1. Ava D. Rosales, PhD Instructional Supervisor – Science Yoly McCarthy, NBCT AYA Bio, MS Curriculum Support Specialist – Senior High Science Department of Mathematics and Science Office of Academics and Transformation

2. Planning for a Successful Implementation 2

3. 3

4. Florida’s CCSS Implementation Plan Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Phase 4 (2014-2015) 4

5. Session Outcomes Participants will: 1.Identify and describe the major transitions that must occur in order to experience successful implementation of Common Core State Standards (CCSS), 2.Identify a major learning goal for a specific course and integrate CCSS Literacy standards, Mathematical Practices, and applicable benchmarks from other content areas by “chunking” the standards/benchmarks into big ideas, 3.Understand how the Literacy Standards and Mathematical Practices in the content areas assist students with depth of understanding of important concepts, 4.Participate in a Comprehension Instructional Sequence (CIS) template/lesson from a student perspective. 5

6. Tech Check Get out your SmartPhone, iPad or Laptop! – PollEverywhere Practice survey question PollEverywhere http://PollEv.com 6 EXAMPLE

7. Making the Content Connection to Common Core State Standards for Literacy and Mathematics 7

8. 8 Shift Happens…again! The Need … http://www.xtranormal.com/

9. The Need: Why Develop the CCSS? Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors, including the use and application of technology to demonstrate learning Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving Equity: Set consistent expectations for all--and not dependent on a student’s zip code Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise 9

10. Current Statistics http://www.achieve.org/Florida

11. An Integrated System – at All Levels 11 State District School Grade Classroom Student Subgroup Student

12. Florida’s State Board of Education Strategic Plan Approved October 2012 Strategic Goals Section 1008.31, Florida Statute, establishes four goals for Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan. Highest Student Achievement Seamless Articulation and Maximum Access Skilled Workforce and Economic Development Quality Efficient Services 12 http://www.fldoe.org/strategic_plan/

13. 13 Statutory Goals (1008.31) Goal 1: Highest Student Achievement Goal 2: Seamless Articulation/ Maximum Access Goal 3: Skilled Workforce/ Economic Development PreK Students  Improve kindergarten readiness K-12 Students  Increase the percentage of students performing at grade level  Increase high school graduation rates  Expand STEM-related educational opportunities in high-demand areas  Increase student participation and performance in accelerated course options  Improve college readiness  Expand digital education  Increase career and technical education opportunities  Improve adult education programs in school districts Teachers & Leaders  Increase the percentage of effective and highly-effective principals  Increase the percentage of effective and highly-effective teachers  Increase the percentage of effective and highly- effective teachers at high- minority, high-poverty and low-performing schools  Reduce the number of out- of-field teachers  Reduce the number of out-of-field teachers at high-minority, high- poverty and low- performing schools

14. New Standard and Purpose for Teacher Evaluations As set forth in the Student Success Act and Race to the Top, teacher evaluations are: – Designed to support effective instruction and student learning growth – Results used when developing district and school level improvement plans – Results used to identify professional development and other human capital decisions for instructional personnel and school administrators 14

15. Lesson Segments Involving Routine Events Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Design Question 6: What will I do to establish or maintain classroom rules and procedures? Lesson Segments Addressing Content Design Question 2: What will I do to help students actively interact with the new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypotheses about new knowledge? Lesson Segments Enacted on the Spot Design Question 5: What will I do to engage students? Design Question 7: What will I do to recognize and acknowledge adherence to or lack of adherence to rules and procedures? Design Question 8: What will I do to establish and maintain effective relationships with students? Design Question 9: What will I do to communicate high expectations for all students? Domain 1 15 State Model Framework Objectives 1, 2, 5 and 7 Objectives 3, 4, 5 and 6

16. Florida Transitions to Common Core State Standards Current Way of Work Standards-based instruction Instructional Materials and Test item specifications guide development of curriculum maps FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress Teaching benchmarks in isolation results in long lists of tasks to master Common Core Way of Work Standards-based instruction facilitated by learning goalslearning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goalsprogressions or scales Assessments used to monitor student progress are aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding 16

17. Standards-Based Instruction Standards-based instruction is a process for planning, delivering, monitoring and improving academic programs in which clearly defined academic content standards provide the basis for content in instruction and assessment. Standards help ensure students learn what is important. Student learning is the focus. – Setting standards for academic proficiency is a state level task. – Districts develop local curriculum to provide students access to the state approved standards in appropriate contexts. – School site educators engage students in meeting the standards through standards based instruction. 17

18. Learning Goal A learning goal is a statement of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified. The rubric guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the goal. 18

19. Rubrics/Progression Scales Rubrics (often called scales) describe novice to expert performance (level of skills). The scales provide a means for teachers to gauge their use of particular instructional strategies and for administrators to provide feedback to teachers regarding their use of specific classroom strategies. These are embedded within the observation protocol using the labels: Not Using, Beginning, Developing, Applying, and Innovating. 19

20. Major Implications of these Shifts/Transitions Resources CPALMS Resource Center Just Read Florida Florida Center for Reading Research (FCRR) Florida Center for Reading Research (FCRR) ASCD Webinars Common Core Initiative Tools for CCSS Mathematics Marzano’s Research Library Florida School Leaders Educator Recruitment, Development, & Retention Educator Recruitment, Development, & Retention Barriers …that we can control or have an impact on changing. 20

21. Action Plan Research indicates that if you implement a new idea within 24 hours of hearing it, you are more likely to integrate it permanently. Record the steps you will take as you implement the Common Core Literacy Standards and Mathematical Practices. When you return to your work setting, START THE ACTION. Florida Dept. of Education21Bureau of Curriculum & Instruction Action/StepsTime FrameResourcesPossible Barriers

22. Common Core Curriculum Changes in Florida New Standards/Benchmarks for ALL English Language Arts and Mathematics courses – ALL grade levels Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices Implementation Timeline 22

23. 23 Florida’s Common Core State Standards Implementation Timeline Year/Grade LevelK123-89-12 2011-2012FLLLLL 2012-2013F L LLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L F - full implementation of CCSS for all content areas L – begin full implementation of content area literacy standards including: (1) use of informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf 23 A-Z

24. What are the CCSS? Consist of the English Language Arts Standards, Mathematics Standards, and Literacy Standards for History, Science and Technical Subjects The CCSS: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. Are state led and coordinated by NGA and CCSSO, Are internationally benchmarked so that all students are prepared to succeed in our global economy and society, and Define the vision of what it means to be a literate person in the twenty-first century. 24

25. Embrace the Implementation of the Common Core! It is not changing WHAT we teach… …it’s changing HOW we teach! More emphasis on … …Literacy and Mathematical Practices 25

26. Emphasis on Literacy Standards and Mathematical Practices 26 What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?

27. 27 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Handout

28. 28 Handout

29. Small Group Activity – Unpacking 1.Review the Literacy Standards (RST/WHST) for your grade/course/level 2.Highlight/Underline:  Declarative learning goals: The student will understand “x”  Procedural learning goals: The student will be able to “y”  Complex tasks: The student will understand “x” and be able to “y” 3.Reflect on how the practices will:  impact instruction  appear in the classroom  help inform professional development needs 4.How do standards build on pre/post grade level standards? 5.Prepare to give examples and share out with group. 29 Teaching Channel Lesson - Making Learning Relevant with Current Events.Making Learning Relevant with Current Events.

30. Use appropriate tools strategically Attend to precision Look for and make sense of structure Look for and express regularity in repeated reasoning Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics 30 Common Core State Standards for Mathematical Practices Handout

31. Common Core Benchmarks in the Science Curriculum

32. Small Group Activity – Unpacking 1.Read the Mathematical Practices (handout) 2.Highlight:  Declarative learning goals: The student will understand “x”  Procedural learning goals: The student will be able to “y”  Complex tasks: The student will understand “x” and be able to “y” 3.Reflect on how the practices will:  impact instruction  appear in the classroom  help inform professional development needs 4.How do practices differ from grade K through grade 12? 5.Prepare to give examples and share out with group. 32 Teaching Channel Lesson – Identify the Mathematical Practices used in the Making Sense of Density Lesson.Making Sense of Density

33. Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas 1.Always begin with the course requirements defined by the standards in the course description. 2.“Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”. Instructional Design in Layers 33 Major Learning Goals Step 1: make a distinction between learning goals and learning activities or assignments. A learning goal is a statement of what students will know or be able to do. Students will understand _____ and be able to ______. Progression Scales for Major Learning Goals Step 2: Write a rubric or scale for each learning goal. Step 3: Have students identify their own learning goals Progress Monitoring Assessments

34. Instructional Design Course requirements are defined by course descriptions/frameworks approved by the State Board. Districts determine the scope and sequence through curriculum maps and “Chunk” the major units of focus or “Big Ideas” – Common Core Way of Work: Identify Major Learning Goals that are MEASURABLE! – Essential Questions (target specific learning goals) – Engaging Activities – Progression Scales » Formative Assessments » Interim Assessments Not driven by TEXTBOOKS or Test Item Specifications! Differentiated for ESE, ELL, and RtI 34

35. Instructional Design Questions Guidelines for Differentiating Instruction Responsive Learning Environment What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to engage students? What will I do to establish and maintain effective relationships with students? Clarity about the Learning Goal What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? Continuous Assessment and Adjustment What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? 35 Is your learning environment optimized for student success? Are you clear about what students need to know, understand and be able to do? What data will you collect to assess student learning?

36. How can Common Core Literacy Standards be embedded into a lesson? Agree or Disagree: There are certain Career and Technical Education courses that include science concepts. Overlapping content has the pedagogical advantage of enabling students to see the application and relevance of subject matter, which may increase students’ motivation, understanding, and retention of concepts. IT MAKES SENSE! 36 Collaborative Instruction/Planning and Integration!

37. 37 Course: Comprehensive Science 2 (200207001) Sample Lesson Plan Learning Goal:The student evaluates the impact of the science of DNA analysis on the individual and society and analyzes the common methods used in different fields of science (SC.912.L.16.10). Integrated Concepts: Describe and explain the purpose of DNA (Life Science) Analyze methods used to obtain information in different fields of science (Nature of Science) Objective(s): To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text. To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text. Essential Question: How can advanced technologies such as the science of DNA analysis affect impact society and/or individuals? Engaging Activity and Discussion Questions: Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? Guiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime? Formative Assessment Task: Final Written Response to Complex Text-Based Question: Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime? Differentiated Instruction Strategies: Tiered assignments; Four Corners; Vocabulary Instruction/front-loading; Use lower level examples for some students, use graphic representations. Display common prefixes, roots, and suffixes around the room. Group work.

38. Determining Text Complexity A Four-step Process: 38 Quantitative Qualitative Reader and Task 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text. The Common Core Standards' three equally important components of text complexity.

39. COMPREHENSION INSTRUCTIONAL SEQUENCE The New “Look and Feel” of Instruction with Common Core 39

40. Activate Prior Knowledge! Hook Question: How can the science of DNA analysis affect society? Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? Vocabulary Front-Loading Text Marking (Reading #1): Text Marking (Reading #1 – An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material. Directed Note-Taking (Reading #2) Directed Note-Taking (Reading #2 First draft written response to essential question 40 Handout

41. DNA Definition of DNA (n)Definition of DNA (n) DNA [ D N A ] Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms 41

42. Vocabulary Front-loading 42 Independently, identify/highlight/underline words that are unfamiliar to you.

43. Pearson Digital Content Reading Coach

44. Science News for Kids

45. Vocabulary Front-loading 45 Vocabulary Instruction Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on word wall, journal, etc.

46. Vocabulary Front-loading 46

47. Text Marking 47 + -this section of text shows a positive impact of the science of DNA analysis on society or the individual – - this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution P S+

48. Directed Note-Taking 48 Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently. Handout

49. Directed Note-Taking 49 Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently. Handout

50. Directed Note-Taking with video First Draft Written Response to Essential Question Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime? 50 Handout

51. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus. Group Consensus Individual Vote #1 Individual Vote #2 Positive Impact Negative Impact Problem Solution 1)Count number of groups that selected each category. 2)Count number of individuals that selected each category. 3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

52. Question Generation Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. 52 Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

53. Final Response After Rereading and Extended Text Discussion Purpose: To provide opportunities for students to interact with the text and with their peers to: – identify text information most significant to the final/essential question. – facilitate complex thinking and deep comprehension of text. After the final discussion, answer the following question on your handout: According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research? How does ethics play a role in scientific research? 53

54. Course Requirements and Standards “Chunks” or Big Ideas Debrief Lesson 54 The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate advances in biotechnology that impact agriculture (Agriscience) Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science).etiology Describe cell structure and function in diseased and healthy tissues (Health Science). Which Literacy standards did we implement into this lesson? LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

55. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text]. Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context. Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words]. Write informative/explanatory texts, including scientific procedures, experiments, or technical processes. Draw evidence from informational texts to support analysis reflection, and research. Use units as a way to understand problems and to guide the solution of multi-step problems. Describe qualitatively the functional relationship between two quantities by analyzing a graph. Key Ideas & Details: LACC.68.RST.1.3 [LACC.910.RST.1.3 ] Craft & Structure: LACC.68/910.RST.2.4 Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class. Integrated Content RELATED STANDARDS/BENCHMARKS Integration of Knowledge & Ideas: LACC.68.RST.3.7 LACC.910.RST.3.7 Text Types & Purposes: LACC.68/910.WHST.1.2 Research : LACC.68.WHST.3.9 Functions: MACC.8.F.2 Quantities: MACC.912.N-Q.1.1 55

56.  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others  Model with mathematics  Use appropriate tools strategically  Attend to precision  Look for and make sense of structure  Look for and express regularity in repeated reasoning Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class. Integrated Content Standards for Mathematical Practices 56

57. 57 “Chunking” Big Ideas SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.) LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning. The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.

58. Comprehension Instructional Sequence (CIS) Facilitates students… Using background knowledge, i.e., predicting, inferring Identifying key ideas from text Learning and using text structures Monitoring comprehension and employing fix-up strategies Using a variety of reading strategies effectively Paraphrasing, explaining, and summarizing information to construct conclusions Engaging in question generation Extended text discussion and writing 58

59. CIS Brochure from Just Read, Florida!

60. Discuss It! Based upon this lesson, how might you describe the new “look and feel” of instruction with Common Core Literacy Standards? How might you differentiate instruction for struggling students, Students with Disabilities (SWD), or English Language Learners (ELL)? Florida Dept. of Education60Bureau of Curriculum & Instruction

61. “The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.” Theodore Sizer, Brown University 61 Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS) Handout For ESE Handout For ELL

62. Instructional Design Questions Guidelines for Differentiating Instruction Responsive Learning Environment What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to engage students? What will I do to establish and maintain effective relationships with students? Clarity about the Learning Goal What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? Continuous Assessment and Adjustment What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? 62 Is your learning environment optimized for student success? Are you clear about what students need to know, understand and be able to do? What data will you collect to assess student learning?

63. “The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success. The Differentiated School, by Tomlinson, Brimijoin, & Narvaez 63

64. The starting place for all effective instruction is designing and communicating clear learning goals. 64 Marzano (2009) Without a precise description of where they are headed, too many students are "flying blind." Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.

65. Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas Instructional Design in Layers 65 Major Learning Goals Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.

66. Learning Goals, Scales, and Learning Activities Text Coding Activity (Intro through Learning Goals section) – D = I already DO this (be prepared – N = This is NEW to me – ? = I would like to know about this For more information: – https://www.floridaschoolleaders.org https://www.floridaschoolleaders.org – https://www.floridaschoolleaders.org/resources/index.aspx https://www.floridaschoolleaders.org/resources/index.aspx Florida Dept. of EducationBureau of Curriculum & Instruction66 Handout

67. True or False? (Gut-check!) Learning goals are NOT the same as topics. Learning goals are NOT the same as standards. Learning goals are NOT the same as activities. There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity. Mike Rutherford Practice 67

68. You Be the Judge-Learning Goal or Not? Declarative Knowledge or Procedural Knowledge? The student… 1.Understands that the sun is the largest body in the solar system. 2.Describes how materials change when they are heated or cooled. 3.Flips a coin one hundred times to determine probability of heads. 4.Creates a model of the moon and earth rotating on their axis. 5.Summarizes what was read or learned and write a short statement of the main points or the big ideas. 6.Correctly administers subcutaneous injections. 7.Practices solving several equations in cooperative groups. 68 Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

69. Reflection Activity Let’s take a moment to individually reflect on current practices on the following questions: How clear are you about the distinction between a learning goal and a learning activity/assignment? How do you communicate the difference to students? To what extent do you communicate learning goals in a way that makes explicit to students how they can improve? To what extent do you have students restate rubrics in their own words? To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so? 69 Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA. Please share some of your reflections and/or questions with your group.

70. Summarizing: Learning Goals Determine learning goals or targets needed to master standard/benchmark. – Remember that several learning goals or targets may be needed to master the standard/benchmark – Levels of mastery are indicated by defined criteria and set the stage for student success. Sources for Learning Goals – Next Generation Sunshine State Standards (NGSSS) Big Ideas Benchmarks – Common Core Standards Domains Standards 70

71. LET’S TAKE LEARNING GOALS ONE STEP FURTHER… 71

72. Knowledge Learning Goals Master factual knowledge, to be learned outright or retrieved Recognizes and describes patterns Understands long-term physiological benefits of regular participation in physical activity Explains the important characteristics of U.S. citizenship Knows that energy can be transformed between various forms Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 72

73. Reasoning Learning Goals Use knowledge to reason and solve problems Uses statistical methods to describe, analyze, evaluate, and make decisions Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities Examines data/results and proposes meaningful interpretation Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 73

74. Skill Learning Goals Demonstrate mastery of specific performance skills Measures length in metric and US units Reads aloud with fluency and expression Dribbles to keep the ball away from an opponent Participates in civic discussion with the aim of solving current problems Uses simple equipment and tools to gather data Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 74

75. Product (Performance) Learning Goals Create quality products Constructs bar graphs Develops a personal health-related fitness plan Constructs physical models of familiar objects Creates an Xtranormal presentation on biotechnology Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 75

76. Learning Goal Types tend to be cumulative or hierarchical Knowledge = Knowledge Knowledge + Reasoning = Reasoning Knowledge + Reasoning + Skill = Skill Knowledge + Reasoning + Skill + Product = Product Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 76 Use the Literacy Standards handout where standards were identified as declarative or procedural. Identify which standards would also require skill and/or product to show mastery of the standard.

77. Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas Biotechnology Lesson in Layers 77 HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

78. Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas Biotechnology Lesson in Layers 78 HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Major Learning Goals The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases.analyzes The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.explains The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.evaluates The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied.describes Knowledge Learning Goal Reasoning Learning Goal Identify the Learning Goal type. Knowledge Learning Goal

79. Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas Biotechnology Lesson in Layers 79 SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Major Learning Goals The student provides examples from the content being studied.provides examples The student cites specific textual evidence to support analysis of science and technical texts.cites specific textual evidence The student determines the meaning of key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context.determines the meaning The student draws evidence from informational texts to support analysis, reflection, and research.draws evidence Product Learning Goal (Knowledge + Reasoning + Skill) Skill Learning Goal (Knowledge + Reasoning) Reasoning Learning Goal (Knowledge ) Skill Learning Goal (Knowledge + Reasoning) Identify the Learning Goal type.

80. 80 Course Requirements/Standards “Chunking” Big Ideas Biotechnology and Ethics Learning Goal 1 Learning Goal 2 Sample Unit The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10). The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6). Learning Goal 3 The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8). Learning Goal 4 The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.explains

81. 81 Course Requirements/Standards “Chunking” Big Ideas Biotechnology and Ethics Learning Goal 1 Learning Goal 2 Sample Unit The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10). Identify the historical, social, cultural and potential applications of biotechnology (CTE). The student describes the importance of professional ethics and legal responsibilities (CTE). The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6). Examine medical interventions in the past and the present including but not limited to, surgery, medication, technology and lifestyle choices (CTE). Learning Goal 3 The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8). The student investigates the variety of interventions involved in the prevention, diagnosis and treatment of infectious disease (CTE). Literacy Standards The student determines the meaning of key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context (LACC.910.RST.2.4 ). The student cites specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (LACC.910.RST.1.1 ). The student draws evidence from informational texts to support analysis, reflection, and research (LACC.910.WHST.3.9). Mathematical Practices The student makes sense of problems and persevere in solving them (MACC.K12.MP.1). The student reasons abstractly and quantitatively (MACC.K12.MP.2). The student constructs viable arguments and critique the reasoning of others (MACC.K12.MP.3). The student looks for and makes use of structure (MACC.K12.MP.7). The student looks for and expresses regularity in repeated reasoning (MACC.K12.MP.8).

82. 82 Course Requirements/Standards Group/cluster the unit standards/benchmarks into related, measurable “chunks.” Design Learning Goal 1 Design Learning Goal 2 Sample Unit Design Learning Goal 3 Design Learning Goal 4 Handout

83. 83 Course Requirements/Standards “Chunking” and Big Ideas Using a course description, work with your small group to identify a learning goal from your course that may take a student weeks, months, or even all year to master. Please sit with peers that teach the same/similar course(s). “Chunk” the unit standards/benchmarks into related, measurable Learning Goals that guide students toward successful mastery. Determine what the student needs to know and/or do to demonstrate mastery of the selected Learning Goal. Complete the Standards portion of the Learning Goal Template for your first goal (left side only). Design a learning goal(s) for the selected standard(s)/benchmark(s). Identify type of Learning Goal (knowledge, reasoning, skill, product). Identify the Literacy standards and mathematical practices that are applicable to the Learning Goal. Repeat this process for other standard(s)/benchmark(s). Select one learning goal to share with group and using chart paper identify the learning goal and the scale/rubric/progress points.

84. Reflections and Feedback Parking Lot – on a sticky-note, pick at least one to answer How do you see the Literacy Standards and Mathematical Practices supporting and enhancing your curriculum? What concerns you the most about the transition to implementation of CCSS Literacy Standards and Mathematical Practices? How can these concerns be addressed? 84 Exit slip - on separate sticky-notes, please complete I used to think…. But, now I know…