Pop Corn What are the three goals we have learned thus far? What is our next (4 th ) Goal?

Pop Corn

What are the three goals we have learned thus far?

What is our next (4th) Goal?

Meeting Student Needs

Plus:Liked S.V. and C of CLiked visual examples in classroom modelPractical tools for the classroomP3TGood pacingBeacon Teachers!!!

Delta:Grade level/school groupingBreaks (lunch 45 mins, morning 10:00am)Clear way to use PDCA/more time to workStandards?? (it is coming)More moving

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 (4th) Goal?

Goal # 4

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Goal 4 CDD Matrix

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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)

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Instructional Transparency

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Goal 4 Expectations

✓Unpack a standard from Common Core or MLR

✓Create a Capacity Matrix for that standard

✓Create a Scoring Guide for that standard

Individual or Small Group Work

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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

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Maine Learning Results

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Unpacking Standard

1)Underline nouns “Students will know...”

2)Circle the “Students will significant verbs be able to...”

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

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

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=

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Common CoreEnglish 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.

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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 contrastpoint of viewnarratedfirst and third person narrations

Do: Understand the difference between first and third person narrations

Compare and contrast stories based on point of view

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✓Horizontally group by grade level

✓Groups of no more than 4/5

✓Choose a standard to unpack

✓Establish the KNOW and DO

Unpacking Standard

1)Underline nouns “Students will know...”

2)Circle the “Students will significant verbs be able to...”

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

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

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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

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Capacity Matrix for Students

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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*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.

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Scoring Guide Template

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

Pop Corn

What are the three goals we have learned thus far?

What is our next (4th) Goal?

32

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)

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Instructional Transparency

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?

Shared Vision

Cod

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f C

on

du

ct

Scatter-gram

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1 2

3

3

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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)

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