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Our Working agreements

Cell phones, electronic devices off or on silent cue.
ATTN: First Signal means complete conversations

and bring attention to the speaker.

Take responsibility for your own learning.
Enrich and support the learning for everyone.
Take care of your personal needs

Morning agenda
Where we were
Identified Power Standards for 2nd and 3rd card
marking in Math (K-5)
Identified Power Standards in content areas (Middle
School)

Where are we headed.

Why do we need to unwrap the standards?
How do we unwrap the standards effectively?

Outcomes
Taking our Power Standards established in November
and now working on the unwrapping process.
Begin discussion of Vertical Alignment of the Power
Standards K-5
Identifying Power Standards (Middle School)
Identifying learning progression based on
unpacking process

Why do we need to
unwrap the standards?
Hattie Research (1999)
Using meta-analysis to determine what teaching
strategies have the most effect on student
achievement.
Measured in standard deviation
Circle what effect you think the strategy has on
student achievement.

1.0 Standard Deviation

=
30+ Percentile Points on ITBS
4 Grade Equivalents
100 SAT Score Points
6 ACT Score Points
Unprecedented Achievement Gains!

Video
http://youtu.be/rzwJXUieD0U

High Leverage Strategies

1.44 Student Expectations

.74 Reciprocal Teaching

.90 Formative Evaluation for

Educators

.72 Teacher-Student Relationships

.69 Metacognitive Strategies

.90 Teacher Credibility in the

Eyes of the Students

.67 Vocabulary Programs

.82 Classroom Discussion

.64 Self-Verbalization/Self
Questioning

.75 Feedback
.75 Teacher Clarity

.61 Problem solving teaching

Why Unpacking?
Unwrapping? Or
Deconstructing?

Larry Ainsworth wroteUnwrapped standards

provide clarity as to what students must know
and be able to do. When teachers take the
time to analyze each standard and identify its
essential concepts and skills, the result is
more effective instructional planning,
assessment and student learning.

Clear Learning Targets

Unpacking Process

Determine Big Ideas

Select GLCE/HSCE

Develop Essential
Questions

Underline Nouns

Determine Learning
Progression

Circle Verbs
Match them upif
necessary

Know, Understand, Do
Write I Can
Statements
Publish/Use

Building the Foundation

Select your standard(s)

Underline key concepts (Nouns or Noun

Phrases)
What do students need to know?
Concepts
Content

My Example:
K.OA.1 Represent addition and subtraction
with objects, fingers, mental images,
drawings, sounds, acting out situations,
verbal explanations, expressions, or
equations.

Building the Foundation

Circle skills (Verbs)
What do students need to be able to do?
Skill/Skill Level

Determine DOK Level (not necessary at this

time)
Match the Verb to the Noun if necessary

My Example:
K.OA.1 Represent addition and subtraction
with objects, fingers, mental images,
drawings, sounds, acting out situations,
verbal explanations, expressions, or
equations

Building the Foundation

Identify Big ideas
Important enduring understandings that should
be retained.
Key generalizations that help students organize
their learning.
Open ended, enduring, and transfer across
disciplines.

My Example:
K.OA.1 Represent
addition and subtraction
with objects, fingers,
mental images,
drawings, sounds,
acting out situations,
verbal explanations,
expressions, or
equations

Big Idea:
Students need to be able
to show addition and
subtraction problems in a
variety of ways.

Building the Foundation

Develop Essential questions
Engaging to students.
Open ended and concise.
Require high level cognitive thinking and work.
Do my Big Ideas succinctly and effectively
answer my Essential Questions?

My Example:
What does addition mean?
What does subtraction mean?
How can I use a picture to show
addition/subtraction?
How can I use objects to show
addition/subtraction?

Building the Foundation

Identify Learning Progression-based on unpacking process
What are the sub-skills and body of enabling knowledge students
must master en route to mastering the standard? (Learning
Targets)
What will students know and understand about the content/skills,
and ultimately do with the information or skill as a result of the
learning?
Vocabulary

Rewrite into I Can statements

My Example:
Know:
I know what addition is.
I know what subtraction is.
Do:
I can show how to add in different ways
I can show how to subtract in different ways
Understand:
I understand that I can add in different ways.
I understand that I can subtract in different ways.
Produce:
I can show how to add/subtract with drawings.
I can act out how to add/subtract.
I can tell you how to add/subtract.
I can show you how to add/subtract with a math problem.

One more example.

Standard:
2.MD.D.10
Draw a picture graph and bar graph (with
single-unit scale) to represent a data set
with up to four categories. Solve simple
put-together, take-apart, and compare
problems using information presented in
the bar graph.

One more example

Content: (underline the noun include important
adjectives)
Picture graph
Bar graph
Single-unit Scale
Data
Categories Put-together problems Take-apart
problems Compare problems Information

One more example:

Skills: (circle verbs )
Draw
Represent
Solve
Using

One more example:

Big Idea:

Essential Question:

Students need to create bar and

picture graphs from data collection.
They must know the parts of
different graphs and how to display
data. Students need to master
reading data in a bar and picture
graph. They need to understand key
vocabulary words so they can
analyze data when asked in word
problems to compare, add, or
subtract information.

What do the bars in a bar graph

represent?
How do headings and labels
help one understand the
information in a bar graph?
What do the pictures in a
picture graph represent? How
do headings and labels help
one understand the information
in a bar graph?

One more example:

Know:

Do:

I know the parts of a bar

graph.

I can read data on a bar

graph and analyze it.

I know the parts of a

pictures graph.
I know what compare
means.

I can read data on a

picture graph and analyze
it.

One more example:

Understand:

Produce:
I can show what I know by creating a
bar graph.

I can understand data

collected and use it for
analysis of data.

I can show what I know by creating a

picture graph.
I can show what I know about a bar
graphs by analyzing data and
answering put- together and takeapart questions.
I can show what I know about a
picture graph by analyzing data and
answering put- together and takeapart questions.

But cant I.
Just go on Teachers Pay Teachers and buy and
print those cute I Canstatements and be done?

Now its your turn

Elementary Teaching Staff Report to Bennie.
(Room Assignments were emailed out)
Middle School Staff Report to the Media Center