ESSENTIALS FOR CLASSROOM SUCCESS New Faculty Orientation

Welcome! June 16 Choose a card from the center of your table. (If you need a card raise your hand.) Stand and form a new group of 4 different suites – Hearts, Clubs, Spades, and Diamonds. Make sure you introduce yourself to your team – share what you school responsibility will be and something about yourself! Share your response to the question on the screen that matches your suit. 2

June 16 What has been your teaching journey? What are some of your goals and expectations for the coming school year? How have your “stretched” yourself over the past year? What resource (person or thing) has impacted your way of thinking about “school?” 3

Show up (or choose to be present). Pay attention (to heart and meaning). Speak your truth (without blame or judgment). Be open to outcome (not attached to outcome). Community Agreements June 16 plomap lus.net 4

OBJECTIVES “We don’t need you to create more charities. We need you to think and work differently…Most important, we need you to lead. A lot of lives are depending on you.” --Bill Milliken, The Last Dropout, © Make connections between the Diploma Plus Four Essentials. Define the role of Competencies in the Diploma Plus Model Describe how the rubrics are developed to show levels of a Diploma Plus Competency. Create DP Competency rubrics that develop required knowledge or skills in the content area. Apply the backward design model for curriculum planning using the DP templates. Investigate classroom instruction using the Diploma Plus instructional framework. June

The Four Essentials June

Four Essentials Outline June 16 Protocol: Modified Jigsaw 1.Number off into groups of 4. 2.Read the Four Essentials Outline. Record important ideas or thoughts on post-its. One thought per post-it. Be sure to number or label each posit by the Essential, i.e. #2 or SSC (Supportive School Culture). 3.Pass all numbered post-its to the person at table with corresponding number. 4.Like numbers meet – summarize and synthesize ideas and thoughts on post-its. Chart final conclusions. 5.Gallery Walk – look for patterns and/or common themes. 6.Whole group debrief. 7

June 16 BREAK… …be back in 15 minutes! 8

DP Curriculum Development Process Step 3 Authentic Assessment Design Tool Step 1 Subject Area Scope and Sequence Step 4 Unit Plan Lesson Overview Step 2 Curriculum Map Step 5 Lesson Plan June

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” --Steven R. Covey The Seven Habits of Highly Effective People What is Backward Design? June

How would you define “understanding”? What does it mean to “really understand” or “get it”? What are concrete indicators of really understanding a subject vs. merely knowing important facts? How Do We Know Understanding? June

Backward Design is a way of thinking more carefully about design. It is not a program. Teaching for understanding is the goal of teaching and is compatible with standards-based curricula. It is not an “either/or.” Backward Design is continuous progress toward a focus of deeper and more rigorous understanding of content within a standards-based system. Understandings about Backward Design June

Three Stages of Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences June

What key knowledge or skills will students gain? What should they be able to do? What are the “big ideas” that give meaning and importance to facts? What can students transfer to other topics and fields, and to adult life? What are the concepts that provide the foundation for “basic skills”? Stage 1: Identify Desired Results June

Stage 1: Identify Desired Results June 16 Big Ideas Enduring Understandings Essential Questions Standards Competencies Knowledge and Skill 15

Diploma Plus Competencies Abridged Version June 16 Protocol : Paired Verbal Fluency 1.Locate an “elbow” partner. 2.Read silently the first two paragraphs of the reading, Diploma Plus Competencies – The Abridged Version. When ready, each partner should make a comment about the reading to his/her partner. 3.Repeat the process for each of the paragraphs on page 1 of the article. 4.Whole group debrief. 16

June 16 Competencies Emerging (Remember) 1 Capable (Understand) 2 Bridging (Apply) 3 Proficient (Analyze) 4 Advanced (Create/Evaluate) 5 Choose Describe Define Identify Label List Locate Memorize Recognize Select Classify Confirm Differentiate Discuss Explain Give example Infer Interpret Match Predict Prepare Show Summarize Assumptions Categorize Compare Demonstrate Dramatize Examine Investigate Order Relate Solve Survey Use Appraise Compare Consider Debate Inspect Judge Question Recommend Weigh Evidence Assess Generalize Combine Compose Construct Create Design Develop Formulate Hypothesize Originate Synthesize Bloom’s Taxonomy: “Remembering” through “Creating” 17

June CompetenciesAbsence of Evidence 0 Emerging (Remember) 1 Capable (Understand) 2 Bridging (Apply) 3 Proficient (Analyze) 4 Advanced (Evaluate/Create) 5 E07. Idea Development: Write about, support, and elaborate on ideas using specific and relevant evidence. Standard(s): CCS. W.1. Write arguments to support claims in an analysis of substantive topics using valid reasoning and relevant and sufficient evidence CA. 2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects CA.3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement [persuasive letter] Identify main idea, focus, or thesis with help. Begin to identify and collect supporting evidence and supports, but not consistently or clearly used. Student  Identifies argument -with coaching- in persuasive essay, but not consistently or clearly.  Needs step by step coaching to identify argument.  Selects supporting details that are not consistent with the argument. Organize main idea, focus, or thesis, but may still need more focus and development. Choose some details and evidence to support ideas, but not fully developed. Student  Identifies argument-with limited- his/her persuasive essay.  Chooses some data to make an argument, but the evidence still needs focus and development. Develop fully and employ consistent main idea, focus, or thesis. Support ideas with relevant, specific details and evidence. Student  Independently identifies an argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article). Develop full and clear ideas. Arrange and connect a variety of logical, or persuasive details to thesis. Student  Identifies argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article).  Uses persuasive detail by making concessions or a counter argument by identifying other valid opinions about his/her argument.  Breaks down these counter arguments or concessions logically. Design and experiment with a variety of ideas and supporting details, including a mix of logical, ethical, and emotional arguments. Student  Identifies argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article).  Uses persuasive detail by making concessions, a counter argument, and an emotional argument. Break down these counter arguments or concessions logically.  Defends argument or position. Purpose: This rubric table demonstrates how teachers can use the competency rubric language to identify the “measurable” habits they want students to demonstrate in an individual standard or a group of standards (see rubric as an example). Once these measurable habits are identified, teachers can modify, or develop assignments and activities that are not only rooted in the standards, but within the Diploma Plus Competencies. Diploma Plus Competencies Abridged Version

Three Stages of Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences June

What evidence will you collect to determine if students have achieved the desired results? By what criteria will performances of understanding be observed? How will students reflect upon and self-assess their learning? Stage 2: Determine Acceptable Evidence June

Stage 2: Determine Acceptable Evidence June 16 Think Like an Assessor Performance Tasks Other Evidence Rubrics Self Assessment 21

June 16 CompetenciesAbsence of Evidence 0 Emerging (Remember) 1 Capable (Understand) 2 Bridging (Apply) 3 Proficient (Analyze) 4 Advanced (Evaluate/Create) 5 E07. Idea Development: Write about, support, and elaborate on ideas using specific and relevant evidence. Standard(s): CCS. W.1. Write arguments to support claims in an analysis of substantive topics using valid reasoning and relevant and sufficient evidence CA. 2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects CA.3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement [persuasive letter] Identify main idea, focus, or thesis with help. Begin to identify and collect supporting evidence and supports, but not consistently or clearly used. Student  Identifies argument -with coaching- in persuasive essay, but not consistently or clearly.  Needs step by step coaching to identify argument.  Selects supporting details that are not consistent with the argument. Organize main idea, focus, or thesis, but may still need more focus and development. Choose some details and evidence to support ideas, but not fully developed. Student  Identifies argument-with limited- his/her persuasive essay.  Chooses some data to make an argument, but the evidence still needs focus and development. Develop fully and employ consistent main idea, focus, or thesis. Support ideas with relevant, specific details and evidence. Student  Independently identifies an argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article). Develop full and clear ideas. Arrange and connect a variety of logical, or persuasive details to thesis. Student  Identifies argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article).  Uses persuasive detail by making concessions or a counter argument by identifying other valid opinions about his/her argument.  Breaks down these counter arguments or concessions logically. Design and experiment with a variety of ideas and supporting details, including a mix of logical, ethical, and emotional arguments. Student  Identifies argument in his/her persuasive essay.  Uses data to support argument and specific evidence from a primary or secondary resource (e.g., CNN article).  Uses persuasive detail by making concessions, a counter argument, and an emotional argument. Break down these counter arguments or concessions logically.  Defends argument or position. Purpose: This rubric table demonstrates how teachers can use the competency rubric language to identify the “measurable” habits they want students to demonstrate in an individual standard or a group of standards (see rubric as an example). Once these measurable habits are identified, teachers can modify, or develop assignments and activities that are not only rooted in the standards, but within the Diploma Plus Competencies. Diploma Plus Competencies Abridged Version 22

Your Turn! June Choose and unpack a content standard(s) the best represents a power standard(s) for your content area of teaching. What must a student know and/or be able to do? What are the essential learnings for the standard(s)? 2.What evidence would need to be measured if a student has achieved the desired results? What criteria would you use to measure the results? 3.Identify Diploma Plus Competencies – content and Personal – that best identifies the criteria to measure the desired results. 4.Expand the competency rubrics to define student expectations. Access the Diploma Plus Competencies at password: strongschools. 23

Three Stages of Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences June

How is a focus on engaging and effective learning “designed in”? What learning experiences and instruction will promote the desired understanding, knowledge, and skill? How will the activities and instruction promote the deepening of students’ insights, interests, and connections to “the real world”? Stage 3: Plan Learning Experiences and Activities June

DP Curriculum Development Process Step 3 Authentic Assessment Design Tool Step 1 Subject Area Scope and Sequence Step 4 Unit Plan Lesson Overview Step 2 Curriculum Map Step 5 Lesson Plan June

Diploma Plus Curriculum Design Process Uses a backward planning process:  Scope and Sequence: identifies the appropriate DP Competencies and State or National Standards students will learn in each course  Curriculum Maps: include competencies, standards, and products  Authentic Assessments: develop relevant, real-world products to assess students’ learning through demonstration  Unit Plan Overview: crafts the trajectory of lessons for students to be able to successfully complete the authentic assessment  Daily Lesson Plans: enable students to meet the standards by demonstrating their knowledge, understanding and ability in the DP Competencies. June

1 Subject Area Scope and Sequence The list of prioritized standards, DP Content and Personal Competencies, and key products used to define student outcomes for a course. 2 Curriculum Map A living document that explains the teacher’s plan for meeting the course’s outcomes for the school year. 3 Authentic Assessment Design Tool A tool to support teachers in defining the key components of an authentic assessment. 4 Unit Plan Lesson Overview An overview of the lessons within a unit, including each lesson’s objectives, activities and assessments. 5 Lesson Plan The key information for a lesson, including the full agenda and other related information. DP Curriculum Development Process June

2. Describe two important learnings from this morning’s work. 1. What one question do you need answered today? 21 – Blackjack! Reflection June

Lunch! June

Table Talk June 16 Take a few moments and talk with your table-mates about this morning’s work. What ONE word best summarizes your thoughts as a table? 31

Show up (or choose to be present). Pay attention (to heart and meaning). Speak your truth (without blame or judgment). Be open to outcome (not attached to outcome). Community Agreements June 16 plomap lus.net 32

OBJECTIVES “We don’t need you to create more charities. We need you to think and work differently…Most important, we need you to lead. A lot of lives are depending on you.” --Bill Milliken, The Last Dropout, © Make connections between the Diploma Plus Four Essentials. Define the role of Competencies in the Diploma Plus Model Describe how the rubrics are developed to show levels of a Diploma Plus Competency. Create DP Competency rubrics that develop required knowledge or skills in the content area. Apply the backward design model for curriculum planning using the DP templates. Investigate classroom instruction using the Diploma Plus instructional framework June

1 Subject Area Scope and Sequence The list of prioritized standards, DP Content and Personal Competencies, and key products used to define student outcomes for a course. 2 Curriculum Map A living document that explains the teacher’s plan for meeting the course’s outcomes for the school year. 3 Authentic Assessment Design Tool A tool to support teachers in defining the key components of an authentic assessment. 4 Unit Plan Lesson Overview An overview of the lessons within a unit, including each lesson’s objectives, activities and assessments. 5 Lesson Plan The key information for a lesson, including the full agenda and other related information. DP Curriculum Development Process June

DP Curriculum Development Process Step 3 Authentic Assessment Design Tool Step 1 Subject Area Scope and Sequence Step 4 Unit Plan Lesson Overview Step 2 Curriculum Map Step 5 Lesson Plan June

Three Stages of Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences June

By Grant Wiggins This article originally published on 4/3/2006 “Contrary to some expectations, we found high-quality assignments in some very disadvantaged Chicago classrooms and [found] that all students in these classes benefited from exposure to such instruction. We conclude, therefore, [that] assignments calling for more authentic intellectual work actually improve student scores on conventional tests." Healthier Testing Made Easy: The Idea of Authentic Assessment Protocol: First Word Last Word --Silently read the article. High-light important thoughts or ideas. --As a table, decide who will share first. --Read an important thought or idea from the reading. Be sure to share where the quote can be found. Make no further comments. This is the “First Word.” --Beginning with the person to the right – share your thoughts about the selected quote. --Continue sharing thoughts around the table. NO CROSS TALK. --The person who shared the thought or idea gets the “Last Word” – share your thoughts about the quote and responses offered by the table group. --Continue the process around the table until each person has shared at least one of his/hers important thought or idea. June

Authentic Assessment Design Tool: Review June 16 General Information Title Due Date Outcomes Learning Standards DP Content Competencies DP 21 st Century Competencies Situation Real World Scenario Task Student Role Audience Product Reflection Criteria for Success Content Competency Expectations 21 st Century Competency Expectations General Requirements Course Name: DP Phase: Academic Year: Teacher: Unit: 38

Your Turn! June Use the content standard(s) and Diploma Plus Competency(s) unpacked in the morning activity. 2. With a partner or in small groups develop and authentic assessment using the Authentic Assessment Design Tool. Access the Authentic Assessment Design Tool and Directions at password: strongschools. 39

Doodle Time! June 16 Draw a doodle – in 2 minutes - representing the most important thing you have learned about the Diploma Plus Curriculum Development Process. Your doodle can be a line, a shape, a squiggle, and icon, a cartoon, a symbol – anything visual. Stand – find a partner not at your table and share your doodle and its meaning for you. 40

Three Stages of Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences June

How is a focus on engaging and effective learning “designed in”? What learning experiences and instruction will promote the desired understanding, knowledge, and skill? How will the activities and instruction promote the deepening of students’ insights, interests, and connections to “the real world”? Stage 3: Plan Learning Experiences and Activities June

Student- Centered Competency- Based Standards- Aligned Competency-Based &Standard-Aligned Instruction and Student Centered Learning Connections June Table Talk: Review the three components of the Diploma Plus Instructional Framework. --What are some points that stand out for you? --What might you need to know more about?

Competency-Based & Standards-Aligned Instruction June 16 Competency Based Activities A Range of Student Work Samples Ongoing Assessment & Feedback Daily Objectives Elements Present in the Classroom Daily Objectives – sets the tone of the day’s learning requirements. Competency-Based Activities – high- lights the habits of mind in each content area. Ongoing Assessment & Feedback – outlines the necessary steps to reach and maintain proficiency. A Range of Student Work Samples – benchmarks from which students can grow and develop their skills. 44

An Umbrella for Student Centered Instruction June 16 Interactive Instruction Direct Instruction Indirect Instruction Experiential Learning Individualized Instruction Differentiated Instruction 45

10 Non Negotiables 1. Teacher-student connection. 2. An environment that is a catalyst for learning. 3. A sense of community in the classroom. 4. Curriculum focused on student understanding. 5. Persistent assessment to inform teaching & learning. 6. Respectful tasks for each student. 7. Flexible grouping. 8. Attention to student readiness, interest, and learning profile. 9. Modification of content, process, product, affect and learning environment to address student need. 10. Teaching up. January

Content, Process, Product January Process: Paired Verbal Fluency – Say Something 1.Stand and find an “high-five” partner. 2.Silently read the paragraph describing Content. 3.“Say something” to your partner about the reading. 4.Repeat for the paragraphs for Process and Product

CONTENT January Two Chunks 1.Guaranteed and viable curriculum 2.How students are given access to the curriculum. Access through… 1.Readiness differentiation 2.Interest differentiation 3.Learning Profile differentiation

PROCESS January “SENSE MAKING ACTIVITIES” interesting think at high levels causes a student to use a skill to understand a key idea. Differentiate according to Readiness. Interest. Learning Profile.

PRODUCT January Rethink, use, and extend what students have learned over a long period of time – they own it! Maximum opportunity to think about, apply, and demonstrate learning. Differentiate according to Readiness Interest Student Learning Profile

Your Turn! June 16 Return to your working group from this morning. As you review your Authentic Assessment design consider the following questions to continue its development.  What learning experiences and instruction will promote the desired understanding, knowledge, and skill?  How will the activities and instruction promote the deepening of students’ insights, interests, and connections to “the real world”? 51

2-minute Write January What is becoming clear to you about meeting the needs of your students? What questions do you have? What resources do you need? Share with a neighbor some of those thoughts and ideas.

Closing June Next Steps Coaching Sessions Curriculum Intensive Evaluation Survey