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1. What do we want students to know and be able to do?
2. How will we know if they can?
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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.
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• 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
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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.
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
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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?
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A Compelling Question
What are effective schools doing to achieve dramatic
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.
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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
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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
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in specific courses and at specific grade levels
• Unconditional delivery of this curricula by individual teachers
“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
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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
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
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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.
• Opportunities for practice, feedback, and repetition … the art of teaching!
Sprinting …
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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
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handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.”
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
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• 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
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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,
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multiples of 10 in the range 10 90 (e.g., 9 80, 5 × 60) using strategies based on place value and properties of operations.
Step 2: Table talk … where do you agree, disagree?
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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
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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
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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.
Step 2: Table talk … where do you agree, disagree?
S 3 R i i f i f
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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
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qgreater emphasis than others based on the depth of the ideas.”)
• What are your current areas of strength and weakness in your own data?
Step 2: Table talk … where do you agree, disagree?
S 3 R i i f i f
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Step 3: Review information from assessment consortium (blueprints, content frameworks) and any pertinent data.
Step 4: Chart initial priority standards.
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
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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
• 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?
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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
• Identifying power or priority standards does not mean that teachers will become clones of each other.
• Teachers still choose to teach how they wish
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• 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‐
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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!
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