1. Unpacking the Standards
Bedford County Public Schools

2. Why are we here? Increased Rigor of the Standards
Academic Review Findings
Thinking Map?
This may be a good time to address the “why” of things. Depending on the audience, a brief discussion of the academic review process and the specific findings for the school may be appropriate. You may also want to address that whenever new standards are introduced and assessed, there is almost always a need to delve into the standards (common core states are in the midst of this right now too!). The cognitive thinking and tasks required are at a much deeper level then the previous standards – an assessment sample is available on the next slide.

3. Increased Rigor of the SOLs
THEN
NOW
Animation on these slides compares the “then” example from the previous math standards to the “now.” Note that each example uses a stem and leaf plot. However, under the previous standards, students are only asked to analyze the data that has been provided. Under the current standards, students are asked to analyze the data provided, interpret it across data sets, and construct a new product – in this case, a histogram.

4. Increased Rigor of the SOLs
THEN
Here is an English example. The example provided under the previous standards shows a question that was common on a variety of grade levels. While students do need to get the “gist” of the passage in order to answer it correctly, it is a very basic question. Contrast that with an example from the new standards. This questions is essentially covering a similar skill: author’s purpose. Examine the question stem however, to see how the cognitive level has shifted. In this example, students are being asked about the author’s purpose…regarding specific word choice in order to support the sense/tone of the passage. This goes far deeper than “amuse, persuade, inform, analyze.”
NOW

5. Outcomes of the Academic Review Process
Process focused on the Alignment of the
Written----- Instructed---- Assessed
Curriculum
Refer again to the academic review process. Any time that educators are focusing on the alignment of curriculum, that alignment pertains to the written curriculum, the instructed curriculum, and the assessed curriculum. The written curriculum refers to the standards – including the detail included in the curriculum framework in the form of essential understandings (middle column) and essential knowledge, skills, and processes (third column). The instructed curriculum refers, of course, to what actually transpires in the classroom – the lesson itself and the tasks students are expected to complete. The assessed curriculum can be viewed in several different ways. This can refer to the SOL test itself. However, it can also refer to the formative and summative assessments used in the classroom to determine mastery of objectives. If each of these areas – the written, taught, and tested curriculum are aligned, there will be a match in the depth of knowledge that students experience in each interaction with the written, instructed, and assessed curriculum.

6. Main Question: Does the cognitive level present in each (written, instructed, and assessed curriculum) match the intent of the standard?
The question that naturally follows this idea of alignment? Does the cognitive level present in each aspect of the curriculum – the written, instructed, and assessed curriculum – match the intent of the standard? In order to find the intent of the standard, we must consult the curriculum framework.

7. Written Curriculum
Instructed Curriculum
Assessed Curriculum
Rigor of Current Standards Rigor of Former Standards
Written Curriculum
Instructed Curriculum
Assessed Curriculum
Let’s look at it another way. Look at the various levels of rigor present in the former standards and the current standards. Educators in Virginia – and in Bedford! – became skilled at the alignment of the written, instructed, and assessed curriculum. There was a match between what was expected in the standards, what was taught in the classroom, and what was assessed. Then the standards changed. This means that the rigor of the written curriculum increased dramatically. In order for students to be successful, the rigor of the instructed curriculum and the assessed curriculum has to increase as well. We all know, and have seen the effects, of the increased rigor of the assessments – the SOL tests. We have already viewed some examples that show this increase of rigor. What now needs to follow is the level of rigor present in the day-to-day instructed curriculum. What was evidenced through the academic review process was that there was a mismatch between these aspects of the curriculum.

8. Tell your partner about a time when you experienced a misalignment
as a teacher OR
as a student
What was the effect?
Many of us have experienced a time when there was some sort of misalignment. Did you ever have a college course – at an undergraduate or graduate level – when you sat down for the final exam and did not recognize anything that was on the test? Perhaps you took copious notes in class, read the text, and spent hours studying, but the items on the assessment were unfamiliar to you and your skill level? Or perhaps you have experienced this as a teacher. Have you ever been giving a test – perhaps a common assessment, perhaps a test that you did not create – and realized in the middle of the students’ assessment that what was on the test was NOT how you’d taught it. Have you ever been there? I have! (Have partners talk about their experiences; share out. Restate the feelings mentioned and make it personal to students.) If we have felt this way as adults, we know that we certainly do not want our students to experience this and want to provide them any and every opportunity for success.

9. Objective for Today: To align cognitive levels of instruction and assessment with the Essential Understandings, Knowledge and Skills of the Standards of Learning.
Objectives
Today I will identify the cognitive levels within the Curriculum Framework…
so that I can develop units, lessons, and assessments that appropriately match the cognitive levels.
I’ll know I have it when my students exhibit success at the appropriate level of rigor intended by the Standards of Learning.
As we look at our objectives for today, you’ll see that we have been very explicit about the intended outcomes – the alignment of cognitive levels. Let’s take a moment to read through the objective for today. What you see on this slide is an example of one way that we can communicate with our children regarding their learning objectives (standards of learning), the instructional process, and the criteria for mastery of skills. One thing that we always want to keep in mind is that we must clearly communicate the expectations embedded within the learning objectives outlined in the framework to our students. (consider sharing the template for the student-friendly outline of objectives).

10. Unpacking the Standards
When we unpack a standard in order to plan our Written and Taught Curricula, we should use both the Standards of Learning and the Curriculum Framework.
When we rely too heavily upon the skeletal outline of the standards to guide our instruction without consulting the information detailed within the curriculum framework, we do a disservice to our students and ourselves. The framework provides the essential understandings, knowledge, skills, and processes necessary for successful mastery of the objectives at the appropriate cognitive level – or depth of knowledge. The more we work in tandem with the stated standards of learning and the curriculum framework, the more we ensure that our instruction will be aligned to the rigor of the revised standards.

11. Virginia Mathematics Standards of Learning Curriculum Framework 2009
Introduction
The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifies the Mathematics Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn.
As a supplement to the math standards, the VDOE has included an outline of the framework – it’s purpose, it’s place in instruction, and how it should be utilized. While this is an example of the math framework, the structure of the framework applies across subject areas. This particular page is taken from the beginning of the 5th grade framework. (see the first few pages of the frameworks for the outline provided by the vdoe).

12. Process Consider Context Identify Content Determine Cognitive Level
When we unpack the standards, we’re going to follow a 3-step process. First we’ll consider the context of the standard, we’ll identify the content in the standard, and the cognitive level present in the standard. Let’s take a closer look at each of these steps, and then we’ll actually begin pulling our frameworks apart.

13. Unpacking the Standards
Consider the overarching standard or strand in order to determine the CONTEXT – the Big Picture.
How does it relate to previous learning (curricular connections and/or prerequisite skills)?
How does it build to future learning?
Are there essential questions to be answered?
Unpacking the Standards
First we want to consider the context of the standard. In other words, where does this standard fit within the larger picture of the standards? Is it related to skills you’ve taught in a previous unit? Are there prerequisite skills needed to be successful? What does this particular standard do to prepare students for future learning this year or next? In each of the revised sets of standards, vertical alignment of standards and skills is more easily apparent. When we consider the context, we’re thinking about where the standard fits not only in the big picture of our year of teacher this subject, but where does it fit in the grand scheme of the student’s learning experience K-12? You may also want to be on the lookout for Essential Questions or Big Ideas that build on past learning or build to future learning. An example might be a statement such as “People adapt to their environment in many ways” or a question like “How do authors use language to craft their message?”

14. Math Standard of Learning Example
Looking for
Context
6.2 The student will
a) investigate and describe fractions, decimals, and percents as ratios;
(Use this to discuss the idea of vertical alignment within the SOLs – teachers can ID K, 1, 2 skills that build in to elapsed time. 4,5,6 can explain how this standard builds to theirs) Here is an example of that big picture contextual thinking. Let’s take a look at this 3rd grade standard. K-2 teachers-think of the standards and skills that you teach. Which standards of your build up to this idea of elapsed time? 4-5/6 teachers, to which of your standards does this serve as prerequisite? (Examples of vertical standards below):
5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.
4.9 The student will determine elapsed time in hours and minutes within a 12-hour period.
3.11 The student will
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
2.12 The student will tell and write time to the nearest five minutes, using analog and digital clocks.
1.8 The student will tell time to the half-hour, using analog and digital clocks.
K.9 The student will tell time to the hour, using analog and digital clocks.

15. 5.2a
The student will
a)recognize and name fractions in their equivalent decimal form and vice versa; and
6.2a
a)investigate and describe fractions, decimals, and percents as ratios;
7.1b
b)determine scientific notation for numbers greater than zero;
8.1b
compare and order decimals, fractions, percents, and numbers written in scientific notation.

17. English Standard of Learning Example
Looking for
Context
6.7 f
The student will write narration, description,
exposition, and persuasion.
e) Write multiparagraph compositions with elaboration and unity
Here is an example for English. Let’s think about the same questions. Which of your standards, at your particular grade level either build to these skills or build on these skills? (examples of vertical standards below).
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.
2.7 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop vocabulary by listening and reading a variety of
texts.
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading, and
writing.

18. 5.7e
The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
e) Write multiparagraph compositions.
6.7f
The student will write narration, description, exposition, and persuasion.
f) Write multiparagraph compositions with elaboration and unity.
7.7f
The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
f) Write multiparagraph compositions with unity elaborating the central idea.
8.7d
The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
d) Organize details to elaborate the central idea and provide unity.

19. Unpacking the Standard
Determine the CONTENT - what students must know
The second and third columns of the framework (essential understandings, skills, knowledge and processes must be consulted to ensure that all content is identified.
Unpacking the Standard
After we’ve considered the context, we’ll take a close look at the content. This will primarily be found in the “Essential Understandings” column of the framework and the “Essential Knowledge and Skills” column. (You may want to note that in English the 3rd column is referred to as “Essential Knowledge, Skills, and Processes.”

20. Content: What we want students to Know (Facts)
Vocabulary
Critical details
Terminology
Important events and people
Definitions
Sequence and timelines
Key factual information
Formulas
Content: What we want students to Know (Facts)
We want students to have a foundational knowledge of the material. We want students to be able to speak with each other about the topic. That means that there are things that students need to “remember” in order to participate in this learning. Think of the Know as the “facts”.
Bring in the list one term at a time.
Suggest a topic to be used throughout the rest of the slideshow: Settling the West.

21. Virginia Mathematics Standards of Learning Curriculum Framework 2009
Introduction (5th grade example)
Essential Understandings (2nd column)
This section delineates the key concepts, ideas and mathematical relationships that all students should grasp to demonstrate an understanding of the Standards of Learning. In Grades 6-8, these essential understandings are presented as questions to facilitate teacher planning.
Essential Knowledge and Skills (3rd column)
Each standard is expanded in the Essential Knowledge and Skills column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard.
If we look again at the beginning of our math frameworks at the explanation provided regarding the structure and purpose of the framework, we’ll see that the content will be identified through the use of the second and third columns. The first column provides some of the background knowledge that teachers will find useful in the “Understanding the Standard” column. The VDOE’s explanation is included below:
This section includes background information for the teacher (K-8). It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on the standard.

22. Unpacking the Standard
Identify the COGNITIVE LEVEL - What must students be able to do with the content?
Identify the verb
Analyze for Bloom’s Taxonomy/ Webb’s Depth of Knowledge
This information will also be determined by analyzing the second and third columns of the framework. At this point, we are looking not only for what the students must know, we are also looking for what students must be able to do. This will be indicated by the verbs used in the standard and detailed in the framework. We want to ensure that what we are asking students to do matches the cognitive level of the standard. This requires that we refer back to resources regarding cognitive levels. Two models that may be familiar to you are Bloom’s Taxonomy or Webb’s Depth of Knowledge.

23. Bloom’s Taxonomy
Bloom’s taxonomy is often represented by a triangle or a pyramid ~ the complexity of thought increases as students move throughout the levels. The knowledge and comprehension levels are what were tested on previous standards. The rigor of the revised standards requires that students move well beyond these lower levels of the taxonomy.

24. Webb’s Depth of Knowledge model is similar in intent:
This slide shows another model for teachers to consider when looking at what students should be doing to show mastery of the standards.
Level 1: Curricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills. The subject matter content at this particular level usually involves working with facts, terms and/or properties of objects. It may also involve use of simple procedures and/or formulas. Key words that often denote this particular level include list, identify and define. A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.”
Level 2: includes the engagement of some mental processing beyond recalling or reproducing a response. This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, pattern, cause and effect, significance or impact, relationships, points of view or processes.
Level 3: Items falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes. Stating one’s reasoning is a key marker of tasks that fall into this particular category. The expectation established for tasks at this level tends to require coordination of knowledge and skill from multiple subject-matter areas to carry out processes and reach a solution.
Level 4: Curricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time. Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes.

25. Task
Use the Essential Knowledge and Skills column of the Curriculum Framework for each standard to: 1. Underline the content 2. Circle the verb 3. Mark any essential questions or big ideas
Now that we’ve outlined the process – considering the context, identifying the content, and determining the cognitive level, let’s actually unpack the standards by taking a look at some examples.

26. Essential Knowledge, Skills, and Processes
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels.
Standard = Context
Example: Unpacking a Standard
4.4 The student will
a) estimate sums, differences, products, and quotients of whole numbers;
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.
Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.
Let’s work through an example from start-to-finish to see how we can use this strategy. Here is a fourth grade math standard, for Computation and Estimation. We are going to look specifically at bullets A and D for this standard, as well as an Essential Knowledge and Skill from the Curriculum Framework. Unpack this standard on your own for the context, content, and cognitive level. We will debrief in a few moments.
Essential Knowledge, Skills, and Processes

27. Example: Unpacking a Standard
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels.
Example: Unpacking a Standard
Apply
Apply
4.4 The student will
a) estimate sums, differences, products, and quotients of whole numbers;
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.
Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.
In the standard itself, students must know how to find sums, differences, products, and quotients of whole numbers in both single-step and multistep problems (though the multistep does not include division). The verbs in this particular standard are estimate and solve, which are generally considered the Apply level.
But now let’s look at the Essential Knowledge and Skill from the Curriculum Framework.

28. Essential Knowledge and Skill
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels.
Standard = Context
Example: Unpacking a Standard
4.4 The student will
a) estimate sums, differences, products, and quotients of whole numbers;
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.
Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.
The content for the Essential Knowledge and Skill is the reasonableness of these sums, difference, products, and quotients of whole numbers, and the cognitive level is signified by the word Verify. Basically, we are asking students to Evaluate whether a sum seems reasonable. So while the standard itself was written at the Apply level, we can see that students are being expected to work at least part of the time at the Evaluate level.
We also need to remember that we are teaching students this Essential Knowledge and Skill in the context of estimating and solving those single and multistep problems.
Essential Knowledge and Skill
Evaluate

29. Example: Unpacking a Standard
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels.
Standard = Context
Example: Unpacking a Standard
6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include
potential and kinetic energy
compare and contrast potential and kinetic energy through common examples found in the natural environment.
Let’s look more closely at just part of our science standard and the Essential Knowledge, Skills, and Processes in order to unpack it.
We’ll look specifically at the standard for its context, but we also will look at an essential knowledge and skill from the Curriculum Framework.
The thing to remember about looking at the Essential Knowledge, Skill, and Process is that we are learning it in the CONTEXT of the standard. In other words, we are comparing and contrasting kinetic energy so that students can understand basic sources of energy, their origins, transformations, and uses.
Now let’s unpack the content and the cognitive level. We do this by underlining the content and circling the verbs that indicate the cognitive level of the standard, and then classifying it by Bloom’s Taxonomy. Take a moment to consider what you think would be the content and the cognitive level for this standard.
Essential Knowledge, Skills, and Processes

30. Example: Unpacking a Standard
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into Bloom’s/Webb’s levels.
Many levels
Example: Unpacking a Standard
6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include
potential and kinetic energy
compare and contrast potential and kinetic energy through common examples found in the natural environment.
Here we see the content of this standard and the Essential Knowledge and Skill underlined. Students must know the basic sources of energy, their origins, transformations, and uses (specifically potential and kinetic energy) and common examples of potential and kinetic energy found in the natural environment.
Now let’s look at the cognitive level of this standard by circling our verbs. In the standard itself, we have the verbs “investigate and understand” and in the Essential Knowledge and Skill, we have the verbs “Compare and contrast.” We have already said that “investigate and understand” can mean many different levels, so in order to know how to classify this particular standard, we have to go to the Essential Knowledge and Skill. “Compare and contrast” involves breaking information into parts in order to explore understandings and relationships; therefore, this particular standard and Essential Knowledge and Skill are written at the Analyze level.
Analyze

31. Don’t Forget Essential Questions and Big Ideas!
Broad in scope
Not easily answered in one sentence- meant to be discussed
Might be controversial or pose a dilemma
Requires reasoning and justification
Sparks more questions
Important questions that recur throughout all our lives- K-12 and beyond
A tool for organizing purpose; for making student learning meaningful and connected.
Don’t Forget Essential Questions and Big Ideas!
Remember to check the various columns in the framework for essential questions, understandings, or big ideas.
Examples of Essential Questions:
How does learning about the past affect the future?
How will use you use Algebra (insert any other subject here) after high school?
How des music influence culture?
How can putting personal information on you’re my Space page affect your future?
In a culture where adults are trying to define us, how can we learn to make decisions by ourselves?
What is healthful eating? What causes poor eating habits?
How do individuals develop values and beliefs?
Why is technology important to the students in our classrooms?
What would happen if we didn’t have punctuation marks?

32. What we want students to be able to REMEMBER (Understandings):
The ancient Egyptians farmed and irrigated the land near the Nile River.
The ancient Chinese settled along the Huang He. They fished, farmed, and irrigated the land.
The Powhatan farmed, fished, hunted, used trees for homes and canoes, and gathered plants for food.
The Lakota moved around the region to hunt for buffalo. They later used horses for transportation.
The Pueblo people farmed the land. They lived in villages in houses made of adobe (clay).
2nd grade
Big Ideas in HISTORY
If our big understanding is that pioneers faced many hardships settling the West, then students should be able to explain that using what they’ve learned as evidence.
Big Idea (The UNDERSTANDING)
People relate to their environment in different ways.

33. What we want students to be able to REMEMBER and DO (Understandings):
Explain the author’s purpose (e.g., to entertain, inform, or persuade)
Describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
Describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
(4th grade)
Big Ideas in ENGLISH
Additional example
Big Idea (The UNDERSTANDING)
Authors craft their purpose and message by the choice of language, setting, characters, and specific information.

34. What we want students to be able to REMEMBER and DO (Understandings):
Represent a number in fraction, decimal, and percent forms.
Compare, order, and determine equivalent relationships among fractions, decimals, and percents.
7th Grade
Big Ideas in MATH
Essential Question/Big Idea (The UNDERSTANDING)
How are fractions, decimals, and percents related?
Additional Example

35. Be sure to mark any essential questions or big ideas (context).
Consider the standards you will be teaching over the next few weeks.
Use that portion of the framework to spend the next few minutes to identify the content (underline).
Then determine the cognitive level (circle the verbs and compare with Bloom’s/Webb’s).
Be sure to mark any essential questions or big ideas (context).

36. Reflect on the process Discuss with your group
If completing this session as a faculty meeting/department meeting, consider ending the presentation here and moving into Backwards Design in future sesssions. Depending on the group/size/time-frame: consider a variety of share-outs – Jigsaw, 4As protocol, individually/partners/small group/whole group.
Consider the guiding questions: What are some of your insights? What are some things that surprised you? What are some challenges you anticipate? What are your reactions? Insights on level of rigor/cognitive level?