1. Entering Activity Please respond to the following questions: From the process of unpacking the standards, what did you learn  about yourself?  about your team?  about your program? Write your responses on Post-it Notes , and attach them to the relevant flip charts around the room.

2. Understanding the Standards We Teach -- Mathematics

3. AGENDAAGENDA Welcome Review of First Four Weeks Aligning Resources to Standards Developing Materials for Instructional Use Next Steps Closing Activity Welcome Review of First Four Weeks Aligning Resources to Standards Developing Materials for Instructional Use Next Steps Closing Activity

4. Entering Activity Please respond to the following questions: From the process of unpacking the standards, what did you learn  about yourself?  about your team?  about your program? Write your responses on Post-it Notes , and attach them to the relevant flip charts around the room.

5. Graffiti Board For discussion… Describe an “A-HA” moment experienced as a result of your work on standards over the past four weeks. How has your understanding of the standards influenced your approach to instruction? Or how do you think it will? What do you hope will result from your participation in this professional development? For discussion… Describe an “A-HA” moment experienced as a result of your work on standards over the past four weeks. How has your understanding of the standards influenced your approach to instruction? Or how do you think it will? What do you hope will result from your participation in this professional development?

6. Anticipated Outcomes Become active members of a learning community concerned with the implementation of standards Gain a common understanding of the benefits and challenges involved in implementing the standards Learn to unpack the standards and align curriculum, texts, and other resources to the standards Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards Become active members of a learning community concerned with the implementation of standards Gain a common understanding of the benefits and challenges involved in implementing the standards Learn to unpack the standards and align curriculum, texts, and other resources to the standards Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards

7. Course Goals 1. Review the purpose of understanding the standards and using them with students. 2. Develop a consensus with learning community team a. To unpack the components of standards and b. To construct real-world activities that align to assigned standards. 3. Apply a process for unpacking the standards by completing an unpacking chart. 4. Reflect on the unpacking process. Course Objectives Program Directors and Instructors will be able to... 1. Identify the purpose for using the standards with adult education and literacy students. Activity Discuss with learning community the skills, concepts, and level of thinking for a set of standards; complete unpacking charts. ANGEL Discussion Board Understand the purpose for the Kentucky Adult Education Mathematics Common Core Standards Develop a learning community as a result of engaging in a process to unpack the KYAE Common Core Standards Reflect on readings by answering discussion board questions. View introduction and read articles. Part 1A- Interim Practice with teams at the workplace w/ coaching 15 hours With learning community team, develop student activities and record on the unpacking chart. 1.Apply a process for unpacking the standards. 2.Develop a consensus with learning community team on the skills, concepts, context, and cognitive level of thinking by unpacking ≈ 50 standards. 3.Develop a consensus with learning community team on student activities for each of the 50 standards. 4.Reflect on the unpacking process. With learning community team, complete unpacking charts for 53 standards. Answer discussion questions in ANGEL reflecting on the process and outcomes of unpacking standards. Part 1A- Face-to-Face Information, modeling, and group work 6 hours Format Develop a learning community by implementing a process to align program resources with the KYAE Common Core Standards Discuss with learning community, the process and extent of alignment program resources to standards. Apply a process for aligning 53 standards with program resources. Develop a consensus with learning community on the alignment of program resources to standards and complete the alignment chart. Reflect on the resource alignment process. Complete materials for instructional use. Complete alignment charts aligning program resources to standards. With learning community, complete an alignment resource chart, aligning program resources to standards. Answer discussion questions in ANGEL reflecting on the process and outcomes of aligning program resources to standards. Part 1B- Interim Practice with teams at the workplace w/ coaching 15 hours Unit 1A

8. Develop program resource awareness by implementing a process to align program resources with the KYAE Common Core Standards. Discuss components of making and sustaining change. Apply a process for aligning standards with program resources. Develop a consensus on the alignment of program resources to standards and complete an alignment chart. Reflect on the resource alignment process. Discuss completing materials for instructional use. Course Goals Course Objectives Program Directors and Instructors will be able to.. ActivityFormat/Timeframe Discuss with learning community the process and extent of alignment of program resources to standards. Apply a process for aligning 50 standards with program resources. Develop a consensus on the alignment of program resources to standards and complete the alignment chart. Reflect on the resource alignment process. Complete materials for instructional use. Complete alignment charts aligning program resources to standards. With program staff, complete an alignment resource chart, aligning program resources to standards. Answer discussion questions in ANGEL reflecting on the process and outcomes of aligning program resources to standards. Face-to-face Information, modeling and group work 6 hours Interim Practice with teams at the workplace w/ coaching 15 hours Unit 1B

9. Aligning Resources to Standards Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources.

10. Why Align Resources to Standards? Offers a quick way for staff, especially new staff, to become familiar with a resource Alerts staff to where a resource is tightly, partially, or not aligned with standards Informs instructors and programs about gaps in coverage so they can be filled Determines appropriateness of new materials and resources Offers a quick way for staff, especially new staff, to become familiar with a resource Alerts staff to where a resource is tightly, partially, or not aligned with standards Informs instructors and programs about gaps in coverage so they can be filled Determines appropriateness of new materials and resources

11. Levels of Alignment Tight Alignment =2 Partial Alignment =1 No Alignment =0 Tight Alignment =2 Partial Alignment =1 No Alignment =0

12. Resource Alignment Guidelines For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard: Tight = 2 Partial = 1 Not aligned = 0 Confirm alignment work: Should the resource be retained? Does it need to be supplemented? (SIA Guide Unit 1-14) For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard: Tight = 2 Partial = 1 Not aligned = 0 Confirm alignment work: Should the resource be retained? Does it need to be supplemented? (SIA Guide Unit 1-14)

13. Aligning Resources to Standards (Modeling & Guided Practice) Examine the standards already unpacked, and determine where in a resource each standard is addressed. Determine the tightness of fit (extent of alignment). Examine the standards already unpacked, and determine where in a resource each standard is addressed. Determine the tightness of fit (extent of alignment).

14. Confirm Alignment Work Once resources have been reviewed and scored, ask the following questions:  How many of the standards are tightly aligned to the resource or textbook?  How many of the standards are partially aligned or not aligned to the resource?  Do scores of 2,1, or 0 predominate?  Should the resource by retained? If so, should it be supplemented? (SIA Guide Unit 1-15) Once resources have been reviewed and scored, ask the following questions:  How many of the standards are tightly aligned to the resource or textbook?  How many of the standards are partially aligned or not aligned to the resource?  Do scores of 2,1, or 0 predominate?  Should the resource by retained? If so, should it be supplemented? (SIA Guide Unit 1-15)

15. Entering Activity Take assigned domain placards and place in what you believe to be the correct order. OA –Operations & Algebraic Thinking NBT – Numbers & Operations in Base Ten NF – Numbers & Operations - Fractions MD – Measurement & Data G - Geometry RP – Ratio & Proportional Relationships NS – Number System EE – Expressions & Equations SP – Statistics & Probability

16. Resource Alignment Guidelines For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard:  Tight = 2  Partial = 1  Not aligned = 0 (SIA Guide Unit 1-14) For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard:  Tight = 2  Partial = 1  Not aligned = 0 (SIA Guide Unit 1-14)

17. Reflections  What was beneficial about the alignment exercise (process, chart, etc.)?  Challenging?  What was beneficial about the alignment exercise (process, chart, etc.)?  Challenging?

18. Developing Materials for Instructional Use Build a reference library: Completed Unpacking Charts Completed Alignment to Resource Standards Charts Review and refine completed charts. Make charts available to staff. (SIA Guide Unit 1-16) Build a reference library: Completed Unpacking Charts Completed Alignment to Resource Standards Charts Review and refine completed charts. Make charts available to staff. (SIA Guide Unit 1-16)

19. Guiding Questions for Planning for Sustaining Use How and when will you align the unpacked standards to resources? How and when will you confirm alignment work? How will you fill in the gaps of the resources that you have? When will you determine program needs? Who is going to do it? What resources will you use? What support will you need? How will you connect the standards to your courses? How and when will you align the unpacked standards to resources? How and when will you confirm alignment work? How will you fill in the gaps of the resources that you have? When will you determine program needs? Who is going to do it? What resources will you use? What support will you need? How will you connect the standards to your courses?

20. Closing Activity 1. What is the definition of “skill” on the unpacking chart? And what clue helps you identify the skill? 2. What is the definition of “concept” on the unpacking chart? And what clue helps you identify the concept? 3. What is the definition of “context” on the unpacking chart? What clue or questions help you identify the context? 4. Explain the meaning of cognitive demand or level of thinking. 5. Name the six levels found in Bloom’s Taxonomy. 1. What is the definition of “skill” on the unpacking chart? And what clue helps you identify the skill? 2. What is the definition of “concept” on the unpacking chart? And what clue helps you identify the concept? 3. What is the definition of “context” on the unpacking chart? What clue or questions help you identify the context? 4. Explain the meaning of cognitive demand or level of thinking. 5. Name the six levels found in Bloom’s Taxonomy.

21. Closing Activity 6. Name two criteria for building sample activities. 7. Do you start with a standard and find a useful resource, or do you start with a resource and find a related standard ? 8. What are two reasons for aligning resources to standards? 9. Name at least one important question to ask yourself to confirm the unpacking. 6. Name two criteria for building sample activities. 7. Do you start with a standard and find a useful resource, or do you start with a resource and find a related standard ? 8. What are two reasons for aligning resources to standards? 9. Name at least one important question to ask yourself to confirm the unpacking.