south dakota common core state standards phase ii k - 6 day one: 9:00 to 4:30 day two: 8:00 to 3:30

South Dakota Common Core State Standards

Phase IIK - 6

Day one: 9:00 to 4:30Day two: 8:00 to 3:30

Technology Information

• Insert Technology Information if needed.

Welcome

Welcome Back!

Trainer Introductions:

Natalie Mussernmusser@edec.org

Karen Taylorktaylor@tie.net

Agenda

Day One:– Disaggregated Standard Peer Review and Edits– Lunch: 11:30 – 12:45– Curriculum Alignment Process

Day Two:– Curriculum Alignment Process Continued– Webb’s Levels– Assessment

Outcomes

• To review, edit and finalize disaggregated standards

• To analyze lessons to ensure alignment to the disaggregated CCSS (KUD).

• To ensure the lessons meet the cognitive demand of the CCSS.

• To understand the relationship of formative and summative assessments to CCSS.

• To evaluate the purposes and uses of assessment.

Norms Revisited

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Participation is Expected

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

Google Site

The Big Picture

Review Process:• Review Disaggregated Standard with home team• Edit (DO NOT RESOLVE)

• One last look with new eyes• New edits

• Home Team • Final edits

Review Disaggregated Standards

• Find your group’s disaggregated standards on the Google Site: http://sdccteachers.k12.sd.us/

• As a group, review all comments

• As a group, edit your disaggregated standards based on the comments you received– You may or may not make all the changes suggested – this is

completely up to you

Review Disaggregated Standards

Peer Review

Preparation for Peer Review

Within your table group, select the disaggregated standard (either math or ELA) you will work with for the peer review.• Download your disaggregated standard (both

standards should be downloaded)• Write your assigned standard on the top of your peer

review template

Preparation for Peer Review

– Line up according to grade level; each grade level forms their own line

– Create groups of three (must be someone you have not worked with yet; mix-it-up)

Peer Review

– Exchange standards within your triad• Everyone should have a new standard to review

– Individually peer review your new standard• Use template provided

Guiding Questions for Peer Review

The focus of the peer review should include:

– Ensuring the KUDs provide a complete reflection of the standard.

– Rigor is embedded in and reflects the intent of the disaggregated standards.

Work Time

Final Edit

Return to Home Team

–Review feedback from peer review process

–Make final edits to disaggregated standards on Google Documents

Resolve Comments

Last Step:• “Resolve” all comments from your

disaggregated standards. You must complete this for each comment.

• Download to your computer

Lunch!

We’ll start again at 12:45

Lesson Review Process

• Over the next day and a half, each series of lessons will be reviewed.

• One series of lessons will be reviewed at a time.

• The lesson review process has six steps.

Six Steps in Lesson Review

1. Present Series of Lessons2. Review and Feedback3. KUD Alignment4. Depth of Knowledge/Webb Level Reflection5. Assessment6. Lesson Reflection

Steps 1 & 2

Present and Review

Step One and Two

• Determine whose series of lessons you will use for first “go round”.

Lesson Descriptions

Focus Questions:

• With which standard do the series of lessons align?

• Why would you use this series of lessons?

• What do you expect students to learn from this series of lessons?

Lesson Descriptions

Step 3

KUD Alignment

KUD Coverage

• Using your downloaded disaggregated standard template, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons.

• Write lesson number/description.

• Determine the appropriate KUD from disaggregated standard template that aligns with each lesson. – You may have multiple KUDs aligned with each lesson.

KUD Coverage

Modeling KUD Coverage

Lesson # and Description

Know Understand Do

1. Place Value Activity: Student count objects and determine value of numbers.

The value of a digit in our number system is determined by its place value position.

2. Students play a place value game using, place value mats and three ten-sided die.

Commutative property of addition

The value of a digit in our number system is determined by its place value position

Construct expanded notation for numbers up to 1000.

3. Students use the commutative and associate properties of addition to explore relational thinking.

Associative property of addition

Strategies and algorithms are processes that help us compute numbers.

Work Time

Reflection Questions

How did this process help discover how well the intent of the standard was covered?

Break

Step 4

DOK/Webb Levels

Why Webb Levels

• SMARTER Balanced (assessment in 2015 will be based on Webb Leveling)

• Becky will provide more information for this slide.

DOK Reflection

Directions: Find completed graphic organizer

Have a discussion at your table

DOK Reflection

Discussion:• Two things you learned from reading DOK article

and completing graphic organizer.

• One question you still have about DOK.

• At what “DOK” is your standard?

• Where do the lessons you brought fall?

Examples of Webb Levels

ELA Examples:• List three presidents.• List three presidents who have impacted our

nation the most in your lifetime.

Math Examples:• Make a conjecture about the number zero.• Prove that this conjecture about number zero is

true with all numbers.

Card Sort

Webb Level Student Performance

• Utilizing the list of provided activities, determine Webb Level of each activity and provide rationale for determined Webb Level

Webb Level

Webb Level

Webb Level of Lessons• Examine each lesson activity and

record under correct Webb Level Column. (ex: Vocab)

• Determine why it meets the selected Webb Level.

Webb Level

List three presidents

List three presidents that have impacted our nation in your lifetime and why.

How might you alter the impact?

Reflection

What did you learn from this process?

What insights can you share?

Thanks

Thanks for Your Hard work!

We will begin with Steps 5 and 6 tomorrow and repeat the process with the remaining lessons.

See you at 8:00 am

Day Two - CCSS

Norms Revisited

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice

Be Respectful of all Comments

Participation is Expected

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

Lesson Review

Repeat Steps 1 – 4 of the lesson review with the other lessons.

1. Present Series of Lessons2. Review and Feedback3. KUD Alignment4. Depth of Knowledge/Webb Level Reflection

Lunch

See you at 12:45!

Step 5

Assessment

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Thinking About Assessment

80 percent of assessments given in classrooms are geared toward low-level thinking.

Decisions about assessment happen about every three to four minutes.

Assessment

There are many purposes for assessment…..

We may want to assess where a student is.

We may want to assess where a student is…

going.

We may want to assess what a student has learned.

But ultimately we want to know what to do next in order to close the gap.

Assessment

Discuss with your elbow partner:• Think about the last assessment you

prepared for your students…– What did it assess?– Why did you give it?– What did you do with the results?

Assessment Activity

Directions: At your table, use your sticky notes

Write as many different types of assessments that you can think of in the next four minutes (one per sticky note)

Place in the middle of the table

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Connection to Online Work

“In the current environment, formative assessment as defined by the test publishers has taken on a narrow meaning. In this context, it refers to a system of more frequent summative assessments administered at regular intervals to determine which students have not yet met state standards...”

Summative and Formative Assessment

Summative Assessment:How much have students learned at a particular point in time?

Formative Assessment:How can we use assessments to help students learn more?

Summative Assessment

The purpose of summative assessment is: to measure student achievement at a

particular point in time for reporting and accountability;

to sort students in rank order; and

to maximize student learning through standardized tests.

Formative Assessment

The purpose of formative assessment is: to promote further improvement of

student learning during the learning process and

to involve students in the ongoing assessment of their own achievement.

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Formative Assessments

Formative assessment results are used primarily by students, educators, and parents.Results are used for:

helping students see and hit the target(s) and

identifying student needs and drives instruction.

Directions: Each table needs a piece of chart paper

Create T-Chart: Summative/Formative

Using your assessments listed on sticky notes, determine into which category each assessment fits

If you get stuck, place it on the middle line

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Assessment Activity

Program Evaluation

Please go to your email and take the online evaluation!

Take a break!

It isn’t the method that determines whether the assessment

is summative or formative…

…it is how the results are used.

Target Method MatchAssessment Methods

Target Method Match

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• Determine types of assessment to use for series of lessons/standard– summative and formative

• Consider how assessment is aligned to KUD of standard?

• Determine Depth of Knowledge Level and Assessment Methods for summative assessments.

Assessment Practices

Assessment Practices

Reflection Questions

What did you learn about your current lessons compared to the cognitive demand of the standard?

What are the gaps between what you are currently doing and what is required in the CCSS?

Step 6

Reflection

Process Reflection

• What strengths did you find in the analysis?

• What are some areas that might need improvement?

• List revisions that might need to be made.