level 2 DOK

Politics of the People Level 1 DOK Level 1 DOK Level 1 DOK Level 1 DOK Level 1 DOK Level 1 DOK Level 2 DOK Mc Dougal Littell, Creating America Level 1 DOK Level 1 DOK

A Walk in the Desert Lurk - (verb) To lurk is to hide, usually with a bad intention. To hide in a sneaky way is to lurk. If you see a cat lurk toward the birdbath it is looking for a meal! Tell your partner why the words lurk and hide are the same. Tell you partner why the words lurk and hide are different. Level 3 DOK Level 3 DOK

Oregon Response to Intervention How does this work in my classroom? Your class has just read the book: Little Red Riding Hood What questions and tasks would you assign to your students? With your partner place the questions and tasks by their DOK level.

Oregon Response to Intervention Partner Time Identify the DOK level of each of these worksheets and how would you raise the level. Rigorous (move up the DOK levels) Engaging Relevant Purposeful

Oregon Response to Intervention Flash Debate A debate between partners Select an important idea that is key to the content you are teaching Provide structures in how to disagree and support ideas through text Makes some connections between reading, writing, speaking and listening 26

Oregon Response to Intervention Flash Debate Flash debates are a way to raise rigor in the day Providing structure to the debate by providing sentence stems Move up the progression of the standard: –“When times are hard all you need is hope/love”

Oregon Response to Intervention 6 2(1+2) = 16 2(1+2) = 9 Math 28 Given what you know about Order of Operations, which is correct?

Which Picasso is Better?