The Revised CSOs Lou Maynus, WVDE. 21 st Century Learning Mission To grow the seeds of greatness in every child, teaching them to achieve to their fullest.

The Revised CSOsLou Maynus, WVDE

21st Century Learning Mission

To grow the seeds of greatness in every child, teaching them to achieve to their fullest potential so that they may be globally intelligent and resilient in our 21st Century world.

Dr. Steven Paine

PolicyPolicy 2510 13.27

Definition of CurriculumThe content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level

How Did We Get The CSOs?

• Teachers selected

• National Standards reviewedo IRA/NCTE Standards o College Board Standardso Principles and Standards for School

Mathematicso Curriculum Focal Points – NCTMo American Diploma Project’s Achieve K-12

Benchmarks

How Did We Get The CSOs?• Assessment Reviews

o National Assessment of Educational Progress (NAEP)

o ACTo SATo TIM S So PISA

• National ReviewsoDr. Norm WebboDr. William Schmidto Partnership for 21st Century Skills

Policy

• 2520.1 – 21st Century Reading and English Language Arts

• 2520.2 - 21st Century Mathematics

• Effective July 1, 2008

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply across

disciplines

Apply toreal world

predictable situations

Apply to real-world

unpredictable situations

Three Ways to Improve Student Learning

• Raise the level of rigor in the content standards and objectives

• Increase the skill and knowledge of teachers in teaching the content

• Engage students in active learning designed around the standards for content, learning skills and technology tools.

So what’s different about these Content

Standards and Objectives?

Depth of Knowledge• Level 1 – Recall, recognition. Skill, a behavior or

sequence of behaviors learned through practice and easily performed

• Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding

• Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text

• Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

Revised Content Standards & Objectives

OldMA.8.2.3 use ratio and

proportion to create and solve equations

NewM.O.8.2.2 identify proportional

relationships in real-world situations, then find and select an appropriate method to determine the solution; justify the reasonableness of the solution

Old MA.3.16 solve grade level

appropriate story problems using multiple strategies

New M.O.3.1.14create grade- appropriate

real-world problems involving any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions

Essential Question:

What is it we want all students to learn?

UNPACKING THE CSOSWhat basic knowledge will my students

need to master this objective?

What reasoning skills will students need?

What performances/skills must students have if they master the objective?

What products must students produce with mastery?

LEARNING TARGETS

Knowledge

Reasoning

Performance/Skills

Products

KNOWLEDGE TARGETS

Mastery of substantive subject content where mastery includes both knowing and understanding it.

Knowledge Examples

• Identify metaphors and similes

• Read and write quadratic equations

• Describe the function of a cell membrane

• Know the multiplication tables

• Explain the effects of an acid on a base

REASONING TARGETS

The ability to use knowledge and understanding to figure things out and to solve problems.

Reasoning Examples• Use statistical methods to describe,

analyze, evaluate, and make decisions.

• Make a prediction based on evidence.

• Examine data/results and propose a meaningful interpretation.

• Distinguish between historical fact and opinion.

PERFORMANCE/SKILL TARGETS

The development of proficiency in doing something where the process is most important.

Performance/Skill Examples

• Measure mass in metric and SI units

• Use simple equipment and tools to gather data

• Read aloud with fluency and expression

• Participates in civic discussions with the aim of solving current problems

• Dribbles to keep the ball away from an opponent

PRODUCT TARGETS

The development of proficiency in creating something where the final product is most important.

Product Examples• Construct a bar graph

• Develop a personal health-related fitness plan

• Construct a physical model of an object

• Write a term paper to support a thesis

YOUR TURN!

Work with a partner.

Use the sheet that has been placed on your table.

Identify the different learning targets of the Objective using the guiding questions.

Discuss as a table group.

Quantile Framework for Mathematics

•Uses a common, developmental scale to measure student mathematical achievement, the difficulty

of mathematical skills and concepts, and the materials for teaching mathematics.

•Predict readiness •Match students to appropriate materials at their

level•Forecast student performance on the

end of year test.

• “Quantile measures have confirmed what educators have known for some time now: the range of mathematics ability is large within each classroom. In order for teachers to provide effective instruction for diverse classroom populations, instruction must be assessment driven and differentiated.”

Subtract 2- and 3-digit numbers with regrouping.

Knowledge Clusters

QT 208:Solve one-step linear equations and

inequalities andgraph the solutions of the inequalities on a number line.

QT 97

QT 132

QT 605QT 604

QT 548

QT 623

QT 218

QT 180

QT 655

QT 644

QT 622

QT 275

QT 263

QT 210

QT 308