This slide deck provides the common messaging that all schools received during the 25-26 school year.

This module focuses on unpacking standards into "concepts" and "skills," which are essentially the nouns and verbs in a standard.  The concepts are what students need to know and the skills are what they need to do or demonstrate.  

In addition, it is important to understand the declarative, procedural, and conditional knowledge that students need to learn.

• Declarative: factual information associated with the subject

• Procedural: application of information

• Conditional: knowing when to use the information

This module presents the next step of the clarity process after analyzing the standard.  When we break a standard into concepts and skills new questions arise that need to be addressed:

What underlying prior knowledge must students possess?

How might the concepts and skills within this standard be sequenced in a logical way?

This brings us to framing out our process through learning progressions to build that logical sequence that takes into account prior knowledge and focuses on our end goal.  The learning progressions are big picture, while the learning intentions (in the next module) are daily statements of learning.

This module we build on the unpacking work in the previous modules.  Now that we have our concepts and skills and our learning progressions.  We now need to break that down into lesson-sized chunks that we can share with students in daily statements of learning.  Each statement shows what a student is expected to learn in a given lesson and will ultimately connect to success criteria in the next module. In essence, this work is the beginning of the student-facing side of the teacher clarity process.

Learning intentions should be in student-friendly language that is developmentally appropriate for your grade level so you can communicate these intentions/goals with your students effectively.  Learning intentions shouldn't just be referenced at the beginning of a lesson, but revisited throughout the lesson as well.

This module focuses on making learning visible to students by crafting success criteria in a way that allows students to be able to track whether or not they have reached the learning goals.  They provide:

• clear, specific, attainable goals,

• and internal motivation.

Success criteria are often 'I can' statements but can also be rubrics, checklists, or statements of what has been learned.