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!
 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
 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)
Strand – Standards – Benchmarks
(SPPS) Learning Targets
(MN)
Strand
Standard
Standard
Standard
Standard
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Benchmark
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
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A Quote from
Chapter 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
5
Unwrapped High Priority Benchmark
Skills, 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.
6
Unwrapped High Priority Benchmark
Example
7
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
Group
Member
Area of Unwrapped Document
A
• MCA-III Specifications, Vocabulary, Sample Item
• Supporting Benchmarks
B
• Learning Targets
C
• Graphic Organizer
• Big Ideas and Essential Questions
D
• Pre-requisite Skills and Concepts
• Problem Solving Item
8
Unwrapped High Priority Benchmark
Example – Group Member A
9
Unwrapped High Priority Benchmark
Example – Group Member B
10
Unwrapped High Priority Benchmark
Example – Group Member C
11
Unwrapped High Priority Benchmark
Example – Group Member D
12
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.
13
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?
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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.
Suggest including
on Pre-test
Suggest including
on Post-test
Pre-requisite Skill
X
Developing
(Partial Proficient)
X
X
Proficient
X
X
Exemplary
(Exceeds)
X
15
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.
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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 .
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Questions???