1. Patty Stephens, M.Ed, NBCT 7-12 Math Instructional Specialist, Northshore School District Jeanne Flahiff, M.A., NBCT 7-9 ELA teacher & instructional coach, Northshore School District AMLE 2015 October 16, 2015 https://goo.gl/lxuEo5

2. Teachers? Administrators? Instructional Coaches? Other?

3. Large suburban district Traditionally high performing Changing demographics Vague feeling of not being prepared Not knowing what steps to take next to operationalize the new standards

4. Develop deep teacher understanding of the standards through DOK training and proficiency scaling Use proficiency scales to communicate the standards to other stakeholders, including students and parents. Embed the standards in curriculum, assessment, and instructional practice. Prezi: Using DOK & Proficiency Scaling to Operationalize the Common Core http://prezi.com/rovogqyn8q5m

5. What is DOK? Why is DOK important? How can we use DOK to address depth and rigor?

6. Progression of cognitive demand Focuses on the degree of depth or complexity of knowledge reflected in the content standards Describes how deeply a student needs to understand the content for a given standard

7. Level 1: Recall and Reproduction Level 2: Basic Skills and Concepts Level 3: Strategic Thinking and Reasoning Level 4: Extended Thinking

8. DOK 1: DOK 1: Identify this utensil. DOK 2: DOK 2: Explain the function of the fork. DOK 3: DOK 3: Identify two examples of when a fork would not be the best utensil for a type of food and explain why. DOK 4: DOK 4: Design an investigation to determine the optimal number and length of tines for a salad fork.

9. Educators use a framework (DOK) to build a rigorous leveled view of each standard or cluster. Used in designing both instruction and assessments to inform both teacher and student.

10. A student performing at this level can… Advanced Describes cognitive task that extends from standard. Requires decision-making, expressing reasoning, or application of material explicitly taught to new contexts. NOT the standards of the next grade level. Proficient Describes cognitive task required by the standard as defined by CCSS including expectations for content, process, skills, and/or performance to be explicitly taught. Basic Describes cognitive step just before standard that is explicitly taught; includes concepts broken into distinct segments, foundational skills and key vocabulary. Below Basic May describe foundational understandings and skills. Student may lack independence, having partial success of basic and/or proficient content with assistance.

11. A student performing at this level can… Advanced Provide justification for creating equivalent fractions with denominators other than denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Interpreting information from a complex graph of data including fractions with unlike denominators Formulate an original story problem that requires the use of equivalent fractions and/or comparing fractions with different denominators Formulate a model to represent multiple fractions with unlike denominators that would equal one whole Proficient Extend understanding of fraction equivalence and ordering. Explain why two fractions are equivalent by using visual fraction models, describing how the number and size of the parts differ even though the two fractions themselves are the same size. Recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Basic Express whole numbers as fractions Compare fractions with like denominators and numerators Represent fractions using visual models to place, show equivalence or compare using simple fractions Given a set of fractions find equivalent fractions Multiply numerators and denominators to find equivalent fractions Define a fractions as parts of a whole Compare fractions by reasoning about their size of the whole Comparing simple fractions using visual models using the symbols >, <, = Below Basic *Recognize that comparisons are valid only when the two fractions refer to the same whole. Lacks independence

12. Schedule for Day 1: 8-11 – Instruction and Guided Practice – Overview and Purpose Setting – DOK – Proficiency Scaling 11-12 – Lunch 12-3 – Proficiency Scaling – Work in collaborative groups to create Proficiency Scales for your grade-level standards Schedule for Day 2: 8-11 – Proficiency Scaling – Work in collaborative groups to create Proficiency Scales for your grade-level standards 11-12 – Lunch 12-2 – Feedback – Grade-level feedback – Feedback within domains 2-3 – Revision – Read and incorporate feedback into final scales

13. Grades 7-9: 2014-2015: Implementing new curriculum August 2016: DOK training and proficiency scaling for middle grades. 6-8? 7-9? 2016-2017: Creating leveled assessments Grades 10-12: Currently in curriculum adoption, no capacity at this time

14. The value is in the process, not just in the scales. Teachers are experts and must be the ones to engage in this work. Have every teacher involved. Once you’ve created a scale, you can use a scale. Scales are living documents and will change as our own understanding develops. Use this work to help inform future curriculum adoptions.

15. Jeanne Flahiff 7-9 ELA Specialist jflahiff@nsd.org Patty Stephens 7-12 Math Specialist pstephens@nsd.org