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Five Easy Steps to a Balanced Math Program (FES) Step 3: Conceptual Unit Design and Step 5: Common Formative Assessments. How it all connects with Step 1: Computational Skills (Math Review and Mental Math) Step 2: Problem Solving (Elementary does Step 4: Math Facts). Welcome!.

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slide1

Five Easy Steps to a Balanced Math Program (FES)Step 3: Conceptual Unit DesignandStep 5: Common Formative Assessments

How it all connects

with

Step 1: Computational Skills (Math Review and Mental Math)

Step 2: Problem Solving

(Elementary does Step 4: Math Facts)

welcome
Welcome!
  • Please sit by course in groups of 4 for the activities
  • Introductions
  • Parking Lot – post-its

Goals:

  • Understand the connections for FES Step 1,2,3 & 5
  • Know the different aspects of the unwrapped document to support your teaching
  • Understand the set-up of the assessments to support teaching, learning, and PLC/DT process
vocabulary in mn standards
Vocabulary in MN Standards
  • Strand – four broad strands(country)
  • Standard – a general goal of student learning (state)
  • Benchmarks - specific knowledge & skills acquired by the end of the grade (city)
  • Examples – provided for clarification and level of understanding (neighborhood)
  • Learning Targets – lesson size chunks(street)
a quote from chapter 11 unwrap the priority standards write big ideas and essential questions
A Quote fromChapter 11: “Unwrap” the Priority Standards; Write Big Ideas and Essential Questions

Those who are mechanically adept often say that the only way to really understand how something works is to take it apart and put it back together again. In the third step of the “unwrapping” process, educators can see if this holds true with regard to their work with standards. After deconstructing the standards to identify the separate concepts within them, the next step is to “put them back together again” in a way that shows important connections between those concepts.

From Rigorous Curriculum Design by Larry Ainsworth, 2010

unwrapped high priority benchmark skills concepts and bloom s
Unwrapped High Priority BenchmarkSkills, Concepts, and Bloom’s

Properly Unwrapped Benchmarks include:

  • Skills – verbs taken directly from benchmark (capitalized)
  • Concepts – nouns or phrases taken directly from benchmark (underlined)
  • Bloom’s Taxonomy - need to match the rigor of the standard. 
    • Double check the levels, many times when you match the verbs in the benchmark to the Bloom's handout and sometimes you need take into account the context of the benchmark. 
  • Supporting benchmarks that are seen inseparable should be included in the additional benchmark box but should NOT be included in the unwrapping.
jigsaw for unwrapped high priority benchmark
Jigsaw for Unwrapped High Priority Benchmark

Activity –

  • Use the chart of the skills, concepts and Bloom’s Taxonomy to look at your designated areas
  • Be prepared to share with your group how the areas relate to i.) the benchmark, ii.) the chart, and iii.) how it can support your teaching
assessments aligned to high priority benchmarks and learning targets
Assessments Aligned to High Priority Benchmarks and Learning Targets

These assessments were designed to support ...

  • PLCs and Data Teams
  • Differentiation
  • Progress Monitoring and Standards Based Grading
  • Students owning their learning.
assessments aligned to high priority benchmarks and learning targets1
Assessments Aligned to High Priority Benchmarks and Learning Targets

Activity: Take the first assessment

  • What do you notice about the test and the items?
  • How will they support …
    • your instruction?
    • your PLC?
    • your students?
  • What questions do you have?
assessments aligned to high priority benchmarks and learning targets2
Assessments Aligned to High Priority Benchmarks and Learning Targets
  • Each High Priority Benchmark has several Learning Targets (lesson size chunks)
  • Each Learning Target has 4 items.
important information
Important Information
  • The Superintendency expects common assessments aligned to standards for progress monitoring to be used.
  • These assessments cannot leave the classroom to ensure security of items.
important information1
Important Information
  • These are a work in progress.
  • They can be found on the website at http://thecenter.spps.org/five_easy_steps.html
  • Throughout the year, we will be collecting your feedback on the unwrapped documents and assessments through a Google form to be completed by your PLC.
  • Alignment and sequencing of Holt sections and units will be available by October 1st .