Prioritizing Standards Partnership for Statewide Collaboration Sharon Swain

Prioritizing Standards Partnership for Statewide Collaboration Sharon Swain Mike Doughty 11/10/18 1

Why are we here? ● ● To help support the regional work Where have we been? (November 2018) ○ Deconstructing Standards ● Where are we? (now - March 22, 2019) ○ Prioritizing Standards ● Where are we going? (beginning April 2019) ○ Teaching Points and Standards-Based Curriculum ● Resources and Support

Standards-Based Curriculum Development Model September 2017 ● Adoption of New Standards Winter 2018 -Winter/Spring 2019 ● Phase I: Raise Awareness Spring 2019 -Summer 2020 ● Phase II: Build Capacity September 2020 – ongoing ● Phase III: Full Implementation Spring 2021 ● New Grade 3 -8 Math and ELA Tests

Model Vocabulary • Standards – Concise, written descriptions of what students are expected to know, do, and understand at a specific stage of their education. • Priority Standards - A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course. • Curriculum – The means to the end, the framework for learning that teachers use to develop lesson plans and choose content to achieve the intended student learning for a grade level or course. The curriculum is comprised of all curriculum units for all grade levels and courses. • Curriculum Unit – A section of the framework for learning that teachers use to develop lesson plans and choose content to achieve the intended student learning in a particular grade level or course. • Prioritized Curriculum – A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course. A prioritized curriculum is used to support students with disabilities and English Language Learners. • Differentiated Instruction – Teaching the same material to all students using a variety of evidence-based instructional approaches in a general education setting. • Specially-Designed Instruction – Adapting the content, methodology, or delivery of instruction to address the unique needs of a student(s) with disabilities to ensure access to the grade-level/course curriculum, so that the student(s) can meet the standards identified in the Prioritized Curriculum. • Assessment – A measurement of what students understand. • Adaptive Assessment – A customized tool to measure what students understand. • Response to Intervention – A multi-tiered process used to help general education students meet standards.

Unit Plan Vocabulary • Standards– Concise, written descriptions of what students are expected to know, do, and understand at a specific stage of their education. • Priority Standards - A carefully selected subset of the total list of grade-specific and course specific standards that students must meet by the end of each school year/course in order to be prepared for the standards at the next grade level or course. • Essential Question/Big Idea – Questions/statements that probe for deeper meaning and set the stage for further questioning, ones that foster the development of critical thinking skills and higher order capabilities such as problem -solving and understanding complex systems defined in the standards. • Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards • Conceptual Understanding – Students’ ability to synthesize knowledge presented within parts of a unit. • Fluency – The ability to perform the skills of a particular discipline with speed and accuracy. • Academic Vocabulary – Words in the Standards that describe what students need to do. • Application to the Real World – Answers the question, “Why am I learning this? ” • Assessment Cycles – Include formative, benchmark and summative measures of student progress. • Benchmark Assessments – Measures students’ performance against specific grade level or course standards within a unit. • Summative Assessment – Evaluates students’ mastery of standards contained in a unit.

Lesson Plan Vocabulary • Lesson Plan – The content, processes, and assessments a teacher uses to engage students in learning and measure their progress toward meeting the standards in unit plan. • Standards, Essential Questions/Understandings, Teaching Points, Student Objectives, Resources, Instructional Strategies, Differentiation, Formative Assessment • Student Objectives - Describe the knowledge, skills and understandings that students need in order to demonstrate mastery of the standard or priority standard • Skills – What students need to be able to do in order to demonstrate that they have met a standard • Knowledge – The specific facts and information needed for students to demonstrate that they have met a standard • Understanding – Students’ ability to synthesize knowledge related to the standard(s). • Content Vocabulary – New subject-specific words taught to support lesson • Instructional Strategies– The methods that a teacher uses. • Resources –The materials needed to support a lesson. • Formative Assessment – Measures students’ progress toward meeting the student objective(s).

Deconstructing Standards - Review

Standard What REASONING will students What do students have to KNOWWhat to SKILLS will students employ in order to meet this standard? [Knowledge] [Skills] [Understandings]

What REASONING will students What do students have to KNOWWhat to SKILLS will students employ in order to meet this Standard meet this standard? in order to meet this standard? [Knowledge] [Skills] [Understandings] 5. NF. 4 b Apply and extend previous Definition of “fraction. ” Multiplication Represent fraction products as understandings of multiplication. Definition of “whole number. ” rectangular areas. to multiply a fraction or whole Definition of “area. ” Find area of a rectangle with number by a fraction. Justify multiplying fractional side lengths using Definition of “product. ” b. Find the area of a rectangle with different strategies. (e. g. , tiling lengths to find the area is the fractional side lengths by tiling it same as tiling a rectangle with unit squares of the with rectangles of the appropriate unit fraction side unit squares of the appropriate unit fraction side lengths, and lengths, multiplying side lengths)unit fraction side lengths. show that the area is the same as would be found by multiplying the side lengths. Multiply fractional Model the area of rectangles with side lengths to find areas of fractional side lengths with unit rectangles, and represent fraction squares to show the area of products as rectangular areas. rectangles.

Standard What do students have to KNOW to. What SKILLS will students employ in. What REASONING will students emplo meet this standard? order to meet this standard? in order to meet this standard? [Knowledge] [Skills] [Understandings] 5 R 6: In literary texts, explain how a Point of view, narrator, speaker, Read fluently enough to Explain how events are described bas narrator’s or speaker’s point of viewsimilarities, differences on the narrator’s/speaker’s point of maintain understanding of the text (or influences how events are view use a strategy to compensate). described. (RL) How events are described in a text can Describe a narrator’s/speaker’s point. Explain differences in descriptions of reveal the narrator’s/speaker’s pointofofview events and how they are related to th In informational texts, analyze multiple narrator’s/speaker’s point of view accounts of the same event or topic, view noting important similarities and That different authors can write about Retell descriptions of events from a Analyze multiple accounts of the sam differences in the point of view they the same event of topic in different text event or topic. represent. (RI) ways. Make inferences about the narrator’s/speaker’s point of view Identify similarities and difference among different points of view presented in the text Analyze how a narrator or speaker's point of view influences how events are described.

Prioritizing Standards 11

Goals for Today • Review the statewide standards rollout work. • Understand at a high level a Standards-Based Curriculum Development Model. • Clarify key terms and definitions. • See the curriculum “Big Picture” that begins with prioritizing the standards. • Understand the rationale for prioritizing the NYS P-12 Next Generation Learning Standards. • Learn the criteria used to prioritize the standards in any content area. • Identify next steps for our work as a region. • Experience the process of prioritizing and vertically aligning the standards in ELA, math, science, or social studies. • See FAQs and learn strategies for facilitating curriculum development.

Why Prioritize? That would require 23 years of schooling. From: Prioritizing the New York State Next Generation Learning Standards Presentation 13

So, do we extend American school system through the age of 28? From: Prioritizing the New York State Next Generation Learning Standards Presentation 14

Or, do we prioritize the standards? From: Prioritizing the New York State Next Generation Learning Standards Presentation 15

From: Prioritizing the New York State Next Generation Learning Standards Presentation 16

How do we Prioritize? Assessment Endurance Readiness Leverage Ainsworth ed. Week article

Grade 3 ELA Key Ideas and Details 3 R 1: Develop and answer questions to locate relevant and specific details in a text to support and answer or inference. (RI&RL) Readiness (prerequisite concepts and skills students need to enter a new grade level or course of study) Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success? Ainsworth, 2015 https: //blogs. edweek. org/edweek/finding_common_ground/2015/02/priority_standards_th e_power_of_focus. html 18

Grade 3 ELA Key Ideas and Details 3 R 1: Develop and answer questions to locate relevant and specific details in a text to support and answer or inference. (RI&RL) Endurance (lasting beyond one grade or course; concepts and skills needed in life) Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present? Ainsworth, 2015 https: //blogs. edweek. org/edweek/finding_common_ground/2015/02/priority_standards_th e_power_of_focus. html 19

Grade 3 ELA Key Ideas and Details 3 R 1: Develop and answer questions to locate relevant and specific details in a text to support and answer or inference. (RI&RL) Assessment Will proficiency of this standard provide students with the essential knowledge and skills that are tested? Ainsworth, 2015 https: //blogs. edweek. org/edweek/finding_common_ground/2015/02/priority_standards_th e_power_of_focus. html 20

Grade 3 ELA Key Ideas and Details 3 R 1: Develop and answer questions to locate relevant and specific details in a text to support and answer or inference. (RI&RL) Leverage (crossover application within the content area and to other content areas; i. e. , interdisciplinary connections) Will proficiency of this standard provide students with knowledge and skills across multiple disciplines? Ainsworth, 2015 https: //blogs. edweek. org/edweek/finding_common_ground/2015/02/priority_standards_th e_power_of_focus. html 21

What do your students need for success – in this school year, next year, and so on (leverage; readiness), in life (endurance), and on your state tests? Assessment Readiness Priority Standard Leverage Endurance

So, how do we begin? STEP 1: STEP 2: Continue the process and identify all the priority standards. Compare your thoughts with the others in your group 23

Step 1 Individually, look closely at your chosen standard and ask yourself the four questions to identify the criteria that applies? Don’t spend too much time, record your initial thoughts for each question. 24

The 4 questions (think R. E. A. L. ): 1. R- Readiness: Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success? 1. E- Endurance: Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present? 1. A- Assessment: Will proficiency of this standard provide students with the essential knowledge and skills that are tested? 1. L- Leverage: Will proficiency of this standard provide students with

Step 2 With your partner or group, compare your criteria selections. Discuss any differences, consult resources for clues and adjust criteria as needed. 26

of % re 0 a 5 30 ards nd ority a t s pri rds a nd a t s Step 3 Continue this process for the remainder of the standards and then begin to identify the priority standards. Standards that hit all the criteria will be priority standards. Standards that hit 2 -3 criteria will be up for discussion. The remainder will be support standards. Having trouble deciding? Larry Ainsworth suggests: 27

Step 4 Vertically align Priority Standards pre. K-12. Look for gaps- resolve issues- adjust. 28

Developing Teaching Points

WHAT ARE TEACHING POINTS? Teaching Point What students need to know (Content) What students need to understand What students need to do The teacher thinks…”I will teach my students to…. . ”

Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . . 2 SL 1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. ➔ 2 SL 1 a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. ➔ 2 SL 1 b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges. ➔ 2 SL 1 c: Ask for clarification and further explanation as needed about topics and texts under discussion. ➔ 2 SL 1 d: Consider individual differences when communicating with others First, think vocabulary. . . Academic Clarify Explore Collaborate Communicate Consider Link Discuss Explain ELA Differences Clarify Exchange Content topic text

Now, think knowledge, skills and understanding… Standard 2 SL 1 d: Consider individual differences when communicating with others. What do students have to KNOW to meet this standard? [Knowledge] - - - academic vocabulary (Blooms words) ELA vocabulary (literary terms) know that people have different perspectives know that you may change the way you speak based on the audience What SKILLS will What REASONING will students employ in order to meet this standard? [Skills] [Understandings] - - recognizing when another person has a different perspective demonstrate ability to empathize with their position recognize when an audience requires you to speak differently recognize appropriate vocabulary and voice for given - - being able to demonstrate respect for a differing perspectives in conversation being able to use different vocabulary and voice appropriate to the given audience

What are the teaching points? 2 SL 1 - Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. 2 SL 1 a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. I will teach my students to. . . ● ● ● actively listen take turns stay on topic recognize what not staying on topic looks like know and follow rules

2 SL 1 b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges. appropriately add to a conversation link comments to comments of others listen to all comments in the discussion 2 SL 1 c: Ask for clarification and further explanation as needed about topics and texts under discussion. ask for more information recognize when you need more information know what needs to be asked to gain clarity self monitor when you understand 2 SL 1 d: Consider individual differences when communicating with others. show respect for others recognize point of view speak in a way others will understand recognize appropriate way to speak to audience

Standard Teaching Points Lesson Objective s Learning Target Model Curriculu m Unit Lesson Plan

Standard 9 -10 R 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. Teaching Points Understand use close reading strategies required for a deeper understanding of the text. . Lesson Objectives - SWBAT self-monitor while reading for comprehension. - SWBAT annotate a text for most important details while reading. - SWBAT take notes on important information or information they have questions on while reading. - SWBAT re-read text if they feel confusion. Learning Target - I can ask myself questions while reading to monitor my understanding. - I can underline key details in a text while reading. - I can take margin notes about my understandings and my questions while I read. - I can return to text that I find confusing and re-read.

Common Struggles with Teaching Points

GEO-G. CO. 5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another. Writing as actions, i. e. “I will teach students to…” Original Teaching Points: - Rotations - Reflections, - Translations - Transformations Modified Teaching Points: - Draw the resulting figure from a rotation, reflection, or translation. - Determine a combination of transformations that would result in a certain figure.

AI-A. SSE. 3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (Shared standard with Algebra II) Adding specificity Original Teaching Points: - How to choose an equivalent form of an expression that reveals and explains properties of the expression. - How to produce an equivalent form of an expression. Modified Teaching Points: - Produce an equivalent form of an expression by identifying properties of the expression that allow for combining or separating pieces. - Choose an equivalent form of an expression which will reveal patterns and connect to the task.

9 -10 R 6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e. g. , examine rhetorical strategies, literary elements and devices). ’ Going Deeper Original Teaching Points: - Recognize point of view, perspective, and purpose within a text. - Recognize rhetorical strategies, literary elements, and devices. - Analyze author’s literary strategies. Modified Teaching Points: - Determine the point of view, perspective, and author’s purpose within a text. - Analyze how the author uses point of view, perspective, and author’s purpose to deliver a message within a text (both explicit and implicit) - Compare and Contrast the use of different points of view, perspectives, and purposes within one text or across multiple texts.

Questions on Teaching Points?