District In-Service
Standards Based Instruction
How will you maximize instruction
to increase student achievement?
January 6, 2014
Outcomes
Review the essential components for unpacking
the benchmarks by utilizing FCAT Test Item
Specifications to reach the level of rigor expected
of students by state standards.
Synthesize the standards in an upcoming unit in
order to develop a common definition of mastery
for student learning for the end of the unit.
Create a plan to maximize instructional time for
quarter 3.
Welcome Back!
 Today’s Learning Objective - unpacking
standards to gain understanding and plan
effectively
 Where do we begin? With unpacking
ourselves!
 Find 5 things the entire group has in common
(other than body parts, clothing, and
occupation)
 First group finished wins!
How to Access Assessment
Maps
 http://www.manatee.k12.fl.us/curriculum/mcc
/mcc.htm
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School District Home Page
Departments
Instructional
Curriculum
Link to Old Version of Site
Identifying Middle School
Standards
 Identify the standards for the next unit
 Translate broad goals to specific objectives
 Identify background knowledge
Grade
ELA
Math
Science
Social
Studies
Grade 6
Unit 5
Unit 6
Unit 5
Unit 4
Grade 7
Unit 5
Unit 5
Unit 5
Unit 5
Grade 8
Unit 5
Unit 5
Unit 5
Unit 6
*Based on the Year at a Glance Calendar
Identifying High School
Standards
 Identify the standards for the next unit
 Translate broad goals to specific objectives
 Identify background knowledge
Grade
ELA
Math
Grade 9
English I,
Unit 5
Algebra,
Unit 5
Grade 10
English II,
Unit 5
Geometry,
Unit 5
Grade 11
*Based on the Year at a Glance Calendar
Grade 12
Biology
Social
Studies
Biology,
Unit 5
U.S. History,
Unit 8
Standards Matching Activity
 Matching standards and language of
assessments can be challenging.
1.
2.
3.
4.
Open envelope
Separate questions and standards
Match
Review
Standards Matching Answers:
6th Grade
Standard
Question(s)
Answer(s)
LA.6.2.1.2
5
B
LA.6.1.7.3
3, 10, 11
B, C, D
LA.6.6.1.1
13, 14
C, B
Standards Matching Answers:
7th Grade
Standard
Question(s)
Answer(s)
LA.7.1.7.3
2, 3, 4, 9, 10
C, C, A, C, D
LA.7.2.1.2
13, 14
C, A
LA.7.1.7.7
5
B
Standards Matching Answers:
8th Grade
Standard
Question(s)
Answer(s)
LA.8.2.1.2
8, 9, 10, 13, 15
B, C, B, C, D
LA.8.1.6.3
1
D
LA.8.1.7.3
6
B
Standards Matching Answers:
9th Grade
Standard
Question(s)
Answer(s)
LA.910.6.1.1
4, 11, 15
A, D, C
LA.910.1.6.3
7
A
LA.910.1.7.3
2, 3
A, C
Formative Assessments
 Select one standard your group used for
the matching game.
 Log on to Quick Query and review district,
school, and classroom data for this
standard.
Error Analysis Form
Unwrapping – The Basics
Learning Objectives – What do I
want my students to understand?
What skills and knowledge will they
need?
Evidence/Assessment- How do I
know they understand?
Planning- What next?
Questions for Analyzing
Standard Expectations
What information should be generated
during the analysis process?
 What do students need to Know?
(Fact)
 What students need to Understand?
(Concept)
 What students need to be able to Do?
(Skill)
Questions for Analyzing
Standard Expectations
What information should be generated
during the analysis process?
 What prior knowledge do students
need to have to be successful on this
benchmark?
 What are possible misconceptions
students
may have with respect to this
benchmark?
Beginning the Unwrapping
Process
Consensus Protocol
A team approach to determining unit goals
Purpose:
Collaborate in order to organize thoughts, make
connections, and consolidate information to
move teams toward shared expectations for
student learning.
Consensus Protocol
 Go to Cpalms website:
http://www.cpalms.org/Public/
 Click on Educator Toolkit for the appropriate
grade
 Go to NGSSS Language Arts/ Reading to find
your standard on your placement
Consensus Protocol
Standard:
What are most important aspects of your standard?
Individual
responses on
each side
Group consensus in
center
Digging Deeper
Analyzing Standards
Assessment Calendar
 “Power Standards”
CPalms: Test Specs
 Content Limits
 Content Focus
 Sample Test Items
CPALMS SCAVENGER HUNT
Scavenger Hunt
Question #1
1. From home page, go to educator toolkit for
seventh grade.
2. Then go to CCSS: English Language Arts
Instructional Resources.
3. Click on “Uncoiling the Theme” and then the
link next to “Resource Collection.”
4. How many published lessons are there in the
CPalms Lesson Plan Development Initiative?
Scavenger Hunt
Question #2
1. From the CPalms home page,
look under “Some of Our
Resources” and click on “Model
Eliciting Activities (MEAs).
2. What is the overarching goal of
an MEA?
Scavenger Hunt
Question #3
1. Under “Standards” on the home
page, click on “FCAT
Specifications.”
2. Click on “Reading Specifications
2009” for Grades 6-8.
3. On what page of this document
are text features discussed?
ANSWERS
1. 1320
2. MEAs are interdisciplinary units
that integrate STEM skills.
3. Page 6
How will you maximize
instruction to increase student
achievement?
Student Performance: Data
Science
Student
Performance:
Culture
Art
High Quality Instruction or
Instructional Delivery
 Instructional Delivery (Archer, 2011)
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Variety
Modeling and demonstration by teachers and students
Student exploration and collaboration
Frequent assessment that produces valid data (formal and informal)
Higher Order Questioning (Wilson, 2011)
 Asking follow-up questions
 Multiple Correct Responses(open-ended)
 Questions that require explanation and/or justification of thinking
Rigor (Starr, 2010)
 Evidence of students working and thinking (verbal and written)
 Challenging students (comfortable discomfort?)
 Applying knowledge to new or familiar contexts
 Building new knowledge from existing knowledge
Differentiated Instruction (Hall et al, 2003)
 Content addressed in multiple ways (same goals/different methods)
 Tasks related to identified individual needs (academic and behavioral
data)
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Classroom Culture and
Environment
 Classroom Management (Hall, 2002)
 Connection between classroom activities
 Strategies enhance interactions and student behavior
 Time management during and between tasks
 Classroom Environment
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(MSU, 2004)
Configuration (where/how/why students are seated)
Visuals and artifacts (meaningful resources)
Safe learning (mistakes used as learning opportunities)
Clean and orderly
 Student Engagement (Jones, 2008)
 Task, Questions, Responses, etc. (beyond compliant work)
 Interactions (Student to Student, Teacher to Student, Student to
Teacher)
Unit Planning
Revisit your unit goals from the
consensus placemat and identify which
goals would occur at the beginning (B),
middle (M), and end (E) of your unit.
Use the two column planning tool to
organize instructional strategies and
resources for your next unit of study.
Team Agenda Planning
Planning for future units
Complete the team agenda
planning
Exit Slip
5-3-1
Notecard – 1 per table (Use the same one on
which you listed commonalities at the beginning
of our morning.)
Identify 5 key ideas shared today
Discuss list with group
Choose top 3 Highlight the most valuable idea
presented today.
Share.
Resources
Resource
Web Address
MCSB Intranet
http://www.co.sbmc/
CPalms
http://www.cpalms.org/Public/
Focus Florida Achieves
http://focus.floridaachieves.com
Problem Attic
http://www.problemattic.com/
Blog with Today’s Handouts
http://unpackingstandards.edu
blogs.org/