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Bubble # 4

Unpacking Standards

ISAT Standards

#10, 11, 12, 13, 14, 16,

and 17

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Read through 1st Implementation boxes only for standards 10, 11, 12,

13, 14, 16, 17

Self assess by comparing 1st Implementation to where you are at right

now

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Unpacking Standards

Common Core Standards for ELA and Math

Maine Learning Results

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Common Core Standards for ELA and Math Include link to Common Core

Standards

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Maine Learning Results

Unpacking Standard1)Underline nouns = Students will “know”

1)Circle the significant verbs = “Students will be able to ….”

**Keys:-don’t add EXTRA requirements-don’t IGNORE expectations

***Why is that essential???? (scaffolding of levels)

Run through example using document camera

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Standard:

Know-

Do- Copy this slide to Scoring Guide slide

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Individual/group work on unpacking standards

vertical groupingWork Time

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End of Wednesday

*Review CDD*Add to Parking Lot*Tools used so far

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Thursday Morning

*Go over feed back from Parking Lot

*Overview of Thursdays schedule

*Review of CDD

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Bubble # 4

Unpacking Standards

ISAT Standards

#10, 11, 12, 13, 14, 16,

and 17

Scoring Guides/Rubrics

• Define the specifics of what a student will know or be able to do (learning traits)

• Describe the growth in acquisition of these learning traits –4 point scale–Progress descriptors (emerging, developing, proficient, advanced)

Scoring Guides/Rubrics1)Unpacked standards “know” and “to do” become the traits

2)Proficient is the ‘lowest level” of achievement acceptable

3)Continuous growth along continuum4)Measurable

Keys/Questions:-purpose?-hard work, but …..-does it get easier?-don’t always ‘re-invent’-effectiveness increases with ‘sharing’

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Standard:

Know-

Do- Copy the slide that you used for unpacking standards to this slide

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Scoring Guide Template

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Demonstrate the process to create a scoring guide using

the document camera

Scoring Guides/RubricsWork Time

- Unpacked standards “know” and “to do” become the traits

- Proficient is the ‘lowest level” of achievement acceptable

- Continuous growth along continuum

- Measurable

Capacity Matrix

Capacity Matrix*Allows for student independence

*Enables kids to move at their own pace

*Kids know when they have demonstrated mastery

*Used as a recording and reporting tool

*Kids can check and adjust their learning

*Helps to drive assessments

*Allows for student voice and choice

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Capacity matrix for students

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PUT IN SLIDE

• Example of behavioral capacity matrix from South Carolina

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PUT IN SLIDE

• Example of unit lesson capacity matrix from South Carolina

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Capacity matrix for an entire levels worth of standards

Capacity matrix for individual standards

How to...

*Start with a blank matrix *Determine the purpose of capacity matrix*Copy and paste the learning target and/or traits*Fill in the continuum from emerging to advanced*Shade and/or add evidence ideas

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Demonstart process with document camerause SOP or unpacked standard to fill in information

Go to work …..

• Create a Capacity Matrix for either your SOP you created or the standard you unpacked

Lunch Break Thursday

• 1) review of tools used• 2) CDD• 3) add to Parking Lot

How do we make these ‘work’?

• Capacity Matrix• Scoring Guide

• Table Talk: –What are these tools? –How might they be developed?

Table talk

• What is the difference between a capacity matrix and a scoring guide or rubric?

• What are the strengths/weaknesses of scoring guides vs rubric?

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Self Assess

• Read ISAT standards 10, 11, 12, 13, 14, 16, 17

• Circle where you think you are located on the implementation continuum