Deconstructing Standards

Deconstructing Standards
Partnership for Statewide Collaboration Mike Doughty, Sharon Swain, Gina Grasso, Laura McDaniel

Goals for Today 1 Learn about the statewide standards rollout work.
Understand at a high level a Standards-Based Curriculum Development Model. Build institutional knowledge to enable teachers and leaders to create and evaluate curriculum materials and resources for alignment to standards. Build capacity in the region to support curriculum development work. Identify next steps for our work as a region.

A little background… First some background…. The Board of Regents adopted the newly revised English Language Arts and Mathematics Learning Standards on September 11, The new standards are the result of over two years of collaborative work to ensure New York State has the best learning standards for our students. Over 130 educators and parents worked together to make recommendations and revise the standards, resulting in a new set of revised English Language Arts and Mathematics Learning Standards.

Next Generation ELA and Math Standards
The Next Generation English Language Arts and Mathematics standards are featured prominently on the State Education Department’s website – NYSED.gov. And the Department has published a road map timeline for the implementation of the Next Generation Standards.

Phases of Adoption of Next Generation Standards
This timeline includes three phases following the adoption of the Next Generation Standards. Learning about how standards fit into the curriculum development model is part of Phase 1 – Raising Awareness. To support this work several BOCES and large city school districts have joined together in a partnership to develop resources and provide training and support to participating BOCES and school districts. Let’s take a look at the framework around which this work will be organized.

Partnership for Statewide Collaboration

Why are we doing this work? What didn’t work last time? 1
Missed the point of why Standards, data-driven instruction, and APPR all at once Not everyone participated - even looking at the standards, kept doing what they were doing Sense of “never enough time” feeling “rushed;” lack of willingness to start early All systems were not equal No system in place - when RTTT went away people took their foot off the gas People thought they knew what they were doing APPR was too closely connected Too much focus on the modules – teacher proofing vs. teacher trusting

Why are we doing this work? What didn’t work last time? 2
Missed the point of why Standards, data-driven instruction, and APPR all at once Not everyone participated - even looking at the standards, kept doing what they were doing Sense of “never enough time” feeling “rushed;” lack of willingness to start early All systems were not equal No system in place - when RTTT went away people took their foot off the gas People thought they knew what they were doing APPR was too closely connected Too much focus on the modules – teacher proofing vs. teacher trusting

Why are we here? To help support the regional work
Where have we been? (November 2018, today) 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

Standards-Based Curriculum Development Model slide 1
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

What’s the difference between standards and curriculum? definitions
Teaching Points Skills Knowledge Reasoning/Understanding

Standards – concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)

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.

Teaching Points – brief statements that describe what students need to learn and be able to demonstrate 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)

Examples of Teaching Points
8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL) Examples of Teaching Points Analyze a text (using details and inference to understand its meaning) Evaluate evidence to choose details that best supports analysis Develop ideas in order to explain relevant evidence Infer the meaning of an unknown word through the use of context clues Determine the meaning of, and analyze how an author has used language (figurative, connotative) to impact a text Demonstrate understanding of, and distinguish between figurative language, word relationships and nuances in word meanings

Knowledge, Skills, Reasoning/Understanding
Knowledge – the specific facts and information needed to for students to show that they have met a standard Skills – what students need to be able to do in order to show that they have met a standard Reasoning/Understanding – the ability to perceive the intended meaning or infer something from information received 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] .

Why do standards matter?

Something many of us can relate to…

What should I practice for my road test?
Steering: Steer smoothly whether you are driving straight ahead, turning or backing up. Acceleration: Accelerate smoothly and moderately. Don't race the engine or cause it to stall. Braking: Bring the vehicle to a stop gently. Start braking well before your stopping position to avoid abrupt stops. Make sure you stop your vehicle in the proper position of the lane. Clutch/Gears: Always be sure your vehicle is in the correct gear. With either an automatic or a manual transmission, shift into the proper gear at the right time without "grinding" the gears. Speed: Obey the posted speed limit, of course, but also adjust your speed properly due to weather, road, visibility and traffic conditions. Following distance: Keep an adequate space "cushion" between your vehicle and those you are following. Use the "two second rule" described in the Driver's Manual. Be sure to increase your following distance in poor weather or visibility. Traffic signs, signals and markings: Know the meanings of signs, signals and pavement markings, and obey them consistently. Stopping position: If a stop is required, stop your vehicle before it reaches an intersecting street. If stop lines or crosswalks are present, stop before crossing them. If your view is blocked after stopping behind the crosswalk, move up until you can clearly see your way, then stop again if necessary. Lane selection and position: Keep your vehicle in the proper traffic lane, especially when preparing to make turns. Don't allow room for another vehicle to pass you on the side that you are turning toward. Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times. Observation: Look for and identify potential problems or hazards in the traffic around you - not just straight ahead, but behind you and on either side. Check your mirrors frequently, but be sure to look over your shoulder behind you when changing lanes or backing up. Anticipate and react: Anticipate possible driving errors by others and be ready to react safely to make up for their mistakes.

What should I practice for my road test? 1
Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times.

Blinking headlights might mean police ahead.
Levels of what to know Nice to Know Blinking headlights might mean police ahead. Important to Know There are different ways to communicate with other drivers and pedestrians Essential to Know It’s necessary to communicate with other drivers and pedestrians

What should I practice for my road test? 2
Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times.

Deconstructing Standards table
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] Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times.

“unwrapping” Standards
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] Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times.

“unpacking” Standards
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] Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times. Where the horn is How to operate the horn – different intensity/duration The horn can be used to indicate different things Where the directional signal is How to operate the directional signal The directional signal is a way to communicate where you want to go (even though…) Hand signals for left turn, right turn, stop How to perform the hand signals Hand signals can be used when other modes of communication are unavailable or not appropriate

“Unpacking” Standards
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] Communication: Let other drivers and pedestrians know which way you want to go. Use your directional signals or horn consistently and at the proper times. Where the horn is How to operate the horn – different intensity/duration The horn can be used to indicate different things Where the directional signal is How to operate the directional signal The directional signal is a way to communicate where you want to go (even though…) Hand signals for left turn, right turn, stop How to perform the hand signals Hand signals can be used when other modes of communication are unavailable or not appropriate

[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] .

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.

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. 5R6

5R6: 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) 1 Students read articles describing arguments supporting and opposing school uniforms and prepare one side of a debate that is conducted in class. Students are assessed on a rubric describing the following criteria: Respect for the Other Team, Information, Rebuttal, Use of Facts/Statistics, Organization, Understanding of Topic. Students read articles describing arguments supporting and opposing school uniforms and complete a Venn diagram showing the similarities and differences between the two arguments. Students choose a role (e.g., student, parent, teacher, school administrator, community member) and mode of communication (e.g., letter, , PSA, poster, letter to the editor) and create a document/product to argue for or against school uniforms to the Board of Education.

5R6: 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) 2 Students read articles describing arguments supporting and opposing school uniforms and prepare one side of a debate that is conducted in class. Students are assessed on a rubric describing the following criteria: Respect for the Other Team, Information, Rebuttal, Use of Facts/Statistics, Organization, Understanding of Topic. Students read articles describing arguments supporting and opposing school uniforms and complete a Venn diagram showing the similarities and differences between the two arguments. Students choose a role (e.g., student, parent, teacher, school administrator, community member) and mode of communication (e.g., letter, , PSA, poster, letter to the editor) and create a document/product to argue for or against school uniforms to the Board of Education.

Blank slide

Common 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. Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards Knowledge – The specific facts and information needed for students to demonstrate that they have met a standard Skills – What students need to be able to do in order to demonstrate that they have met a standard Understanding – Students’ ability to synthesize knowledge related to the standard(s).

Deconstructing Standards

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