Pop Corn
What are the three goals we have
learned thus far?
What is our next (4th) Goal?
Meeting Student Needs
Plus:
Delta:
Liked S.V. and C of CGrade level/school
Liked visual
grouping
examples
Breaks (lunch 45 mins,
in classroom model morning 10:00am)
Practical tools for
Clear way to use
the classroom
PDCA/more time to
P3T
work
Good pacing
Standards?? (it is
Beacon Teachers!!! coming)
Monitor Code of Cooperation
• In your table groups…
 Complete a plus/delta to assess how you follow our
Code of Cooperation.
 Set a goal for building our culture based on the
Plus/Delta Needs for Code of Cooperation
Create a PDCA for you to better follow our Code of
Cooperation
• (review PDCA Thursday morning)
Pop Corn
What are the three goals we
have learned thus far?
What is our next
th
(4 )
Goal?
Goal # 4
Goal 4
CDD Matrix
9
Instructional Transparency
1. What do we need to know?
Clarify the Learning Standard
(Unpack)
2. How will we get there?
Organize, Record & Report on
Learning Targets (Capacity Matrix)
3. How will we know we are there?
Assessment (Scoring Guide/Rubrics)
9
Goal 4 Expectations
Individual or Small Group Work
✓Unpack a standard from Common Core or MLR
✓Create a Capacity Matrix for that standard
✓Create a Scoring Guide for that standard
7
Unpacking Standards
Common Core Standards for
ELA and Math
Maine Learning Results
5
Common Core Standards for
ELA and Math
6
Maine Learning Results
7
Unpacking Standard
1)Underline nouns
know...”
2)Circle the
significant verbs
=“Students will
“Students
will
=
be able to...”
**Keys:
-don’t add EXTRA requirements
-don’t IGNORE expectations
***Why is that essential????
(scaffolding of levels)
Common Core
English Language Arts Standards, Reading:
Literature, Grade 4 Standard #6
Compare and contrast the point of view from
which different stories are narrated, including the
difference between first-and third-person
narrations.
8
Compare and contrast the point of view from which
different stories are narrated, including the
difference between first- and third-person
narrations
Know:
compare and contrast
point of view
narrated
first and third person narrations
Do:
Understand the difference between first and third person
narrations
Compare and contrast stories based on point of view
12
✓Horizontally group by grade level
✓Groups of no more than 4/5
✓Choose a standard to unpack
✓Establish the KNOW and DO
13
Unpacking Standard
1)Underline nouns
know...”
2)Circle the
significant verbs
=“Students will
“Students
will
=
be able to...”
**Keys:
-don’t add EXTRA requirements
-don’t IGNORE expectations
***Why is that essential????
(scaffolding of levels)
Pop Corn
What are the three goals we have
learned thus far?
What is our next (4th) Goal?
Goal # 4
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
Capacity Matrix for Students
36
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
*Write or copy and paste the learning target
and/or traits
*Fill in the continuum from emerging to
advanced
*Add evidence ideas
Go to work …..
•Create a Capacity Matrix for either
your SOP you created or the
standard you unpacked
Pop Corn
What are the three goals we have
learned thus far?
What is our next (4th) Goal?
Goal # 4
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/Rubrics
 Unpacked standards “know” and “do”
become the traits for the scoring guide
 Proficient is the ‘lowest level” of
achievement acceptable
• Continuous growth along continuum
• Measurable
Difference between scoring guide and rubric is
the same as potato and pototo.
Scoring Guide Template
26
Scoring Guides/Rubrics
Work Time
- Unpacked standards “know” and “to do”
become the traits
- Proficient is the ‘lowest level” of
achievement acceptable
- Continuous growth along continuum
- Measurable
Pop Corn
What are the three goals we have
learned thus far?
What is our next (4th) Goal?
Instructional Transparency
1. What do we need to know?
Clarify the Learning Standard
(Unpack)
2. How will we get there?
Organize, Record & Report on
Learning Targets (Capacity Matrix)
3. How will we know we are there?
Assessment (Scoring Guide/Rubrics)
32
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?
Resources
• Bering Strait S.D.
– www.bssd.org
• Adams 50 S.D.
– www.sbsadams50.org/content go to D50 Wiki
• Highland Tech High School
–www.highlandtech.org go to Academics
How are we doing SV & CC?
Code of Conduct
3
Scatter-gram
2
1
2
Shared Vision
3
Table Talks
• Process for Topics
• Brainstorm at Table (Topic you really want to know)
• At your groups, prioritize top 3
• Shout out until we get 10 tables
• Power Vote (1 round sticker each) during break
• Admin (Shared Leadership)
• 3 Topics Unfinished
• Process & Problem Solve
• Tomorrow (Debrief with Rich regarding strategies)
19