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2016 Principal Academy

Summer Institute Training:
Deconstructing Standards/Benchmarks
Writing Learning Targets
Depths of Knowledge/Cognitive Levels of Questioning

Norms and Expectations

Start and end on time
Stay on topic / limit side conversations
Cell phones set on vibrate; calls and email during breaks or
emergency
Presume positive intentions
Active engagement by everyone
Engage in Courageous Conversations
Focus on outcomes and actions

Why are we at the Summer Institute?

Data shows that we are not currently successful
We are not aligned vertically or horizontally
System-wide, we are not teaching to the rigor of the MN
State Standards

HOW---Three Year Plan

Year One
Aligning Standards throughout the district

Year Two
Performance Based Objectives (Learning Targets)

Year Three
Teacher as facilitator

Goals for the Summer Institute:

Define Standards-Based Instruction
Know the common process for deconstructing standards and
benchmarks
Be able to identify and write effective Learning Targets
aligned to the rigor of the MN state standards/benchmarks
Understand the correlation between Webbs Depths of
Knowledge (DOK) and Costas Levels of Cognitive
Questioning
Identify DOK and Costas Levels in assessment questions

What is Standards-Based Instruction?

In education, the term standards-based refers to systems of
instruction, assessment, grading, and academic reporting that
are based on students demonstrating understanding or mastery
of the knowledge and skills they are expected to learn as they
progress through their education.

What work are we doing?

Create the best products that will help us deliver the highest
level of rigor in order for our students to achieve excellence.
1. Review and align pacing calendar (Year-at-a-Glance)
2. Review and edit Benchmark and LT alignment.
3. Review and edit existing units, lessons, and assessments.
a. Identify lessons/units that are not aligned to their grade level/course
standards/benchmarks or a critical scaffold benchmark and eliminate
them from the curriculum map

4. Re-initiate vertical conversations.

Patrick Briggs start at min 3; end at 9 min

Guiding Questions...

What is a Standards-Based Instruction system?

success of instruction is based on student learning (the
achievement of standards)
aligns policies, initiatives, curriculum, instruction, and
assessments with clearly defined academic standards
assessments are based on standards rather than norm-based
rankings (comparing students)
pays attention to eliminating the achievement gap
uses standards to focus on ways to ensure success for all
students
uses assessment to inform instruction on a continual and
consistent basis

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Understanding Standards/Benchmarks
Exercises:
1. Deconstructing Standards/Benchmarks: A Common
Process (12-14)
2. Learning Targets
3. DOK

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Deconstructing Standards: A Common Process

Highlight key words and phrases:
Underline the noun: What is the student to know?
Circle the verb: What is the student to do?
Put parenthesis around the context
Write your understanding of the intent of the benchmark.

Share and discuss in groups of 3-4

Come up with a consensus statement.

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Model:
4.1.2.5 Compare & order decimals & whole numbers using
place value, a number line, and models such as grids and base
10 blocks.
Nouns:
Verbs:
Context:
Statement of Shared Understanding:

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Model:
4.1.2.5 Compare & order decimals & whole
numbers using (place value, a number line, and
models such as grids and base 10 blocks)
Nouns: decimals, whole numbers
Verbs: compare, order
Context: place value, a number line, and models
such as grids and base 10 blocks
Statement: compare and order decimals with and
without number lines and justify the placement of
decimals.

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Evidence: Deconstructing Benchmarks Jigsaw

On the Evidence: Deconstructing Benchmarks document:
Underline the noun: What is the student to know?
Circle the verb: What is the student to do?
Put a parenthesis around the context
Write your understanding of the intent of the benchmark.

In groups of 2, Deconstruct one benchmark (not in your content

area)

Discuss and develop a shared meaning and

understanding of what is expected of students in each
benchmark.

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Learning Targets
The most effective teaching and the most meaningful student learning happen
when teachers design the right learning target for todays lesson and use it
along with their students to aim for and assess understanding.
Moss & Brookhart, 2012

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Learning Targets
What a Learning Target is and isnt
1. Read the article Knowing Your Learning Target
2. Discuss with your team the key points from the article
3. Share out

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Learning Targets Activity

Exercise: Effective Learning Targets
Directions:
1. Categorize each of the learning targets into one of three groups:
a. Ineffective Learning Targets
b. Somewhat Effective Learning Targets
c. Effective Learning Targets
2. For each category, write a rationale statement for why the targets you selected fit in that category
3. Take a gallery walk and visit at least 3 other groups work
4. Discuss with your group what you noticed in you gallery walk

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Evidence: Learning Targets

On the Evidence: Learning Targets document
For each listed benchmark, write possible learning
targets (1 or more) teachers might use that are aligned
with the rigor of the benchmark.
Share in groups of 2
Come to a consensus on wording.

Why are all teachers demonstrating this skill?

How could it be helpful for students?

Webbs DOK

Learning Targets

Analyze how we prepare students for higher

level/deeper thinking and work
Understand Costas Levels of Cognitive
Questioning
Understand Webbs Depth of Knowledge
Discuss the impact of our instruction on our
Students

http://maverikeducation.blogspot.com/2015/07/burn-this-why-dok-wheel-does-not.html

Why does this matter?

DOK
Leve
l1

DOK
Leve
l2

DOK
Leve
l3

Read
ing

10

30

10

Math

20

30

Scie
nce

40

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*Minimum percentage of MCA test questions at each level of Webbs Depth of Knowledge

Describe
Describe three traits of metamorphic rocks
Describe the difference between metamorphic
and igneous rocks
Describe a model to represent relationships that
exist within the rock cycle

Evidence: DOK
3rd Grade Math Test
Determine the DOK for each question

Evidence: DOK

Why are all teachers demonstrating this skill?

How could it be helpful for students?

Closure
1. Deconstructing Standards/Benchmarks: A
Common Process
2. Learning Targets
3. DOK

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After Institute
Videos of presentations will be available to all staff after Institute.
Professional Learning Advisory Council/District Leadership Team will

collaborate on the 3-year Professional Learning plan and communicate with

principals in September.
Instructional Coaches/Curriculum Division will meet in the third week of
school for a review/reflection/next steps session

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What Now.go to the Schoology Group

Create the best products that will help us deliver the highest
level of rigor in order for our students to achieve excellence.
1. Review and align pacing calendar (Year-at-a-Glance)
2. Review and edit Benchmark and LT alignment.
3. Review and edit existing units, lessons, and assessments.
a. Identify lessons/units that are not aligned to their grade level/course
standards/benchmarks or a critical scaffold benchmark and eliminate
them from the curriculum map

4. Re-initiate vertical conversations

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Expectations for Institute (Vertical Teams)

Meet with the principal/teacher leaders assigned to the grade levels above/below to plan for
vertical teaming discussions the morning of Aug. 18.
A definition:

A vertical team is a group of educators from different grade levels in a given discipline who work
cooperatively to develop and implement a vertically aligned program. This program is anchored in the
skills, knowledge and concepts needed to engage all students in a higher level of learning.

What it means in Robbinsdale:

Know that we are at the beginning of vertical discussions in many areas. Aug. 18 is an opportunity for
teachers to get together and share their work and talk about how they can support each other in future
professional learning days.

Some things to consider:

Being successful with vertical teaming

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Must Haves and Guarantees

Consider your grade level
and content area
Write down 3-5 Must Have
skills that every student
should have entering your
class (you expected them to
learn last/previous year(s))

Consider your grade level

and content area
Write down 3-5
Guaranteed skills that
every student should have
exiting/leaving your class
(they will have learned them
from you this year)

Must Haves and Guarantees

Team reflection:

Compare and discuss your lists as a team

Compare your lists with the standards
Do your must haves/guaranteed skills match the grade-level
standards?
Do your assessments align with the grade-level standards?
Does your instruction, formative assessments, feedback,
tasks/activities, etc align to and meet the grade-level standards?
Do you teach something that is a prior-grade standard?
Do you teach something that is a future-grade standard?
How do we show students that we value their way(s) of thinking?
Taught it or learned it?

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