Collaborative Teams Network
January 2011
Example:
Capistrano Unified
School District
Example: Capistrano Unified School District
Kim Bailey - Solution Tree
1
Collaborative Teams Network
January 2011
Example:Capistrano
Capistrano
Example:
UnifiedSchool
SchoolDistrict
District
Unified
Kim Bailey - Solution Tree
2
Collaborative Teams Network
January 2011
Sequence for
Developing CFAs
Identify power or prioritized standards.
Unwrap standards to clarify targeted
concepts and skills.
Develop aligned assessments that
match the targets.
Determine level of proficiency
needed for mastery.
Sequence of Work for Teams
Identify power or
prioritized
standards.
Nice to
Know
Essential
(Power)
What standards
do we emphasize
in our instruction,
assessment, and
intervention?
Readiness
Endurance
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Leverage
3
Collaborative Teams Network
January 2011
Identify power or prioritized standards.
What standards are we
emphasizing in our
instruction,
assessment, and
intervention?
Unwrap standards to
clarify targeted concepts
and skills.
Are we clear on
the specific skills
and concepts
contained within
the standard?
Unwrap to identify.
Unwrap standards to
clarify targeted
concepts and skills.
Knowledge (nouns)
Ability (verbs)
Critical vocabulary
A simplified view of the
process...
c
Con
ge/
led Skills
w
o
Kn
and
Learning Target
#1
The
Standard
Learning Target
#2
s
ept
Summative
Assessment
of the
Standard
Learning Target
#3
Instruction and
Common Formative
Assessments
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Collaborative Teams Network
January 2011
Unwrapping Process – a working
conversation
Identify the standard
Circle the verbs and underline the critical nouns
contained within the standard.
Place in graphic organizer: Divide those that
are concepts (i.e. need to know--nouns) from
those that are skills (able to do--verbs).
†
Think about implied concepts or skills in
addition to those that are explicitly stated.
Once skills are identified, examine the level of
thinking associated with each of the skills.
Identify the main problem or conflict in the
plot and explain how it is resolved.
Power Standard:
A. Students will know (i.e. the
concepts and vocabulary that
must be established in support
of the standard):
B. And be able to (i.e. the skills
that students would be able to
demonstrate after instruction):
Level of thinking
(see reference
table below)
Identify the protagonist
and antagonist
Explicit and
Implied
Skills and
Concepts
Basic attributes of a
good plot
Recognize problems of
the protagonist
“Protagonist”
Recognize interfering
factors of antagonist
“Antagonist”
Analyze whether
solution was effective
Outline and/or explain
the plot of a story,
including the main
conflict and resolution
Vocabulary: Conflict,
solve, resolve, protagonist, antagonist
Levels of Thinking
Webb’s Depth of Knowledge
Recall & Reproduction (DOK 1)
Skills and Concepts (DOK 2)
Strategic Thinking/Complex Reasoning (DOK 3)
Extended Thinking/Reasoning (DOK 4)
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Collaborative Teams Network
January 2011
Identify the main problem or conflict in
the plot and explain how it is resolved.
Power Standard:
A. Students will know (i.e. the
concepts and vocabulary that
must be established in support
of the standard):
B. And be able to (i.e. the skills
that students would be
able to demonstrate after
instruction):
Level of thinking
(see
reference
table below)
Identify the protagonist
DOK___
and antagonist
Explicit
and
Implied
Skills and
Concepts
Basic attributes of a
good plot
Recognize problems of
DOK___
the protagonist
“Protagonist”
Recognize interfering
factors of antagonist
DOK___
“Antagonist”
Analyze whether
solution was effective
DOK___
Outline and/or explain
the plot of a story,
including the main
conflict and resolution
DOK___
Vocabulary: Conflict,
solve, resolve, protagonist, antagonist
Practice time
Working at your table
team, unwrap the
standard you have
been given.
Identify the learning
targets and post on
your chart
†
†
†
Know...
Be able to
do...
Knowledge (will know)
Skills (will be able to do)
Academic Language
Be prepared to share!
Vocabulary:
Unwrapping Process – a working
conversation
Read through the objective.
Circle the verbs and underline the
significant nouns contained within
the objective.
Divide those that are concepts (i.e.
need to know--nouns) from those
that are skills (able to do--verbs).
†
Think about implied concepts or skills in
addition to those that are explicitly stated.
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Collaborative Teams Network
January 2011
Know...
Be able to do...
Vocabulary:
Table Group Reflection...
How did the unwrapping process
serve to clarify our collective
understanding of the standard?
How might the process impact:
†The
†The
design of assessments?
delivery of instruction?
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