"Unwrapped" Standards – defining Power Standards
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As a district, we have unwrapped all of the standards. We are now looking to identify power standards for our standards based reporting and write common assessments. Is anyone else at this point and interested in visiting?
We are about to begin the unwrapping process. I would love to compare and share our work. There are some resources on Knowledge and Skills on the NAfME web site. Once we unwrap we will begin the process of Powering, developing a scope and sequence, and developing units and assessments.
This work coincides with our ten year curriculum revision schedule. We are revising our full curriculum K-12.
Coordinator of Music
Bristol (CT) Public Schools
I too would love to share as we start unveiling the standards. This spring, we will explore the Essential Questions/Enduring Understandings, with curriculum writing starting in the fall. I’ve created a flow chart to help my teams understand how the standards are to be read. I would love to know if they have finished writing the MCA’s for creating and responding.
District Coordinator for Music Education
CUSD 300, Algonquin IL
I am currently working on 5.3 high school and am struggling to quantify the difference between proficient, accomplished and advanced. The same terms/descriptors are used, just in a different order. If the statements were aligned as to word order, it appears they would be almost the same.
Update: Here are the power standards we decided on by grade level:
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