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Beginning  the  Process:    Unpacking  and  Transla6ng  Standards  

 Part  1  

     

   

Dr.  Ann  Johnson  ann@curriculum21.com  

**  (c)  copyright  2011  -­‐  Ann  Johnson,  all  rights  reserved  

h<p://annjohnson.yolasite.com    

 

Timeline  on  Assessment  

On  a  sheet  of  paper,  draw  a  Emeline  with  three  perpendicular  lines.    Use  descriptors  to  indicate:    1.  The  status  of  MTTC  at  the  beginning  of  the  

year  –  First  Line  2.  The  status  of  MTTC  right  now  –  Second  line  3.  And  what  you  hope  will  be  the  status  of  

MTTC  a  year  from  now  –  Last  line  

h:p://todaysmeet.com/  

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1.  h<p://annjohnson.yolasite.com  

2.  h<p://curriculum21.com        

Intended  Outcomes  ü Deepen  Understanding  of  the  Process  –  Mapping  to  the  Core  (MTTC)  

ü Making  Sense  of  the  Standards  ü Unpacking  and  TranslaFng  the  Standards  

ü Checking  Alignment  and  TransiFoning  to  Units  

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Where  do  we  start…???  

• What are the strengths of our current curriculum?

• What changes if made would strengthen the curriculum?

 

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Mapping  to  the  Core  

Four  CriFcal  Phases  to  the  Mapping  Process  

I.   Laying  the  FoundaFon  II.   Launching  the  Process  III.  Sustaining  the  Core  Mapping  Process:    

Informing  Curriculum  with  Assessment  Data  

IV. Advanced  the  Work:    21st  Century  Upgrades  

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I. Laying the Foundation •  DefiniFon  and  Purpose  of  Standards  •  OrganizaFonal  Structure  Common  Core  Standards  

•  Terminology  • Making  Sense  of  the  Standards  •  TranslaFng  the  Standards  •  Crosswalking:    Ensuring  Quality    

Where  are  you  in  regards  to  the  CCSS:    Common  Core  State  Standards?  

1.    CCSS…What  Standards.  2.    I  am  familiar  with  them.  3.    I  have  worked  to  “unpack”  them  and    tried  to  think  about  the  connecEon  in  the  classroom.  4.    I  have  developed  units  that  integrate  the  CCSS.  5.    I  have  aligned  all  my  assessments  and  acFviFes  to  my  new  units?  

Go  to  m.menEmeter.com    

Use your phone, tablet or laptop to participate!

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Guiding  QuesFons  •  How  can  we  make  sense  

of  the  Common  Core  Standards?    

•  How  can  we  integrate  the  Common  Core  Standards  into  our  local  school    curriculum  to  support  student  learning?    

•  How  can  the  CCSS  ensure  a  guaranteed  core  curriculum  for  our  students?  

Curriculum  is  …    

A  path  or  course  of  small  steps…  

What  We  Know  About  EffecFve  Schools  

         A  “guaranteed  and  viable  curriculum  is  the  #1  school-­‐level  factor  impacEng  student  achievement.”  

                                                                                                                             -­‐Marzano,  What  Works  in  Schools  

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Factors  Influencing  Our  the  Curriculum  

•  Societal  Changes  •  Different  Types  of  Learners  •  Advancements  and  InnovaFons  •  Standards  •  Assessment  Data  •  Technology  and  2.0  Tools  •  Others????  

•  By 2023, a $1000 computer will exceed the capabilities of the human brain.

•  By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race.

•  The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38.

•  The top 10 in-demand jobs in 2010 didn’t exist in 2004.

•  For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.

   •  A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century.

•  The number of text messages sent and received every day exceeds the planet’s population.

•  The amount of technical information is doubling every 2 years.

•  10% of the 21st Century is over

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Other  Advancements…  •  Within three years, we will be able to take a test

for DNA at the pharmacy…. We can already take a gene test via mail.

•  In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells.

•  Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine.

•  Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not too hot, not too cold.”

   …  Consider  what  new  informa6on,  technological  advancements,  and/or  research  in  effec6ve  teaching  has  occurred  in  the  past  5  years  that  impacts  your  curricular  area…???  

The  Challenge  We  Face…    “We  are  currently  preparing  students  for  jobs  that  do  not  exist  and  teaching  them  to  use  technologies  that  haven’t  been  invented,  in  order  to  solve  problems  that  we  do  not  know  are  problems  yet.  We  are  living  in  exponenEal  Emes.  With  changes  whirling  all    around  us,  the  American  school  has  remained  remarkably  stagnant.”                  (Shi_  Happens)  

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The  Challenge  We  Face….    

• What  do  we  keep?  • What  do  we  delete?  • What  do  we  create?      

                   Heidi  Hayes  Jacobs  

Class  of  2025  

 Class  of  2021  

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Curriculum Mapping Calendar-based curriculum mapping

is a procedure for collecting and maintaining an operational data base of the curriculum in a school and/or district.

It provides the basis for authentic examination.

Dr. Heidi Hayes Jacobs

Types  of  Maps  

Core  Maps  ü Collaborative Maps ü Consensus Maps ü Essential Maps ü District Maps

Unit  Maps  ü Diary Maps ü Projection Map

 

Developing  Consensus  Core  Maps    

§ Strands  § Major  Concept(s)/Big  Idea(s)  § EssenFal  QuesFons  § Core  Content    § Precise  Skills  § Common  Assessments                  

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Elements  on  a  Unit  Map  

●  EssenFal  QuesFons  ●  Major  Concept(s)/Big  Idea(s)  ●  Core  content  ●  Precise  Skills  –  content  and  

integrated  ●  Terms/Specialized  Vocabulary    ●  Assessments    ●  AcFviFes  ●  Materials  and  Resources  

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1.  h<p://annjohnson.yolasite.com  2.  h<p://curriculum21.com  3.  h<p://curriculumdesigners-­‐

public.rubiconatlas.org/c/pi/v.php/Atlas/Public/View/Default  

1.  h<p://annjohnson.yolasite.com  2.  h<p://curriculum21.com  3.  h<p://curriculumdesigners-­‐

public.rubiconatlas.org/c/pi/v.php/Atlas/Public/View/Default  

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Sample  Maps  

 

Kinds  of  InformaFon  you  can  glean  from  a  map…  

Benefits  to  Students….  Benefits  to  school…  

Curriculum  Mapping  Provides  •  Hub  for  all  school  improvement  efforts  

•  VerFcal  and  horizontal  arFculaFon  •  Guaranteed  curriculum  for  all  students  

•  Data  for  transiFons  between  schools  •  Targeted  instrucFon  •  IntegraFon  of  21st  century  skills  and  assessments  

Mapping  to  the  CORE  

MTTC  

Common  Core  

       Literacy    

               RTI  

DifferenFaFon  

MathemaFcal  PracFces  

       UbD    

Visual  Tools:  David  Hyerle  

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Curriculum Mapping is a verb. Creating the maps

themselves …And then Using them to make instructional decisions

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Instruction Curriculum

Assessment

Curriculum  Alignment  

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Standards      Defini6on  –  Level  of  quality  accepted  as  norm    

•  Types  of  Standards  – State  Standards    – College  Readiness  (ACT)  – NaFonal  OrganizaFons  –  InternaFonal  (AERO)  – Common  Core      

 

Why Standards? -­‐    Establish a “staircase” of increasing

complexity in content and skills across the grades and subjects

- Provide building blocks for successful classrooms

- Ensure a consistent  core  curriculum  for  all  students    

                                   Cherry  Picking  

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Common  Core  State  Standards  

           h<p://corestandards.org  

Please  work  in  pairs  …  A.   With  a  partner  at  your  table  select  one  of  

the  topics  on  the  next  slide  that  is  related  to  the  CCSS.  

B.   Find  the  informaFon  about  your  topic  in  the  CCSS  Document    

C.   Synthesize  the  key  points.  D.   Be  prepared  to  explain  and  give  an  

example(s)  when  your  table  comes  back  together.  

E.   Note  any  terminology  that  should  be  highlighted  

CCSS  1.   When,  Who,  Purpose  2.  2009  NAEP  Reading  

Framework  3.   2011  NAEP  WriFng  

Framework  4.  What  is  Covered/What  

is  Not  Covered    5.   Text  Complexity  6.  College  and  Career  

Readiness  Standards  7.   Structure  of  ELA  CCSS  

8.    Types  of  WriEng  9.      InformaFonal/Literature              Text  Standards  10.  Progressive  Skills  11.Anchor  Standards  12.  Standards  of                  MathemaEcal  PracEces  13.  Standards  of                  MathemaFcal  Content  14.  Purpose  of  the  Math  in  a              Specific  Grade  15.  OrganizaFonal  Structure                of  Math  CCSS    

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Math  CCSS  1.   Standards  of  

MathemaFcal  Content  2.   Standards  of  

MathemaFcal  PracFce  3.   When,  Who,  Purpose  4.   Anchor  Standards  5.   Purpose  of  Math  at  a  

Specific  Grade  6.   OrganizaFonal  

Structure  of  High  School  CCSS  Math  

 

7.  OrganizaFonal  Structure            of  Math  CCSS    8.   How  to  Read  the              Standards/Terms  9.   Courses  and  TransiFons  10.  OrganizaFon  of  

Elementary  CCSS  11.  OrganizaFon  of  Grades  

6-­‐8  12.  HS  Modeling    

At  Your  Table  Share  Your  Findings…  

1.  Combine  with  other  small  groups  at  your  table…  

2.  Share  your  informaFon  and  example(s).  

3.  Others  in  the  group  should  consider  possible  connecFons  and  quesFons.  

ELA Standards

•  Reading for Literature •  Reading Informational Text •  Reading: Foundational Skills (K-5) •  Writing •  Speaking and Listening •  Language  Literacy  in  History/Social  Studies,  Science,  and  Technical  Subjects    Grades  6-­‐12  (integrated  in  K-­‐5)  

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Reading  10  Standards/4  

Standards  

WriFng  10  Standards  

Speaking  &  Listening  

6  Standards  

Language  6  Standards  

English Language Arts

•  Reading Literature & Informational Text – Key Ideas & Details – Craft & Structure –  Integration of Knowledge & Ideas – Range of Reading & Level of Text Complexity

•  Foundational Skills (K-5) – Phonics & Word Recognition – Fluency

English Language Arts  •  Writing

– Text Type & Purpose – Production & Distribution of Writing – Research to Build & Present Knowledge – Range of Writing

•  Speaking & Listening – Comprehension & Collaboration – Presentation of Knowledge & Ideas

•  Language – Conventions of Standard English – Knowledge of Language – Vocabulary Acquisition    

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English  Language  Arts  •  Individual  CC  anchor  standards  can  be  idenEfied  by  their  strand,  CCR  status,  and  number  (R.CCR.6,  for  example).  

•   Individual  grade-­‐specific  standards  can  be  idenEfied  by  their  strand,  grade,  and  number  (or  number  and  le<er,  where  applicable),  so  that  RI.  4.3  -­‐  stands  for  Reading,  InformaFonal  Text,  grade  4,  standard  3  

 Example:  •  Anchor  Standard  –  Reading  •  Strand  –  InformaFonal  Text  

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Balancing  Literature  and  InformaFonal  Reading  

Core  Purposes  and  Types  of  Student  WriFng  

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Appendices  A,  B,  and  C    

•  Appendix  A  -­‐  contains  supplementary  material  on  reading,  wriIng,  speaking  and  listening,  and  language  as  well  as  a  glossary  of  key  terms.  

•   Appendix  B  -­‐  consists  of  text  exemplars  illustraIng  the  complexity,  quality,  and  range  of  reading  appropriate  for  various  grade  levels  with  accompanying  sample  performance  tasks.  

•   Appendix  C  -­‐  includes  annotated  samples  demonstraIng  at  least  adequate  performance  in  student  wri6ng  at  various  grade  levels.  

6  Shiqs  in  ELA/Literacy  •  Balancing  InformaEonal  and  Literary  Text    •  Staircase  of  Complexity  

•  Academic  Vocabulary  

•  Text-­‐based  Answers    •  WriEng  from  Sources    

•  Literacy  InstrucEon  in  All  Content  Areas    

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WriEng  or  InformaEonal  Text  

1.  Work  in  pairs  or  triads  2.  Pull  up  one  of  the  standards  at  your  grade  

level.    Read  through  one  of  the  strands  carefully  and  paraphrase  the  key  points.  

3.   Examine  the  standard  the  grade  before  and  the  grade  aqer….What  is  the  difference.  

4.  Talk  it  through  in  your  team.    Be  as  PRECISE  as  possible.  

Standards  for  MathemaFcal  Content  Grades  K  -­‐  2  •  CounEng  &  Cardinality  (K  only)  •  OperaEons  &  Algebraic  Thinking  •  Number  &  OperaEons  in  Base  Ten  •  Measurement  &  Data  •  Geometry  

Grades  3  -­‐  6  •  OperaEons  &  Algebraic  Thinking  •  Number  &  OperaEons  in  Base  Ten  •  Number  &  OperaEons  -­‐  FracEons  •  Measurement  &  Data  •  Geometry  

Grade  7  •  RaEos  &  ProporEonal  RelaEonships  •  The  Number  System  •  Expressions  &  EquaEons  •  Geometry  •  StaEsEcs  &  Probability  

Grade  8  •  The  Number  System  •  Expressions  &  EquaEons  •  FuncEons  •  Geometry  •  StaEsEcs  &  Probability  

Standards  for  MathemaFcal  Content  Common  Core  Grades  1-­‐5  

OperaFons  and  Algebraic  Thinking  •  AddiFon,  subtracFon,  mulFplicaFon,  division  •  Pa:erns  and  expressions  •  Numerical  expressions  •  Whole  numbers  

Numbers  and  OperaFons  in  Base  Ten  •  PLACE  VALUE  •  CounFng  Sequence  •  ProperFes  and  OperaFons  •  MulF-­‐Digit  ArithmeFc  

Numbers  and  OperaFons  –  FracFons  (Grades  3-­‐5)  • FracFons  as  numbers  • FracFon  equivalents  • Decimal  notaFons  • Add  and  Subtract  FracFons  

Measurement  and  Data  • Measurable  a:ributes  • ClassificaFon  and  CategorizaFon  • Time  • Length  units  • Represent  and  interpret  data  • Geometric  measurements  

Geometry  • Shapes  and  their  a:ributes  • ClassificaFon  • Graphing  

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Standards  for  MathemaFcal  Content    for  High  School  

• Number  and  QuanEty  •  Algebra  •  FuncEons  • Modeling  • Geometry  •  StaEsEcs  &  Probability  

HS  Math  Conceptual  Categories    •  Number  and  QuanEty    •  Algebra    •  FuncEons    •  Modeling  •  Geometry    •  StaEsEcs  and  Probability  

MathemaFcal  PracFces  1.Make  sense  of  problems  and  

persevere  in  solving  them.  2.Reason  abstractly  and  

quanEtaEvely.  3.Construct  viable  arguments  and  

criEque  the  reasoning  of  others.  

4.Model  with  mathemaEcs.    5.Use  appropriate  tools  

strategically.    6.A<end  to  precision.    7.Look  for  and  make  use  of  

structure.  8.Look  for  and  express  regularity  

in  repeated  reasoning.  

MathemaFcs        Standards  for  Mathema6cal  Content        Standards  for  Mathema6cal  Prac6ce  

 •  Standards  -­‐  what  students  should  understand  and  be  able  to  do.  

•  Clusters    -­‐  groups  of  related  standards.    •  Domains  -­‐  larger  groups  of  related  standards..  

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MathemaFcal  Content  Example  Number  and  OperaFons  in  Base  Ten  3.NBT    -­‐    Domain  Use  place  value  understanding  and  properFes  of  operaFons  to  perform  mulF-­‐digit  arithmeFc.    -­‐    Standard  

 1.  Use  place  value  understanding  to  round  whole  numbers  to  

the  nearest  10  or  100.    Cluster  2.  Fluently  add  and  subtract  within  1000  using  strategies  and  

algorithms  based  on  place  value,  properEes  of  operaEons,  and/or  the  relaEonship  between  addiEon  and  subtracEon.  

3.  MulEply  one-­‐digit  whole  numbers  by  mulEples  of  10  in  the  range  10-­‐90  (e.g.,  9  ×  80,  5  ×  60)  using  strategies  based  on  place  value  and  properEes  of  operaEons.  

Standards  for  MathemaFcal  PracFces  1.  Make  sense  of  problems  and  persevere  in  solving  them.  

2.  Reason  abstractly  and  quanFtaFvely.  3.  Construct  viable  arguments  and  criEque  the  reasoning  of  others.  

4.  Model  with  mathemaEcs.    5.  Use  appropriate  tools  strategically.    6.  A<end  to  precision.    7.  Look  for  and  make  use  of  structure.  8.  Look  for  and  express  regularity  in  repeated  reasoning.  

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