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

2. Meeting Student Needs Plus: Liked S.V. and C of C Liked visual examples in classroom model Practical tools for the classroom P3T Good pacing Beacon Teachers!!! Delta: Grade level/school grouping Breaks (lunch 45 mins, morning 10:00am) Clear way to use PDCA/more time to work Standards?? (it is coming) More moving

3. 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)

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

6. Goal # 4

7. 99 Goal 4 CDD Matrix

8. 9 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 Instructional Transparency

9. 7 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

10. 5 Unpacking Standards Common Core Standards for ELA and Math Maine Learning Results

11. 6 Common Core Standards for ELA and Math

12. 7 Maine Learning Results 7

13. 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) = =

14. 8 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

15. 12 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

16. 13 ✓ Horizontally group by grade level ✓ Groups of no more than 4/5 ✓ Choose a standard to unpack ✓ Establish the KNOW and DO

17. 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) = =

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

19. Goal # 4

20. Capacity Matrix

21. * 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

22. 36 Capacity Matrix for Students 36

23. Capacity matrix for an entire levels worth of standards

24. Capacity matrix for individual standards

25. 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

26. Go to work ….. Create a Capacity Matrix for either your SOP you created or the standard you unpacked

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

28. Goal # 4

29. 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)

30. 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.

34. 26 Scoring Guide Template

35. 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

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

37. 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) 32 Instructional Transparency

38. How do we make these ‘work’? Capacity Matrix Scoring Guide Table Talk: –What are these tools? –How might they be developed?

39. 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?

40. Resources Bering Strait S.D. – www.bssd.orgwww.bssd.org Adams 50 S.D. – www.sbsadams50.org/content go to D50 Wikiwww.sbsadams50.org/content Highland Tech High School –www.highlandtech.org go to Academicswww.highlandtech.org

41. How are we doing SV & CC? Shared Vision Code of Conduct Scatter-gram 2 12 3 3

42. 19 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