{"id":5813,"date":"2012-05-13T00:00:00","date_gmt":"2012-05-13T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/is-a-standard-a-competency-part-2\/"},"modified":"2020-02-05T12:48:24","modified_gmt":"2020-02-05T17:48:24","slug":"is-a-standard-a-competency-part-2","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/is-a-standard-a-competency-part-2\/","title":{"rendered":"Is a Standard a Competency? (Part 2)"},"content":{"rendered":"

Read Part 1<\/a><\/em> or take a look at New Hampshire’s ELA<\/a> and Math<\/a> Competencies\"\"<\/a><\/em><\/p>\n

Following up on the first post on this topic, I go deeper in looking at the relationship between standards and competencies. I facilitated work for the NH DoE whereby groups of\u00a0 Math<\/a> and ELA<\/a> teachers wrote competencies to the Common Core, so I will use it as an example:<\/p>\n

Competency<\/strong>:\u00a0 Students will demonstrate the ability to analyze structure in expressions.\u00a0 (note that the ‘verb’ is at Level 3 in the DOK.)<\/p>\n

The performance indicators that would be used as formative or summative tasks in the demonstration of mastery of this competency are the CC standards.\u00a0 So, as students move through these ‘I can” performance indicators, it should build understanding for the bigger concept of structure in expression.<\/p>\n

Performance Indicators<\/strong>:\u00a0 “I can…”<\/p>\n

Strategic and Extended Thinking<\/span>: Levels 3 &4 Depth of Knowledge:<\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Apply properties of operations to rewrite complicated expressions in multiple ways where possible.<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 Analyze an expression, apply concepts of writing expressions in equivalents forms to solve problems.<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0 Analyze and derive the formula for numbers patterns and use the formula to solve problems.<\/p>\n

Skill\/Concept<\/span>: Level 2 Depth of Knowledge:<\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Interpret parts of an expression, such as terms, factors, and coefficients.<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 Interpret complicated expressions by viewing one or more of their parts as a single entity.<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0 Use the structure to regroup a complicated expression.<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0 Determine and perform the appropriate method for solving a problem.<\/p>\n

Recall<\/span>: Level 1 Depth of Knowledge:<\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 Identify parts of expressions using appropriate language of mathematics (exponent, coefficient, base etc).<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 Identify types expressions (monomial, binomial, polynomial, constant, etc).<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0 Recognize the types of expressions.<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0 Identify equivalent forms of expressions.<\/p>\n

Each one of these performance indicators are actually Common Core Standards–they have just been sorted or classified by their depth of knowledge.\u00a0 Note the Level 1 and 2 performance indicators are the low level content acquisition material that does not demonstrate mastery but may be needed to reach mastery (formative).<\/p>\n

__________About the Author__________<\/strong><\/p>\n

\"\"<\/a>Rose Colby is an experienced educator. She taught high school biology and chemistry and has served as assistant principal and principal at several middle and high schools. She has been working with schools to develop competency-based learning and assessment models for the past three years.<\/em> She is the co-author with Fred Bramante of Off the Clock: Moving from Time to Competency.<\/a><\/em><\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[104],"issue":[368,383,395],"location":[],"class_list":["post-5813","cw_post","type-cw_post","status-publish","hentry","legacy_category-how-to","issue-issues-in-practice","issue-rethink-instruction","issue-create-balanced-systems-of-assessments"],"acf":[],"yoast_head":"\nIs a Standard a Competency? 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