1. co-opting the standards Getting Them to work for You!

2. This Core Curriculum is not a syllabus. It addresses the content and process skills as applied to the rigor and relevancy to be assessed by the Regents examination in Physical Setting/Earth Science Teachers should recognize that what is found in this document is the minimum of the content to be taught. Teachers are expected to provide for horizontal and vertical enrichment It is essential that instruction focus on student understanding and demonstration of important relationships, processes, mechanisms, and applications of concepts. Students, in attaining scientific literacy, will be able to demonstrate these explanations, in their own words, exhibiting creative problem solving, reasoning, and informed decision making From the Preface to the Earth Science (Physical Setting) Core Curriculum Guide

3. It may be impossible to bring every student to the same level, but the level for which we all aim can be clearer and more equitable

4. Looking at the Whole Written Curriculum Human Learning Mechanisms Enacted Curriculum Assessment

5. CONTENT STANDARDS PERFORMANCE STANDARDS COMMENCEMENT BENCHMARK GRADE LEVEL UNIT LESSON DESIGN DOWN DELIVER UP THE STANDARDS TERMINOLOGY

6. Standards: Are there different forms?  Content standards answer the question: –What do I want my students to know?  Performance standards (indicators) answer the question: –What do I want my students to be able to do? ( They may also include answers to the question: “How good is good enough?”)

7. Standards? Goals and Objectives? What‘s The Difference  Goals and objectives are planning guides.  Standards can be planning guides--but they are also prescriptions for attaining uniformity  A high level of expectation is implied by standards

8. Standards? Goals and Objectives? What‘s The Difference  Goals and objectives sometimes have expectation levels: Performance- based behavioral objectives are an example  Performance standards (state documents call these performance indicators) may have expectation levels.

9. Objectives are often “giver” based: To teach my class about the transfer of energy on the earth Standards are always “receiver-based”: My students will know how energy transfers on earth affect weather patterns.

10. PRESENTATION OUTCOMES (my standards)  Content Standards –Participants will: know the new standards language be able to connect previous knowledge of goals and objectives to the new language know the difference between content, performance and enactment standards  Performance Indicators –Participants will be able to: identify and distinguish content standards and performance indicators generate a content standard generate a performance indicators match a content and performance standard connect a specific learning activity to a content standard write a matching assessment item

11. Content Standard By the fourth grade students will know the name of the most expensive sports car. WHAT WILL THE STUDENT KNOW OR BE ABLE TO DO?

12. By the end of the tenth mile the mule will have at least two legs ready to go. HOW GOOD IS GOOD ENOUGH? Performance Standard:

13. PERFORMANCE STANDARD: By the end of the sixth grade students will be able to DO FIVE TRICKS WITHOUT FALLING

14. STANDARDS: THE DIFFERENT FORMS  IN ORDER TO ACHIEVE THE CONTENT AND PERFORMANCE STANDARDS THERE ARE ENVIRONMENTAL AND INSTRUCTIONAL REQUIREMENTS. THESE ARE CALLED ENACTMENT STANDARDS

15. Benchmark Performance Indicator  By the end of the Earth Science Course (Physical Setting) students will use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates.

16. Content Standard Major Understanding or Embedded Concept  2.1b The transfer of heat energy within the the atmosphere, the hydrosphere and Earth’s interior results in the formation of regions of different densities. These density differences result in motion.

17. Designed down performance indicator for a unit on weather patterns.  Given a weather map that shows variations in existing air pressure measures or pressure systems, students will be able to describe the motions within them  Based on the above students will make predictions for changes in the weather.

18. MATCHING ENACTMENT STANDARD Students will have completed 1200 minutes of laboratory experience with satisfactory written reports for each investigation.

19. HOW DO STANDARDS AFFECT WHAT WE DO?  NEW ASSESSMENTS WILL POWER DRIVE THE STANDARDS  THEY CAN HELP US CLARIFY WHAT WE WANT TO ACCOMPLISH  THEY REQUIRE A DESIGN-DOWN PROCESS TO MATCH THE UPWARD DELIVERY WE ARE ACCUSTOMED TO

20. COMMENCEMENT BENCHMARK GRADE\COURSE UNIT DESIGN DIRECTION DELIVERY DIRECTION PLANNING CURRICULUM TO MEET THE STANDARDS

21. ASSESSMENTS ARE THE POWER DRIVE  THE TRICK IS TO MAKE THEM –MATCH THE STANDARDS –FAIR AND EQUITABLE –REASONABLE TO ADMINISTER –EASY TO INTERPRET

22. PRESENTATION OUTCOMES (my standards)  Content Standards –Participants will know the difference between commencement, benchmark and unit standards know the design down process be able to design down standards  Performance Standards –Participants will design standards at the unit level that will lead to the achievement of particular benchmark and commencement standards interpret state standards documents with understanding

23. Standards are meant to overcome a sea of differences in educational opportunity