Welcome ! Identifying Priority Expectations for English Language Arts & Social Studies

1. Welcome!Identifying Priority ExpectationsforEnglish Language Arts&Social Studies December 16, 2009

2. Group Norms • Listen with respect and without interruption • Participate fully • Press for clarification • Tackle issues, not colleagues • Honor time and equitable distribution of air time • Take care of own needs • Interact verbally and non-verbally in a professional manner • Silence all cell phones

3. Agenda • Overview of the Day • Opening Activity and Introduction • Course Teams Organize & Work Through Process of Identifying Priority Expectations • Lunch Break (60 Minutes) • Vertical Content Teams (ELA & Social Studies) Share and Align Prioritized Course Expectations • Next Steps

4. Starting the Wheel in Motion… Identify Standards Unwrap the Standards (continually revisited) Assessments: Formative and Summative Enduring Understandings/Big Ideas and Essential Questions Use of Data to Drive Instructional Decisions (Data Director) Identify Priority Expectations/ Standards Curriculum Mapping Unit Development (Steps 6-10)

5. Together, through this process, we will build a solid structure for learning for ALL students. TM Lead & Learn page 31

6. Priority Expectations/Standards Criteria • What do students need for success in . . . • School • Life • State Test

7. Priority Expectations Criteria

8. Don’t forget Priority Expectations • Identifying a set of “Priority Expectations/ Standards” does not relieve teachers of the responsibility for teaching all standards and indicators. It simply notes which ones are most critical for student success in school, life, and on the state assessment, and, therefore, should receive the greatest emphasis for instruction and assessment.

9. We identify Priority Expectations so that… …we have collective understanding and agreement on the things in which all students should have knowledge and competence • …the concepts and skills contained within the standards are clearly stated and collectively interpreted. • The unwrapping process also reveals: • big ideas • essential questions • levels of thinking • All of these elements come together to guide the development of formative assessments and effective instruction We unwrap the Priority Expectations so that…

10. Putting the Pieces Of the Puzzle Together Effective Teaching Strategies Clear Learning Targets Formative and Summative Data Assessment: Accountability for student learning. The Leadership and Learning Center

11. Priority Expectation Content Area Grids Earth Science Sample

12. Starting the Wheel in Motion… Identify Standards Unwrap the Standards (Feb./March 2010) Assessments: Formative and Summative (Summer 2010) Enduring Understandings/Big Ideas and Essential Questions (Feb. 2010) Identify Priority Expectations/ Standards (Nov. & Dec. 2009) Use of Data to Drive Instructional Decisions (Data Director - continuous) Curriculum Mapping Unit Development (April 2010)

13. Process for Identifying Priority Expectations Wednesday Morning • Group into content teams (ELA & Social Studies) - Discuss: What does a successful 21st century graduate look like? - Review key information from the HSCE document …. *Preparing students for successful post-secondary engagement *What does a person who is successful in these disciplines look like? ELA – Strands, Dispositions S.S. – Organizational Structure - Consider Guiding Questions (Filters) 1. “What knowledge and skills do this year’s students need so that they enter next year’s class with confidence and readiness for success?” 2. “What knowledge and skills do students need so they will be successful in life?” Individually mark Priority Expectation choices alone using first two filters. MAYBE YES NO – Leave Blank

14. Process for Identifying Priority Expectations Wednesday Morning, Continued: • Compare selections with similar course colleagues. Note similarities and differences and reach initial consensus to reflect priority expectations for school and life. • Record initial selections on the electronic chart and on a paper copy. • Guiding Question (Filter) 3: What does the data tell us? • Consult state test data (ACT “College Readiness Standards” information on the right hand column of the chart) • Comparison to Kent ISD’s priority expectations • Revise electronic charts and paper copy as needed to reflect filter three (state assessment) priorities.

15. Process for Identifying Priority Expectations Wednesday Afternoon • Share process in vertical content teams (e.g. Civics, Economics, U.S. History/Geography, World History/Geography; ELA – 9, 10, 11, 12) - Display charts so all can see (projector or paper copies). - Identify gaps, overlaps, and omissions. - Revise selections on electronic charts and paper copy. • Continue the process for all courses for your content area. YOU WILL HAVE A DRAFT SET OF PRIORITY EXPECTATIONS FOR YOUR CONTENT AREA BY THE END OF THE DAY!

16. Contacts • Kim Anderson 517/265-1625 Kim.Anderson@lisd.us • Kelly Coffin517/266-1684 Kelly.Coffin@lisd.us • Bob Herrera 517/265-1636 Bob.Herrera@lisd.us • Deniece Strack 517/265-1624 Deniece.Strack@lisd.us • Terri Portice 616/365-2362 TerriPortice@Kentisd.org