1. Prioritizing Standards
Partnership for Statewide Collaboration
Sharon Swain
Mike Doughty
11/10/18

2. Why are we here? To help support the regional work
Where have we been? (November 2018)
Deconstructing Standards
Where are we? (now - March 22, 2019)
Prioritizing Standards
Where are we going? (beginning April 2019)
Teaching Points and Standards-Based Curriculum
Resources and Support

3. Standards-Based Curriculum Development Model
September 2017​
Adoption of New Standards​
Winter 2018-Winter/Spring 2019​
Phase I:Raise Awareness​
Spring 2019-Summer 2020​
Phase II: Build Capacity​
September 2020 – ongoing​
Phase III: Full Implementation​
Spring 2021​
New Grade 3-8 Math and ELA Tests

4. Model Vocabulary
Model Vocabulary
• Standards – Concise, written descriptions of what students are expected to know, do, and understand at a specific stage of their education.
• Priority Standards - A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course.
• Curriculum – The means to the end, the framework for learning that teachers use to develop lesson plans and choose content to achieve the intended student learning for a grade level or course. The curriculum is comprised of all curriculum units for all grade levels and courses.
• Curriculum Unit – A section of the framework for learning that teachers use to develop lesson plans and choose content to achieve the intended student learning in a particular grade level or course.
• Prioritized Curriculum – A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course. A prioritized curriculum is used to support students with disabilities and English Language Learners.
• Differentiated Instruction – Teaching the same material to all students using a variety of evidence-based instructional approaches in a general education setting.
• Specially-Designed Instruction – Adapting the content, methodology, or delivery of instruction to address the unique needs of a student(s) with disabilities to ensure access to the grade-level/course curriculum, so that the student(s) can meet the standards identified in the Prioritized Curriculum.
• Assessment – A measurement of what students understand.
• Adaptive Assessment – A customized tool to measure what students understand.
• Response to Intervention – A multi-tiered process used to help general education students meet standards.

5. Unit Plan Vocabulary
Unit Plan Vocabulary
• Standards– Concise, written descriptions of what students are expected to know, do, and understand at a specific stage of their education.
• Priority Standards - A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course.
• Essential Question/Big Idea – Questions/statements that probe for deeper meaning and set the stage for further questioning, ones that foster the development of critical thinking skills and higher order capabilities such as problem -solving and understanding complex systems defined in the standards.
• Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards
• Conceptual Understanding – Students’ ability to synthesize knowledge presented within parts of a unit.
• Fluency – The ability to perform the skills of a particular discipline with speed and accuracy.
• Academic Vocabulary – Words in the Standards that describe what students need to do.
• Application to the Real World – Answers the question, “Why am I learning this?”
• Assessment Cycles – Include formative, benchmark and summative measures of student progress.
• Benchmark Assessments – Measures students’ performance against specific grade level or course standards within a unit.
• Summative Assessment – Evaluates students’ mastery of standards contained in a unit.

6. Lesson Plan Vocabulary
• Lesson Plan – The content, processes, and assessments a teacher uses to engage students in learning and measure their progress toward meeting the standards in unit plan.
• Standards, Essential Questions/Understandings, Teaching Points, Student Objectives, Resources, Instructional Strategies, Differentiation, Formative Assessment
• Student Objectives - Describe the knowledge, skills and understandings that students need in order to demonstrate mastery of the standard or priority standard
• Skills – What students need to be able to do in order to demonstrate that they have met a standard
• Knowledge – The specific facts and information needed for students to demonstrate that they have met a standard
• Understanding – Students’ ability to synthesize knowledge related to the standard(s).
• Content Vocabulary – New subject-specific words taught to support lesson
• Instructional Strategies– The methods that a teacher uses.
• Resources –The materials needed to support a lesson.
• Formative Assessment – Measures students’ progress toward meeting the student objective(s).

7. Deconstructing Standards - Review

8. [Knowledge] [Skills] [Understandings]
Blank standard table
Standard
What do students have to KNOW to meet this standard?
[Knowledge]
What SKILLS will students employ in order to meet this standard?
[Skills]
What REASONING will students employ in order to meet this standard?
[Understandings]

9. [Knowledge] [Skills] [Understandings]
5.NF.4b
Standard
What do students have to KNOW to meet this standard?
[Knowledge]
What SKILLS will students employ in order to meet this standard?
[Skills]
What REASONING will students employ in order to meet this standard?
[Understandings]
5.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with rectangles of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
Definition of “fraction.”
Definition of “whole number.”
Definition of “area.”
Definition of “product.”
Multiplication
Find area of a rectangle with fractional side lengths using different strategies. (e.g., tiling with unit squares of the appropriate unit fraction side lengths, multiplying side lengths)
Model the area of rectangles with fractional side lengths with unit squares to show the area of rectangles.
Represent fraction products as rectangular areas.
Justify multiplying fractional side lengths to find the area is the same as tiling a rectangle with unit squares of the appropriate unit fraction side lengths.

10. [Knowledge] [Skills] [Understandings]
Standard
What do students have to KNOW to meet this standard?
[Knowledge]
What SKILLS will students employ in order to meet this standard?
[Skills]
What REASONING will students employ in order to meet this standard?
[Understandings]
5R6: In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL)
In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
Point of view, narrator, speaker, similarities, differences
Read fluently enough to
maintain understanding of the text (or use a strategy to compensate).
Explain how events are described based on the narrator’s/speaker’s point of view
How events are described in a text can reveal the narrator’s/speaker’s point of view
Describe a narrator’s/speaker’s point of view
Explain differences in descriptions of events and how they are related to the narrator’s/speaker’s point of view
That different authors can write about the same event of topic in different ways.
Retell descriptions of events from a text
Analyze multiple accounts of the same event or topic.
Make inferences about the narrator’s/speaker’s  point of view
Identify similarities and difference among different points of view presented in the text
Analyze how a narrator or speaker's point of view influences how events are described.

11. Goals for Today • Review the statewide standards rollout work.
• Understand at a high level a Standards-Based Curriculum Development Model.
• Clarify key terms and definitions.
• See the curriculum “Big Picture” that begins with prioritizing the standards.
• Understand the rationale for prioritizing the NYS P-12 Next Generation Learning Standards.
• Learn the criteria used to prioritize the standards in any content area.
• Identify next steps for our work as a region.
• Experience the process of prioritizing and vertically aligning the standards in ELA, math, science, or social studies.
• See FAQs and learn strategies for facilitating curriculum development.
• Consider your next steps—how to effectively implement the ideas you learn today.

12. That would require 23 years of schooling.
Why Prioritize?
That would require 23 years of schooling.
From: Prioritizing the New York State Next Generation Learning Standards Presentation

13. So, do we extend American school system through the age of 28?
From: Prioritizing the New York State Next Generation Learning Standards Presentation

14. Or, do we prioritize the standards?
From: Prioritizing the New York State Next Generation Learning Standards Presentation

15. Supporting Standards
From: Prioritizing the New York State Next Generation Learning Standards Presentation

16. How do we Prioritize? Assessment Readiness Endurance Leverage
Ainsworth edWeek article

17. Grade 3 ELA
Key Ideas and Details
3R1: Develop and answer questions to locate
relevant and specific details in a text to support and answer or inference. (RI&RL)
Readiness
Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success?
Readiness
(prerequisite concepts and skills students need to enter a new grade level or course of study)
Ainsworth,

18. Grade 3 ELA
Key Ideas and Details
3R1: Develop and answer questions to locate
relevant and specific details in a text to support and answer or inference. (RI&RL)
Endurance
Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present?
Endurance
(lasting beyond one grade or course; concepts and skills needed in life)
Ainsworth,

19. Grade 3 ELA
Key Ideas and Details
3R1: Develop and answer questions to locate
relevant and specific details in a text to support and answer or inference. (RI&RL)
Assessment
Will proficiency of this standard provide students with the essential knowledge and skills that are tested?
Assessment
Ainsworth,

20. Grade 3 ELA
Key Ideas and Details
3R1: Develop and answer questions to locate
relevant and specific details in a text to support and answer or inference. (RI&RL)
Leverage
Leverage
Will proficiency of this standard provide students with knowledge and skills across multiple disciplines?
(crossover application within the content area and to other content areas; i.e., interdisciplinary connections)
Ainsworth,

21. Assessment
What do your students need for success – in this school year, next year, and so on (leverage; readiness), in life (endurance), and on your state tests?
Readiness
Endurance
Priority Standard
Leverage

22. Compare your thoughts with the others in your group
So, how do we begin?
STEP 1:
STEP 2:
Compare your thoughts with the others in your group
blac
Continue the process and identify all the priority standards.

23. Step 1
Step 1
Individually, look closely at your chosen standard and ask yourself the four questions to identify the criteria that applies? Don’t spend too much time, record your initial thoughts for each question.

24. The 4 questions (think R.E.A.L.):
R- Readiness: Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success?
E- Endurance: Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present?
A- Assessment: Will proficiency of this standard provide students with the essential knowledge and skills that are tested?
L- Leverage: Will proficiency of this standard provide students with knowledge and skills across multiple disciplines?

25. Step 2
Step 2
With your partner or group, compare your criteria selections. Discuss any differences, consult resources for clues and adjust criteria as needed.

26. 30-50% of standards are priority standards
Step 3
30-50% of standards are priority standards
Step 3
Continue this process for the remainder of the standards and then begin to identify the priority standards. Standards that hit all the criteria will be priority standards. Standards that hit 2-3 criteria will be up for discussion. The remainder will be support standards.
Having trouble deciding? Larry Ainsworth suggests:

27. Step 4
Step 4
Vertically align Priority Standards preK- 12. Look for gaps- resolve issues- adjust.

28. Developing Teaching Points

29. WHAT ARE TEACHING POINTS?
What students need to know
(Content)
What students need to understand
What students need to do
The teacher thinks…”I will teach my students to…..”

30. First, think vocabulary . . . Academic ELA Content
Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . .
2SL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
2SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.
2SL1b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges.
2SL1c: Ask for clarification and further explanation as needed about topics and texts under discussion.
2SL1d: Consider individual differences when communicating with others
First, think vocabulary . . .
Academic
ELA
Content
Clarify Consider
Explore Link
Collaborate Discuss Communicate Explain
Differences topic
Clarify text
Exchange

31. Now, think knowledge, skills and understanding…
Standard
What do students have to KNOW to meet this standard?
[Knowledge]
What SKILLS will students employ in order to meet this standard?
[Skills]
What REASONING will students employ in order to meet this standard?
[Understandings]
2SL1d: Consider individual differences when communicating with others.
academic vocabulary (Blooms words)
ELA vocabulary (literary terms)
know that people have different perspectives
know that you may change the way you speak based on the audience
recognizing when another person has a different perspective
demonstrate ability to empathize with their position
recognize when an audience requires you to speak differently
recognize appropriate vocabulary and voice for given audience
being able to demonstrate respect for a differing perspectives in conversation
being able to use different vocabulary and voice appropriate to the given audience

32. What are the teaching points?
2SL1- Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
2SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.
I will teach my students to . . .
actively listen
take turns
stay on topic
recognize what not staying on topic looks like
know and follow rules

33. 2SL1d: Consider individual differences when communicating with others.
2SL1b, 2SL1c, 2SL1d
2SL1b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges.
2SL1c: Ask for clarification and further explanation as needed about topics and texts under discussion.
2SL1d: Consider individual differences when communicating with others.
appropriately add to a conversation
link comments to comments of others
listen to all comments in the discussion
ask for more information
recognize when you need more information
know what needs to be asked to gain clarity
self monitor when you understand
show respect for others
recognize point of view
speak in a way others will understand
recognize appropriate way to speak to audience

34. Standard Teaching Points Learning Target Model Lesson Plan Lesson
Lesson plan flow
Standard
Teaching Points
Lesson
Objectives
Learning Target
Model
Curriculum Unit
Lesson
Plan
Lesson Plan

35. Standard Teaching Points Learning Target Lesson Objectives
Learning target flow
Standard
Teaching Points
Lesson
Objectives
Learning Target
9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration.
Understand and use close reading strategies required for a deeper understanding of the text..
- SWBAT self-monitor while reading for comprehension.
- SWBAT annotate a text for most important details while reading.
- SWBAT take notes on important information or information they have questions on while reading.
- SWBAT re-read text if they feel confusion.
- I can ask myself questions while reading to monitor my understanding.
- I can underline key details in a text while reading.
- I can take margin notes about my understandings and my questions while I read.
- I can return to text that I find confusing and re-read.

36. Common Struggles with Teaching Points

37. Writing as actions, i.e. “I will teach students to…”
GEO-G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.
Writing as actions, i.e. “I will teach students to…”
Original Teaching Points:
Rotations
Reflections,
Translations
Transformations
Modified Teaching Points:
Draw the resulting figure from a rotation, reflection, or translation.
Determine a combination of transformations that would result in a certain figure.

38. AI-A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (Shared standard with Algebra II)
Adding specificity
Modified Teaching Points:
Produce an equivalent form of an expression by identifying properties of the expression that allow for combining or separating pieces.
Choose an equivalent form of an expression which will reveal patterns and connect to the task.
Original Teaching Points:
How to choose an equivalent form of an expression that reveals and explains properties of the expression.
How to produce an equivalent form of an expression.

39. 9-10R6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices).’
Going Deeper
Modified Teaching Points:
Determine the point of view, perspective, and author’s purpose within a text.
Analyze how the author uses point of view, perspective, and author’s purpose to deliver a message within a text (both explicit and implicit)
Compare and Contrast the use of different points of view, perspectives, and purposes within one text or across multiple texts.
Original Teaching Points:
Recognize point of view, perspective, and purpose within a text.
Recognize rhetorical strategies, literary elements, and devices.
Analyze author’s literary strategies.

40. Questions on Teaching Points?