High School Summer Professional Development Workshop Kemper Fitch, Principal

1. High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curriculum Penny Crooks, Assistant Principal John Eggleston, Assistant Principal Julie Pack, Assistant Principal

2. Review of Week One • A Twitter of Day One: • D-1: Drafted ES, aka enduring understandings that subsumes our SCOS. ES drive assessments and instructional decision making. • Write a twitter message summarizing each day of the first week: • Math: day 2 • Science: day 3 • Social Studies: day 4 • English: day 5

3. Essential Questions Teaching the answers without first raising the questions takes most of the meaning out of learning. ~Francis Slater, London School of Education

4. What is an essential question? Sample EQ:What is yourexplanation for how to evaluatewhether or not a question meets the criteria for being an essential question?

5. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

6. What is your explanationfor how toevaluate whether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

7. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analyze and Evaluate

8. What is your explanation for how toevaluatewhether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analyze and Evaluate

9. What is your explanationfor how toevaluatewhether or not a question meets the criteria for being an essential question? 21st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Revised Bloom’s Taxonomy: analyze and evaluate

10. Essential Questions-qualities Cause inquiry into core content (Essential Standards) Do not have one “right” answer (21st Century Skills, Revised Bloom’s Taxonomy) Are arguable, provokes deep thought, discussion, inquiry (21st Century Skills) Promote understanding (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21st Century Skills) Spark meaningful connections with prior learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

11. What is the purpose of an essential question? Sample EQ:Why are essential questions a key component of planning and classroom instruction?

12. 21st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs Why are essential questions a key component of planning and classroom instruction?

13. Whyare essential questions a key component of planning and classroom instruction? 21st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs

14. Why are essential questions a key component of planning and classroom instruction? Revised Bloom’s Taxonomy: Evaluate

15. Why are essential questions a key component of planning and classroom instruction? Revised Bloom’s Taxonomy: Evaluate

16. Why are essential questions a key component of planning and classroom instruction? 21st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs Why Revised Bloom’s Taxonomy: Evaluate

17. Need for Essential Questions Potpourri problem (Essential Standards) Lack of focus (Essential Standards, 21st Century Skills) Long term recall (Essential Standards, 21st Century Skills) Communication between students and teachers and between teachers (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment) Clarifying purpose (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment) Set direction for learning (Essential Standards, 21st Century Skills, Assessment) Focus learning (Essential Standards, 21st Century Skills, Assessment) Student engagement/application (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy) Assessment of student learning (Essential Standards, 21st Century Skills, Revised Bloom’s Taxonomy, Assessment) Heidi Hayes Jacobs, 2008

18. Purpose: The Big Four of Essential Questions • Reflect content standards (Essential Standards) • Connection of learning with living (21st Century Skills) • Thinking, problem-solving, application of learning • (21st Century Skills, Revised Bloom’s Taxonomy) • Engaging, student-based instruction-not teacher- • driven (21st Century Skills, Revised Bloom’s Taxonomy) Essential Question Reflect content standards Connection of learning w/ living Reflect content standards Engaging, student-based

19. Purpose: Essential Questions Essential questions become . . . the “mental velcro” for content learning. Essential Question Connection of learning w/ living Reflect content standards Reflect content standards Connection of learning w/ living Reflect content standards Engaging, student-based

21. What are appropriate essential questions for my content area? Sample EQ:How do you determine appropriate essential questions for content area learning?

22. How do you determine appropriate essential questions for content area learning? 21st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

23. How do you determineappropriate essential questions for content area learning? 21st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

24. How do you determine appropriate essential questions for content area learning? Revised Bloom’s Taxonomy: Analyze & Evaluate

25. How do you determine appropriate essential questions for content area learning? Revised Bloom’s Taxonomy: Analyze & Evaluate

26. Howdo you determine appropriate essential questions for content area learning? 21st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts How determine Revised Bloom’s Taxonomy: Analyze & Evaluate

27. Essential Questions: Quality Check Criteria – Refer to Handout EQs – Practice Handout

28. EQs - Practice Social Studies What rights are guaranteed as a citizen and which are most important to me? ~E.S. - √ ~21st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ How are governments created, structured, maintained, and changed? ~E.S. - √ ~21st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How do the structures and functions of government interrelate? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How do different political systems vary in their toleration and encouragement of change? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check

29. Science How can we apply scientific skills, processes, and methods of inquiry to solve real-world problems? ~E.S. - √ ~21st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ How do developments in science and technology affect our lives? ~E.S. - √ ~21st C. - √ ~RBT - X ~A’ment - √ ~Form - √ What decisions must be made prior to measurement of an object? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How do humans affect the environment and the environment affect humans? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

30. Math What role does prediction play in mathematics and in decisions we make? ~E.S. - √ ~21st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How can we represent mathematical relationships? ~E.S. - √ ~21st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How can we mathematically predict the outcomes of some future events? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Why do we need standard units of measure in math and daily activities? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

31. Language Arts How can fiction reveal truth in literature and in human nature? ~E.S. - √ ~21st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ What do good readers do when the text doesn’t make sense? ~E.S. - √ ~21st C. - √ ~RBT - X ~A’ment - √ ~Form - √ Does experience and belief influence reading and our perceptions? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How are stories from other places and times relevant to our society? ~E.S. - √ ~21st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

32. Essential Questions: Quality Check Quality Check – Sample Curriculum Guides EQ’s

33. Brain Dump • 5 min-Individually-List all that you know about assessments • Take into consideration personal experiences, research, and practice • 10 min-In groups-on chart paper, come to a consensus about what you know as a group about assessments and develop a KWHL. • These will be shared with everyone

34. Assessment Proposed System LT 2 LT 3 LT 4 LT 5 • To Evaluate Knowledge… • Transparent • Appropriately Used Summative (Statewide) Benchmark (Classroom, School, District) • To Inform Instruction… • Centralized Benchmarking Tool • Systematic Formative Assessment PD Modules Formative Assessment (Classroom) Essential Standards Built on what is most important for students to learn in the 21st century 7

37. Pre-Assessment provides: Diagnostic information – a measurement of prior knowledge Informs instruction Flexible grouping Opportunities to adjust/tier assignments ****Pre-assessments MUST occur prior to units of study allowing time for regular education teachers to “intentionally” plan with support staff to scaffold/modify/frontload/accelerate instruction.

39. pr

40. Assessment LT 2 LT 3 LT 4 LT 5 Summative (Statewide) Benchmark (Classroom, School, District) Formative Assessment (Classroom) Essential Standards Summative Assessment Measures of achievement to provide evidence of student competence or program effectiveness. 11

41. Accountability + + + Future-Ready Core + + Readiness + Graduation Rate LT 6 LT 7 Achievement (EOCs and EOGs) Growth K-12 Summative 9-12 only Benchmark Formative andBenchmarkto inform instruction Formative Essential Standards Essential Standardsto define what students must know, understand and be able to do to compete in the 21st century 15

42. Work Session: Essential Questions and Assessment Prototypes • Work with your subject partners to • develop Essential Questions that reflect identified Essential Standards and incorporate 21st century skills and RBT. • These should be put into the electronic copy of your curriculum guide. • develop a diagnostic pre-assessment (based on your work on the ACS Curriculum Guide) to be given in the first week of school.

43. LUNCH!!

44. COMMON ASSESSMENTS:A Product of Professional Learning “If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together to asses students learning.” Dufour, Dufour, Eaker, and Many

45. COMMON ASSESSMENTS (CA) “… represent the most effective strategies for determining whether the guaranteed curriculum is being taught and more importantly, learned.” Dufour, Dufour, Eaker, and Many

46. CA Created by Same Subject Teachers/Department Instructional Strategies Instructional Strategies Instructional Strategies GOAL: Essential Standards

47. PLCs STUDY DATA FROM CAs • Analyze line items to identify: • where students’ learning lagged • areas of shortcomings • areas of strengths • what to reteach • which students require additional support/enrichment/intervention • short-term/long-term systemic solutions

48. Words from teachers… “Teaching your favorite way doesn’t always work so well. Sometimes you have this wonderful lesson that you love, but they aren’t learning. You have to change.” “Teachers need to understand that common assessments do not grade the teacher. It doesn’t mean you have failed – it means you must change.”

49. SUMMARIZE CA: • What do we want our students to know? (Essential Standards) • How will we know they have learned it? (Common Assessment) • What do we do when they do not learn it? Or already know it? (Support/Enrichment/Intervention)

50. WHAT CA ARE NOT… • CA are not a lock-step, mechanical manner in which to teach • CA are not designed to evaluate teachers