Collaborative Decision-Making Matrix
Content Area:__________________ Grade Level__________________________ Strand or
Domain_____________________
Draft: ______1st ______2nd ______3rd ______ Final______
Reviewed By:
Reviewed By: _____________
Practice with Prioritizing Standards
ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
the text (e.g., a character's thoughts, words, or actions).
Unwrapping
Concepts (What students need to
know):
Concepts and Skills
Skills (What students must be
able to do):
Bloom/Webb/Hess Level
Big Ideas/Essential Questions
PRIORITY
Common Core State
Standard
(Number and
Description)
Life
Leverage
Endurance
Across Disciplines
Rigor
School
Readiness
State Test
DOK
Collaborative Decision-Making Matrix
Content Area:__________________ Grade Level__________________________ Strand or
Domain_____________________
Reviewed By:
Draft: ______1st ______2nd ______3rd ______ Final______
Reviewed By: _____________
1.
4.OA.3
Solve multistep word problems posed with whole numbers and having whole-number answers using
the four operations, including problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including rounding.
4.OA.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
Unwrapping
Concepts (What students need to
know):
Skills (What students must be
able to do):
Concepts and Skills
Bloom/Webb/Hess Level
Big Ideas/Essential Questions
Collaborative Decision-Making Matrix
Content Area:__________________ Grade Level__________________________ Strand or
Domain_____________________
Draft: ______1st ______2nd ______3rd ______ Final______
Reviewed By:
Reviewed By: _____________
PRIORITY
Common Core State
Standard
(Number and
Description)
Life
Leverage
Endurance
Across Disciplines
Rigor
School
Readiness
State Test
DOK
1.
Sample Unwrapped Common Core Standard
__Initials and Number of Standard GO Here_____
STANDARD GOES HERE
Concepts (What students need to know):
Skills (What students must be able to do):
Collaborative Decision-Making Matrix
Content Area:__________________ Grade Level__________________________ Strand or
Domain_____________________
Reviewed By:
Draft: ______1st ______2nd ______3rd ______ Final______
Reviewed By: _____________
Bloom’s/Webbs Level
Big Ideas
Concepts and Skills
Essential Questions
Content Area:__________________
Reviewed By:
PRIORITY
Common Core State Standard
(Number and Description)
1.
2.
3.
4.
Collaborative Decision-Making Matrix
Grade Level__________________________ Strand or Domain_____________________
Draft: ______1st ______2nd ______3rd ______ Final______ Reviewed By: _____________
Life (lasting concepts
and skills, applicable to
other areas)
School (readiness
for next level of
schooling)
State Test (SBAC,
PARCC,
Publishers’ Criteria
for Prioritizing)
Rigor
DOK
K–12
Alignment
Confirmed
Selection
Confirmed
Y/N
Content Area:__________________
Reviewed By:
5.
6.
7.
8.
Collaborative Decision-Making Matrix
Grade Level__________________________ Strand or Domain_____________________
Draft: ______1st ______2nd ______3rd ______ Final______ Reviewed By: _____________
Content Area:__________________
Reviewed By:
Collaborative Decision-Making Matrix
Grade Level__________________________ Strand or Domain_____________________
Draft: ______1st ______2nd ______3rd ______ Final______ Reviewed By: _____________
Priority Standards
“Those standards that, once mastered, give a student the ability to use reasoning and thinking skills
to learn and understand other curriculum objectives.”
—Dr. Douglas Reeves
“What do your students need for success—in school (this year, next year, and so on), in life, and
on your state tests?”
—Larry Ainsworth
1. Standards that are critical for student success
2. Look at the most specific, grade-level exceptions
3. Need-to-know versus nice-to-know: What pops out at you (individually) as an absolute “must know” for your students?
4. Endurance: Life-long knowledge and skills that stand the test of time
5. Readiness for the next level of learning: Ready for success at the next grade level or the next level of instruction
6. Leverage: Knowledge and skills necessary for success in multiple content areas and grade levels
7. Rigor: Require higher-level thinking
8. High-stakes tests/data: Does this potential Priority Standard complement testing content and skills? What are the strengths and
areas of concern in the data from your school, grade level, department, and/or district?
9. K–12 alignment: Check with grade below and grade above for gaps, overlaps, and omissions. Grade spans and/or courses post their
charts in K–12 progression to look for vertical alignment within grade spans and between grades spans, revise selections as needed.
*Refer to Power Standards: Identifying the Standards that Matter the Most (2003) by Larry Ainsworth for the complete step-by-step identification process.
Using Probing Questions to Promote Student Learning
We now believe that the effort that many teachers devote to marking work may be misdirected. A
numerical mark does not tell a student how to improve their work, so an opportunity to enhance
their learning has been lost.
~Black, et al (2003). Assessment for Learning; Putting it into Practice.
For Clarification
What exactly did you mean by
When students use vague or unclear
XXX?
language, or when you need more detail:
What, specifically, will you do next
week?
Could you tell me more about X?
For Purpose
Why did you say/do XX?
When students are not clear about the
What were you thinking when you
purpose of their statements or work:
said/did XX?
For Relevance
How is this related to our topic?
When students seem to be off-topic:
Is your comment related to XX?
For Completeness and Accuracy
Is there anything you have
To ensure students are giving a full and
forgotten?
accurate account, to check against other
How do you know XX is true?
information:
How does that compare with your
previous statement of XX?
For Repetition/Extension
Rephrase the initial question.
When students have not given enough detail
What else can you tell me about
about their thinking/work:
XX?
What happened as a result of XX?
What happened next?
Examples
Sorry, I don’t understand. Could
When students are vague about a topic or
you help by giving an example
rationale:
here?
Tell me more about XX here.
Could you give me an example of
why/how you did XX?
Emotional
What was the most difficult part of
To elicit how a student is thinking or feeling
completing XX?
during a learning experience:
How did you feel about the
work/assignment?
(adapted from “Probing Questions” on ChangingMinds.org)