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Jeanne [email protected]

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Introductions


Today’s Focus

1. Understand and be able to articulate howpowering is part of the PLC process and helps answer the four critical questions of PLCs.

2. Understand and be able to articulate why the /


development of essential/priority standards is a powerful practice.

3. Learn a process to identify essential/priority standards from the Common Core.

4. Understand how collaborative teams use essential/priority standards in their work.

© Spiller 2013. solution-tree.com Do not duplicate.

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Before Beginning This Process …

Be sure that teams are familiar with the design, structure, and content of the Standards.


Essential Standards and PLCs


Big Ideas of a Professional Learning Community

1. Focus on learning

2. Collaborative teams

3. Results orientation



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The Four Critical Questions Teams Ask

1. What do we want students to know and be able to do?

2. How will we know if they can?


can?

3. What will we do if they can’t?

4. What will we do for those who already know it?

Power Standards Close Read

• Read the essential and priority standards excerpt on page 139.

• Circle key words and phrases as you read.


• Discuss what you circled with a partner.

• Determine together the five key words and phrases from the definition.

• Discuss your thoughts about the concept of essential/priority standards; record on page 139.

Essential/Priority Standards Defined

Priority standards are a carefully selected subset of the total list of the grade‐specific and course‐specific standards within each content area that students must know and be


content area that students must know and be able to do by the end of each school year in order to be prepared to enter the next grade level or course.

(Ainsworth, Rigorous Curriculum Design, 2010)


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Essential/Priority Standards Defined

Standards that you are guaranteeing ALL students will know and be able to do at the end of the year. These are the standards you will write your common formative


will write your common formative assessments around. You will provide “time and support” for students who haven’t mastered them and extension for those who already have.

Why Develop Essential/Priority Standards?


A Compelling Question

What are effective schools doing to achieve dramatic


achieve dramatic results in student learning?


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Common Findings in Successful Schools

Bob Marzano suggests that a guaranteed and viablecurriculum based on a clear list of essential outcomes is the number one opportunity to raise the level of student achievement.


Essential skills DuFour

Clear and focused academic goals Lezotte

Power standards Ainsworth

Whatever you call this, it needs to be in place for our schools to be successful.

A Guaranteed and Viable Curriculum

A combination of …

Opportunity to learn


pp y

and

Time to learn deeply

Opportunity to Learn

Equal opportunity to learn the content and skills that are determined as essential

• Clear guidance about content to be addressed


in specific courses and at specific grade levels

• Unconditional delivery of this curricula by individual teachers


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Does This Happen in Your School?

Two sixth‐grade social studies classrooms

I i l f h i i


Instructional focus: the topics in the textbook

Instruction: completely different

Time and Viability

The content that teachers are expected to address must be adequately covered in the instructional time teachers have available.


(Marzano, What Works in Schools, 2003)

Marzano’s Standards AnalysisTypical K–12 School System

• 3,500 benchmarks

• 13,000 hours of class time available

• 9,000 hours of instruction available


• 15,500 hours of instruction needed to cover the 3,500 benchmarks

Need a K–22 schooling experience

(Marzano, What Works in Schools, 2003)


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Viability

When we try to cram 22 years of curriculum into a K–12 time frame …

Everyone loses.

Students develop into memorizers instead of into thinkers.


Turn and TalkAn Essential Question to Answer

Will the length of the school year afford teachers the time needed to adequately teach, assess, reteach, and reassess

d ll f h CCSS?


students on all of the CCSS?

Do You Have an 18‐Hour School Day?

If not, you need to prioritize the


to prioritize the standards!


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An Important Message

Prioritization, not elimination!


CCSS English Language Arts K–5 Grade-Level Standards

Grade Level

Lit.InfoText

FoundSkills

Writing Speak & Listen

Lang. TOTALS

KG 9 10 17 7 8 21 72

1 9 10 19 7 9 27 81

2 9 10 11 7 9 25 71


3 9 10 9 21 10 31 90

4 9 10 6 25 10 26 86

5 9 10 6 25 10 24 84

(Source: Ainsworth, Rigorous Curriculum Design, 2010)

CCSS English Language Arts 6–12 Grade-Level Standards

Grade Level

LitInfoText

FoundSkills

Writing Speak & Listen

Lang TOTALS

6 9 10 N/A 28 10 21 79

7 9 10 N/A 28 10 19 76


8 9 10 N/A 28 10 21 78

9–10 9 10 N/A 28 10 18 75

11–12 9 10 N/A 28 10 17 74



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CCSS Interdisciplinary Standards for Grades 6–12

Grade‐LevelBand

History/SSScience and Technology

Interdisciplinary Writing

TOTALS

6–8 10 10 20 40

*Not intended to replace existing content standards in those areas, but rather to supplement them


9–10 10 10 20 40

11–12 10 10 19 39


Fewer CCSS in Mathematics

“The issue of whether or not to prioritize the standards … should never be reduced simply to a ‘numbers’ game, especially when fewer standards may contain increased rigor that will


standards may contain increased rigor that will require more instructional time and learning opportunities for students to fully grasp them.”

—Ainsworth, Rigorous Curriculum Design (2010), pp. 52–53

CCSS MATH K–5 Grade-Level Standards

Grade Level

Count and Card

Ops and Algebra

#, Ops, Base 10

#, Ops, Frac

MeasureData

Geom. TOTALS

KG 10 5 1 N/A 3 6 25

1 N/A 8 9 N/A 4 3 24

2 N/A 4 11 N/A 10 3 28


3 N/A 9 3 9 14 2 37

4N/A

5 6 14 9 3 37

5 N/A 3 9 14 10 4 40



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One Grade 5 Math StandardCommon Core Standard 5.NF.5.b.

b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining


why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence

a/b = (na)/(nb) to the effect of multiplying a/b by 1.

CCSS Math 6–8 Grade‐Level Standards

Grade Level

Ratio and Prop.

Num.System

Express Equat.

Geom. StatsProb. and Funct.

TOTALS

6 7 15 12 4 9 N/A 47


7 7 11 6 6 13 N/A 43

8 N/A 2 13 12 4 5 36


CCSS Math 9–12 Grade‐Level Standards

Conceptual Categories TOTALS

Number and Quantity 32

Algebra 34

Functions 35


ModelingIntegrated throughout all

domains

Geometry 45

Statistics and Probability 36



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Practical Classroom Issues

• Time is the #1 complaint of classroom teachers.


• Opportunities for practice, feedback, and repetition … the art of teaching!

Sprinting …


To cover curriculum

Sacrificing deep, rich teaching

Chips away at student motivation

Extinguishes student curiosity

(Gallagher, Readicide, 2009)

Expert Reminder …

“It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is


handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.”

—Popham, Test Better, Teach Better (2003), p. 143


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Guaranteed and Viable CurriculumGetting There

1. Unpack. To identify concepts and skills embedded in each standard; fosters deep understanding of standard before determining if it is essential

2. Identify power standards.


y pThese become the power or priority standards.

3. Create pacing guides. To determine when each power standard will be taught

4. Write high‐quality assessments aligned to power standards.

5. Base intervention/enrichment on student data.

How Do We Prioritize?

Given all the standards in every grade and content area, how do you decide what is most important for students to know and be able to do?


be able to do?

Essential Standards Criteria

Endurance

Leverage

d f h l l f l


Readiness for the next level of learning


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Endurance

Knowledge and skills of value beyond a single test date


Describe how a narrator’s or speaker’s point of view influences how events are described (grade 5

Recognize that in a multidigit whole number, a digit in one place represents 10 times what

Endurance Example …


literature). it represents in the place to its right (grade 4).

Leverage

Knowledge and skills of value in multiple disciplines



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Analyze the relationship between a primary and secondary source on the same topic (grades 6–8,

Solve unit rate problems including those involving unit pricing and constant speed (grade 6).

Leverage Example …


p (gELA for history/social studies).

p (g )

Readiness for the Next Level of Learning

Knowledge and skills that are necessary for success in the next


grade level or the next level of instruction

Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary

Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving

Readiness Example …


producing the primary sound or many of the most frequent sounds for each consonant (K–ELA).

solve problems involving logarithms and exponents (high school functions).


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In Addition to Endurance, Leverage and Readiness Power Targets Are …

• What teachers will spend the majority of instructional time teaching

• What teachers will assess

Wh h ill h d d i


• What teachers will have data‐driven discussions about

• What teachers will intervene on(enrichment or remediation)

When considering whether to select one similar standard over another, determine which one is the more comprehensive or rigorous—not the one that is more foundational.

id


Avoid:

“For students to be able to do this one, they would first have to be able to this one.”

(Ainsworth, Rigorous Curriculum Design, 2010)

Two Math Standards: Which Is the More Rigorous?

• CC.3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.

• CC.3.NBT.3. Multiply one‐digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80,


multiples of 10 in the range 10 90 (e.g., 9 80, 5 × 60) using strategies based on place value and properties of operations.


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Priority Standard Steps

*Begin with a section of the CCSS.

Step 1: Individually decide (5–10 minutes).

Step 2: Table talk … where do you agree, disagree?


Step 3:

Step 4:

Step 5:

Step 6:

Prioritizing PRACTICESteps 1 and 2

Which one has more power? Prioritize.

Grades 9–10 Common Core Literature Standards

1. Cite strong and thorough textual evidence to l i f h h li i l


support analysis of what the text says explicitly as well as inferences drawn from the text.

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Prioritizing Practice

• Choose one set of informational text standards: Grade 3, page 141; Grade 8, page 142, or Grades 11–12, page 143.

• Step 1: You decide. On your own, read each


standard and mark those you believe best meet one of the criteria: endurance, leverage, or readiness.

• Step 2: Table Talk. Work with those near you to reach consensus on which standards should be considered power standards.


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A Few Words About Consensus

If everyone believes it’s “power” or “not power,” the decision is easy!

If one or more teachers have a different opinion, listen to the reasons why or why not (is it introduced rather than

t d?)


mastered?).

Read the standard for the grade levels before and after yours.

Clarify why by using the criteria: endurance, leverage, and readiness.

Consider if there are other standards that are similar.

Reaching Consensus

When the will of the group is clear and those who oppose have had the chance to express their opinion


When There’s No Consensus

• Create a compromise position and ask the group to react to that.

• Provide private “think time” and begin discussion again.


g

• Leave the issue and return to it later.

• Organize small groups to reach consensus and then begin large group discussion again.


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S 3 R i i f i f


Step 3: Review information from assessment consortium (blueprints, content frameworks) and any pertinent data.

Step 4:

Step 5:

Step 6:

Information Guides and Data

• PARCC and SMARTER Balanced frameworks and assessment blueprints, etc. (e.g., “Not all of the content in a given grade is emphasized equally in all the standards …. Some clusters require


qgreater emphasis than others based on the depth of the ideas.”)

• What are your current areas of strength and weakness in your own data?


© 2013 Achieve, Inc. All rights reserved.


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© 2013 Achieve, Inc. All rights reserved.





S 3 R i i f i f



Step 4: Chart initial priority standards.

Step 5:

Step 6:

Charting the Initial List

• Record the identifying numbers/letters and full text of the selected power standards on pieces of chart paper.

• Do not change wording at this point it can


• Do not change wording at this point … it can be changed later.

• Identify any potential wording changes in parentheses.


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S 3 R i i f i f




Step 5: Vertical alignment/articulation

Step 6:

Vertical Alignment/Articulation

• Post each grade‐level team’s selections (on chart paper) next to one another in order.

• Gallery walk with note taking (10 min.)

• One representative from each grade level at the


• One representative from each grade level at the chart to explain

• Look for gaps, overlaps, and omissions.

• Open up discussion to the group.

Vertical Alignment/Articulation

• Gaps, overlaps, and/or omissions.

• Readiness… will students be prepared for the next grade?

• Area we neglected or emphasized too much?


Area we neglected or emphasized too much?

• Have we considered important core shifts?

• Rigor and complexity flow from grade‐to‐grade and adjust.

• Are we keeping our focus on new expectations and not what we have always done?


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S 3 R i i f i f




Step 5: Vertical alignment/articulation

Step 6: Create pacing guides.

Pacing Guide Defined

A pacing guide is a marking period schedule for delivering all of the learning targets for the designated


g g ggrade level or course.

Pacing Guide Defined

A pacing calendar helps ensure that students learn the priority standards in the right order through instructional “building blocks” or learning progressions


learning progressions.(James Popham)


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Pacing Considerations

• Rigor and time: Time necessary for in‐depth instruction and intervention; time of year issues

• Connections to other targets: Are there targets that should be taught together? If so, why? What is the purpose?


purpose?

• Instructional implications and resources: Record all conversations related to instruction and resources.

• Grading period or unit of instruction: Is this target a focus for the grading period or a unit of instruction? Should it be taught in more than one grading period or unit? If so, why?

When to Pace

After all of the standards have been unpacked and powered

I i d id i b i


It is not a good idea to pace section by section.

Pacing Guide Template: A Place to Start



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Pacing Template Thoughts

• Include notes regarding conversations in another color below the power standard.

• Capture your thinking … you will be happy you did later


did later.

• This template will serve as a guide for further unit design or curriculum mapping.


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Power Standards Process Table Check

Share what is clear about the steps of the essential/priority standards development


process.

Share what still needs clarification.

Can’t we use power standards other districts/schools have created?

Teacher ownership of and commitment to the i l h i d ill b d

Common Concerns


curriculum their students will be expected to master play an important role in student learning.

Collaborative conversations related to teaching and learning

“Without involvement, there is no commitment.”

—Stephen Covey



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Common Concerns

• Identifying power or priority standards does not mean that teachers will become clones of each other.

• Teachers still choose to teach how they wish


• Teachers still choose to teach how they wish to teach.

• However, what they teach is agreed upon by the team.

What, Not How

The Common Core State Standards–Insufficient by Themselves

“To be effective in improving education and getting all students ready for college, workforce training, and life, the Common Core State Standards must be partnered with a content‐


Standards must be partnered with a contentrich curriculum and robust assessments, both aligned to the Standards.”

—Common Core State Standards Initiative Webinar, 2010

Thank You!

To schedule professional development at your site, contact

Solution Treet 800 733 6786


at 800.733.6786.


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