South Dakota Common Core State Standards Phase II K - 6

1. South Dakota Common Core State StandardsPhase IIK - 6 Day one:9:00 to 4:30 Day two:8:00 to 3:30

2. Technology Information

3. Welcome

4. 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

5. Outcomes

6. 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

7. Google Site

8. 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

9. 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

10. Review Disaggregated Standards

11. Peer Review

12. 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

13. 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)

14. Peer Review • Exchange standards within your triad • Everyone should have a new standard to review • Individually peer review your new standard • Use template provided

15. 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.

16. Work Time

17. Final Edit Return to Home Team • Review feedback from peer review process • Make final edits to disaggregated standards on Google Documents

18. Resolve Comments Last Step: • “Resolve” all comments from your disaggregated standards. You must complete this for each comment. • Download to your computer

19. Lunch! We’ll start again at 12:45

20. 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.

21. Six Steps in Lesson Review • Present Series of Lessons • Review and Feedback • KUD Alignment • Depth of Knowledge/Webb Level Reflection • Assessment • Lesson Reflection

22. Steps 1 & 2 Present and Review

23. Step One and Two • Determine whose series of lessons you will use for first “go round”.

24. Lesson Descriptions

25. 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?

26. Step 3 KUD Alignment

27. 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.

28. KUD Coverage

29. Modeling KUD Coverage

30. Work Time

31. Reflection Questions How did this process help discover how well the intent of the standard was covered?

32. Break

33. Step 4 DOK/Webb Levels

34. Why Webb Levels • SMARTER Balanced (assessment in 2015 will be based on Webb Leveling) • Becky will provide more information for this slide.

35. DOK Reflection Directions: • Find completed graphic organizer • Have a discussion at your table

36. 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?

38. 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.

39. 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

40. Webb Level

41. 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.

42. Webb Level How might you alter the impact? List three presidents that have impacted our nation in your lifetime and why. List three presidents

43. Reflection What did you learn from this process? What insights can you share?

44. 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

45. Day Two - CCSS

46. 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

47. Lesson Review Repeat Steps 1 – 4 of the lesson review with the other lessons. • Present Series of Lessons • Review and Feedback • KUD Alignment • Depth of Knowledge/Webb Level Reflection

48. Lunch See you at 12:45!

49. Step 5 Assessment

50. 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.