SKSD%20PLC%20Board%20Meeting%202.12.25%20(Part%20A).pdf

Parent document: REGULAR MEETING OF THE BOARD OF DIRECTORS 5_30 PM-02-12-2025.pdf

Text

SKSD School Board Study
Session- Professional
Learning Communities

February 5, 2025


Three BIG ideas

a

Learning as our Collaborative
fundamental purpose Culture

sults


. What do we want students to

know and be able to do?

. How will we know if they have
learned it?

. How will we provide intervention for
student who have not reached
mastery?

. How will we provide extension for
students who have reached mastery


Agenda

1. Essential Standards
2. Standards Roadmaps
3. Learning Progressions


Since we
last met our
teams
have...

Unpacked 50% of essential standards and
developed learning progressions

The Guiding Coalition has engaged in 50 hours of
professional learning

The Guiding Coalition is beginning to develop tight
and loose structures for PLCs


Essential Standards

- Standards that teacher teams are guaranteeing ALL students
will know and be able to do at the end of the year.

- These are the standards for which teams will administer
common formative assessments.

- Teams will provide “time and support” for students who
haven't mastered them and extension for those who already
have.


Essential Standards- Fourth Grade Example

State Standards:
Math

HC

Man

MR

Number and Operations in Fractions

SS Total

Readiness | Endurance | Assessment

4.NFAA Explain why a fraction a/b is equivalent to a
fraction (n x a)/(n x b) by using visual fraction
models, with attention to how the number and size
of the parts differ even though the two fractions
themselves are the same size. Use this principle to
understand and generate equivalent fractions.

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4.NFA.2 Compare two fractions with different
numerators and different denominators (e.g., by
creating common denominators or numerators and
by comparing to a benchmark fraction). Understand
that comparisons are valid only when the two
fractions refer to the same size whole. Record the
results of comparisons with symbols >, =, or <, and
justify the conclusions.

4.NFB.3 Understand a fraction a/b with a > 1.asa
sum of unit fractions (1/b). (add & subtract like
denominators)

Essential (Need to know)

Select One

4

4.NFB.3.a Understand addition and subtraction of
fractions as joining and separating parts referring
to the same whole.

Select One

4,NFB.3.b Decompose a fraction into a sum of
fractions with the same denominator in more than
one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 21/8 =1+1+ 1/8 = 8/8 + 8/8 +
1/8.

4.NFB.3.c Add and subtract mixed numbers with
like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by
using properties of operations and the relationship
between addition and subtraction.

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Select One

Essential (Need to know)

4

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Fourth Grade Math Essential Standards

4.0A.A.3 Solve multistep word problems using the four operations, including problems in which remainders must be interpreted. Understand
how the remainder is a fraction of the divisor. Represent these problems using equations with a letter standing for the unknown quantity.

4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using a standard algorithm.

4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.

4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.

4.NF.A.2 Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators
and by comparing to a benchmark fraction). Understand that comparisons are valid only when the two fractions refer to the same size whole.
Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

4.NF.B.3.c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or
by using properties of operations and the relationship between addition and subtraction.

4.NF.C.6 Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line.


Guaranteed and Viable Curriculum

Guaranteed we collectively identify the absolute minimum essential learning and
behavior outcomes (This is our promise of equity)

In South Kitsap, this will be the Must Know and Important to Know Standards

Viable We determine that the identified essentials can be mastered within a doable
timeframe. (This is our promise of practice)


Standards Roadmap

The Standards RoadMap shows where grade level standards are primarily
addressed in each unit/module of our instructional materials.

= Bold and Underlined Text- Essential Standards

= Underlined Text- Important to Know Standards

« Italic Text- Nice to Know Standards

«= Regular Text- Standard has not yet been designated as important to know or nice to know

= Asterisk* identifies when a standard is broken into chunks across more than one
unit/module OR the level of proficiency changes across the year


Standards Roadmap

SKSD Fourth Grade Math Year |
Link to all 4th Grade Math Standards: ©

Module 1 Module 2 Module 3 |
Place Value Concepts for Addition | Place Value Concepts for Multiplication and Division of |
and Subtraction Multiplication and Division Multi-Digit Numbers
24tessons/__Days Ends__ 26 Lessons /__ Days Ends 24 Lessons /__Days Ends__



Unpacking Standards, Learning
Progressions and Learning Targets

When teachers examine the standards 1n isolation, each
teacher is likely to interpret the intent and rigor

differently. This results in a different level of student
expectations and quality of instruction from class to class.



-» Why Learning Targets?

- Standards aren't always written with clarity and might lead to
differentiate interpretations teacher by teacher (especially
if implied)

: Builds clarity and shared expertise on each step of stated,
implied, or embedded learning within the essential standards

- Creates a clear path for mastery of essential learning


Grade 4 Mathematics

Fourth Grade

4.0A.A.3 Solve multistep word problems using the four operations, including problems in
which remainders must be interpreted. Understand how the remainder is a fraction of the
divisor. Represent these problems using equations with a letter standing for the unknown
quantity.

4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using a standard
algorithm.

4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties
of operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.

4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends
and one-digit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division. Illustrate and explain the
calculation b' J ati

= quia V a-M0g

4-NF.A.2 Compare two fractions with different numerators and different denomita
(e.g., by creating common denominators or numerators and by comparing to a

benchmark fraction). Understand that comparisons are valid only when the two fractions
refer to the same size whole. Record the results of comparisons with symbols =, =,
justify the conclusions.

4.NF.B.3.c Add and subtract mixed € denominators, e.g., by replacing
each mixed number with an equivalent fraction, and/or by using properties of operations
and the relationship between addition and subtraction.

4.NF.C.6 Use decimal notation for fractions with denominators 10 (tenths) or 100
(hundredths), and locate these decimals on a number line.

BKSD Fourth Grade Math Year Long Proficiency Map

Link to all 4th Grade Math Standards: @ mathstandards_grade4.pdf

Grade

Module 1

Place value Concepts for Addition
and Subtraction

24 Lessons /__Oays ends __

Module 2

Place Value Concepts for
Multiplication and Division

26 Lessons /__Days Ends __

Module 3
Multiplication and Division of
‘Multi-Digit Numbers

24 Lessons /__Days Ends__

Module 4

Foundations for Fraction
‘Operations

34 Lessons /__Days Ends __

Module 5

Place value Concepts for Decimal
Fractions

24 Lessons /__Oays Ends__

Module 6

Angie Measurements and Plane
Figures

20 Lessons /__Days Ends __

OA

Topic A
4.0AA2
S.OAA2
repiec
4.00,53°

Topic B
4.00a2
Topic

4.0084
4.0ac5

Topic
S.0R.A3*

NBT

TpicB
S.NBTAS
S.NBTA2
S.NBTBA
Tpicc

4.NBTA3

Topic A
4.NBTB.S
4.NBTB.S

Topica
S.NBTBS
4.NBTBS

NF

Topic A
4.NFB3a, 4.NFB3b
ANEAL

Twpic C

A.NEA2

pic D

4NFB3d

Twpic E

4.NEB3C

Topic F

MD

Topic E
4MDAL

Topic A
4M0A3
Topic

4.MDA2
4MDA2

Tepic A
4MDA3
pice

4MDAL
4MDA2

Topic E
S.MOA2
4.M0BA

Topic D
4MDA2

Topic B
4.MOCS

4.M0.C.5a, 4.MD.CSb
4M0.C6

Topic c

4.MD.C7

Bold and Underlined Text- Essential
been designated “Important to know”

Compare

fraction diagram

fractions

numerator denominator

benchmark fraction
symbols >, =, or <

number line

Learning Ladder (P ion) mata Peace nh om

¥

Solve word problems involving fractions
with unlike numerators and
denominators.

Compare fractions using benchmarks
such as 1/2.

Use models to compare fractions:
number lines » area model

Compare fractions with denominator of
2,3,4,6, or 8 using >,<,= symbols

Find and compare equivalent fractions
with denominator of 2.3.4.6, or 8

| can explain why one fraction is
bigger, smaller, or the same as
another by using pictures,
number lines, or other tools.

| can use multiplication and
division to make two fractions
have the same denominator or
the same numerator so I can
compare them.

| can show my work with pictures
or models to prove my answer
when comparing two fractions.



--Wiggins & McTighe (2000)
Understanding by Design



Clarify the Work of Collaborative
Teams Guaranteed and Viable
Curriculum

¢ Teachers work in collaborative teams on goals for which they
are mutually accountable.

e ....IN Recurring cycles of collective inquiry and action
research.

¢ Our ultimate goal is to ensure high levels of learning for all
students through a guaranteed and viable curriculum.


We guarantee that
all students will
master essential IF
Standards at grade €



Can you make this promise?

It doesn’t matter which teacher ’ =e
your child has at our school. We ~~. — iz
guarantee that they will "
master essential standards at
grade level or higher.

¢ Year-long pacing guide
¢ Units with essential standards identified ae






: “Knowing standards helped me

2 ET

\
0

because i knew where to start
and how.”

“Knowing the standards, | know
what to do instead of the day of
so that | am not confused.”

“Knowing the standards/expectations,
this helped the most because it
prepared me for the assignment.”



“Knowing the standards and

expectations because you should know

the expectations before you start
writing the paragraphs.”

“Knowing the standards ahead of time
helped the most because then | was able to
know what | needed to have in my writing
and get an idea of what I’m going to write”

“Knowing the expectations beforehand

since | am the type of person to ask my

classmates for the requirements out of
contusion.”



Next Steps

Complete Learning Progressions for remaining Reading and
Math Essential Standards

Identify remaining Essential Standards beyond Reading and
Math

Begin Unit Planning