Teachers must work together to address the question, "What do we want students to learn?" Once a teacher/team has identified these essential standards, they must then unpack them. The unpacking process helps educators to identify what proficiency looks like for the specific essential standard. It also helps educators to identify learning objectives (Students will be able to...) that make up the essential standard. Each learning objective is then broken down into learning targets (I can...) that provide stepping stones to each learning objective. The learning objectives then provide stepping stones to the essential standard.
Having this information allows educators to create common formative assessments that measure student proficiency in relation to the learning objectives and learning targets. Data from these common formative assessments drive intervention for students who did not master a specific skill and drive team professional development as they build their capacity to meet the needs of their specific students.
To earn this 0.5 credit badge you will submit two different types of evidence from the list below to demonstrate your consistent and effective identification of essential standards. You will also complete a written or video reflective analysis. Click Earn This Badge to learn more!
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This badge represents more than performing a close read of the Utah Core Standards. It involves a deliberate process that PLCs use to describe exactly what students need to know or do, and how they demonstrate their proficiency.
Essential Standard or Essential Learning: What teachers will teach
Learning Objective: What students will be able to do; clarifies desired outcome
Learning Target: Daily "I can" statements for students; clarifies to a student how they know they have mastered the learning
An 8th grade math team at Excellence Middle School has an upcoming unit with the essential standard of expressions and equations. The team of 4 first reviews the Utah 8th grade math standards to determine what a student would need to be able to do in order to demonstrate proficiency. They then work backwards identifying a few learning objectives that become stepping stones to break up expressions and equations into manageable smaller chunks of instruction. They then break up each learning objective into daily learning targets.
Other: Submit a document showing a specific essential standard that has been fully unpacked. This includes the identification of specific learning objectives, the description of specific learning targets for each objective (I Can statements), and a clear articulation of student proficiency (what proficient student work will look like).
Evidence demonstrates the identification of student Learning Objectives (Students will be able to...).Evidence demonstrates the identification of specific Learning Targets (I can...) for each learning objective.Evidence demonstrates the clear articulation of what proficient student work will look like.
Describe the process you use to identify the specific learning objectives of an essential standard.
Once you have identified the learning objectives for an essential standard, describe your process to determine their learning targets.
Once you have identified specific learning objectives and learning targets, describe your process for determining what proficient student work will look like.
Reflection describes the use of a process to identify learning objectives for student proficiency.Reflection describes the use of a process to identify specific learning targets for student proficiency.Reflection describes the use of a process to clearly articulate what proficient student work will look like.
Learning by Doing: A Handbook for Professional Learning Communities at Work by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos Find it on Amazon.com This book systematically looks at the PLC process and shows how schools turn their
knowledge into action. By looking at the experiences of real schools going through the PLC
process, the authors are able to offer practical advice and guidance.
Taking Action: A Handbook for RTI at Work by Austin Buffum Find it on Amazon.com This book is a guide for implementing Response to Intervention (RTI) in schools in order to
increase student learning.
Chapter 3 is particularly relevant for this badge. Reproducibles include an Essential Standards Chart and Criteria for Selecting Essential Standards.
Pages 79-87 include information on identifying essential standards and creating a learning progression.
pages 90-93 describe how to create an essential standard unit plan.
Teach Like A Champion, Doug Lemov (2015) pgs 137-140 Find it on Amazon.com This section describes how to identify learning targets.
UEN (Utah Education Network): Utah Core Standards https://www.uen.org/core/ This site has the Utah Core Standards for each grade level and content area, as well as the Utah Effective Teaching Standards.