College and Career Readiness Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort October 18, 2012

Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.   Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Academic Services

Academic Services Curriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.   Assurances We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty. ASU is committed to supporting the academic growth of all students. The C2 Collaborative Cohort supports school-based leadership teams in building capacity for implementation of initiatives. Academic Services

Students Success - Project CRISS promotes student ownership of learning and success. Curriculum NGSSS/CCSS - The strategies and process within Project CRISS promotes deep learning of the content and furthers development of the 21st Century Skills. PLCs can be utilized to sustain the process of the Project CRISS Teaching and Learning Frameworks. A well-designed Framework for Teaching (lesson plan) can be the foundation of an observed lesson within the lesson study cycle. Academic Services

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Classroom Implementation of Project CRISS provides students opportunities to utilize these 21st Century Skills. Application of these skills contributes, not only to the learning of the individual, but contributes to the success and achievement of the group. Academic Services

Project CRISS Connections Shifting Gears Project CRISS Connections As you enter, complete the following… On a Post-It, generate a list of adjectives that describe what student engagement looks, sounds, and feels like in the classroom Learning Goals Learners will understand how planning with Project CRISS frameworks for teaching and learning promote student engagement. : I DO Introduction to Project CRISS Frameworks for Teaching and Learning WE DO Engage in active persistence through applied learning strategies YOU DO Recognize Project CRISS engagement strategies October, 2012 Benchmarks: LCS District Goal 4: Highly Developed and High Performing Staff The Learner will Recognize a slice of student engagement resulting from implementation of Project CRISS Objectives Please review the CBC for content correctness. Need assistance with the objective, common language, and summarizing activity. EQ Notes: Tie to the Project CRISS Teaching and Learning Framework This is simply an overview to raise awareness, not the actual PD or training. Essential Question: How do teachers prepare students to engage in a variety of strategies in order to become independent learners? Write a One-Sentence Summary that describes a Project CRISS engagement strategy Sum-It-Up Common Language: NEXT STEPS: With whom will you share this information? Why? Project CRISS process Metacognition engagement

Academic Services Instructional Visit Look For Checklist Common Board Configuration Marzano Framework Text Complexity and Comprehension Instructional Sequence Qualitative Quantitative Common Core State Standards Reader & Task 21st Century Skills

Project CRISS Connections to… Scan this QR code to access a digital copy of the Project CRISS correlation to the CCSS

Project CRISS Connections to… Text Complexity and Comprehension Instructional Sequence Qualitative Quantitative Reader & Task

Project CRISS Connections to… 21st Century Skills

Project CRISS Connections to… Academic Services Instructional Visit Look For Checklist

Project CRISS Connections to… Marzano & TEAM

Project CRISS Connections to… Common Board Configuration

What evidence of Student Engagement do you expect to see at your School? Project CRISS school? Yes? What CRISS strategies are you seeing consistently? No? How do you ensure student engagement at your school? Take a few minutes at your table to complete a round robin discussion in which each participant will share for 30 seconds, the Look Fors at their school site. Refer participants to the “green sheet” and have them note strategies that they see on a consistent basis.

Helping Teachers Teach and Learners Learn CReating Independence through Student-owned Strategies © Project CRISS 2010

HISTORY OF PROJECT CRISS® Originally designed for High School Students 1985, CRISS was recognized as an exemplary High School program Broadened to all content areas, grades 4-12 2002, CRISS was incorporated Continue to expand and collect data www.projectcriss.com Originally designed for high school students when it was evident that they could not learn from reading assignments. Teachers assigned reading Students didn’t learn Teachers spent time reviewing in class Students became more passive learners Teachers lectured more A group of teachers got together, did the research, tried the strategies, noted the ones that worked and passed them on to other teachers to try. In 1985, CRISS was recognized as an exemplary high school program and in 2002, it was incorporated. In the mean time it had changed and broadened, including all content areas and grade levels 4-12 Over the years, CRISS has continued to expand and collect data using experimental and control comparisons. For the latest data collection, please visit the website. © Project CRISS 2010

Instructional Frameworks (Liang and Dole, 2006) Are: Sets of principles or ideas that organize instruction based on principles of teaching. Tools to simplify complex ideas. Are Not: Scripted Found in teachers’ manuals Simple procedures such as a concept map or a K-W-L Emphasize Project CRISS as a process as opposed to a list of strategies. 17

Project CRISS Frameworks FRAMEWORK FOR TEACHING FRAMEWORK FOR LEARNING Guides planning Informs instruction using the… FRAMEWORK FOR LEARNING Allows learners to deeply understand what they read, view, hear, and do by… preparing them for learning, facilitating engagement and long-term retention, developing lifelong, reflective learners. First click brings up Framework for Learning Second click brings up Framework for Teaching 18

FRAMEWORK FOR LEARNING Being a Metacognitive Learner PREPARE for Learning: Be Metacognitive! Background Knowledge Purpose Setting Author’s Craft ENGAGE & TRANSFORM: Be Actively Persistent! Writing Discussion Visualizing Organizing The information below is used during the Level I training. Highlight those components that meet the presentation goals, but do not expound on this information during an awareness session. Metacognition is the foundation. Students need to know when they understand concepts. And they need to use a variety of strategies when they don’t. Background Knowledge Powerful determinant of learning Richer the background, richer the comprehension Specific Purpose Research shows positive influence on learning when the purpose is known Students must set goals before learning Students should monitor their own learning Discussion Learning is about constructing knowledge Social and interpersonal process Meaning is created – By transforming information Building your connections Writing Integral to all learning A way of knowing Forces organization – clusters ideas and creates a hierarchy of knowledge Helps with metacognition Organize Information for Learning Learning and memory depend on transformation of information More organized, better remembered Author’s Craft Text structure aids comprehension Knowledge of expository and narrative text structure – essential to comprehension Modeling & Explanation Teachers must teach not only the content, but how to learn it Teacher demonstration and guided practice have pronounced effects on comprehension Teaching for Understanding More than knowing Students must be able to do a variety of “thinking” activities Explaining Giving examples Producing evidence Generalizing Representing topic in a new way REFLECT on Learning Process: How I learned (My metacognition) Content: What I learned 19

FRAMEWORK FOR TEACHING PLAN for Instruction Enduring Understandings (Content & Process) Assessments (Formative & Summative) Evaluate Student Needs Content Materials PREPARE for Learning: Be Metacognitive! Background Knowledge Purpose Setting Author’s Craft ENGAGE & TRANSFORM: Be Actively Persistent! Writing Discussion Visualizing Organizing This slide demonstrates the teacher’s planning process to include the components within the Framework for Learning. Refer participants to the Project CRISS Framework for Teaching: Lesson Plan Design (pink sheet) Elaborate on the “Modeling & Guided Practice” that occurs throughout. REFLECT on Learning Process: How I learned (My metacognition) Content: What I learned 20

Project CRISS Framework for Teaching: Abbreviated Model Lesson PLAN for Teaching Enduring Understandings Process: to engage participants in actively transforming information while viewing Content: to examine various examples of student engagement through PD360 video Standards: LCS District Goal 4: Highly Developed and High Performing Staff Assessment Formative: Two-Column Notes Summative: Essay This is a very limited application of the Project CRISS Teaching and Learning Framework because of the time constraints. We are only able to convey a shell of the lesson plan design.

Project CRISS Framework for Teaching: Model Lesson PREPARE for Learning Anticipation Guide Two-Column Notes ENGAGE & TRANSFORM through Writing, Discussion, Visualization and/or Organizing Two-Column Notes (modified) Anticipation Guide revisited One-Sentence Summary

Project CRISS Framework for Teaching: Model Lesson REFLECT on the Content and the Learning Processes Process Content Student Engagement Look Fors

Anticipation Guide A set of statements used to bring out students’ background knowledge. Statements relate to the key ideas and major concepts in the selection, video, speech, etc. Statements relate to students’ experiences and beliefs which will be supported or challenged in the learning activity. Students indicate whether they agree or disagree with each statement before the activity, then revisit the statements after. Anticipation guides lead to great conversations both before and after a learning activity. FIRST: Have participants complete the first part of the anticipation guide handout. To prepare for the learning, we will start with an anticipation guide strategy. WWW-2 Project CRISS® 2006

Two-Column Notes Main Idea—Detail Notes Main Ideas Details Purpose Help students organize information from reading assignments, lectures, videos, etc. Format Two Columns Left column (1/3 page) contains main ideas in the form of questions or key words. Right column (2/3s of page) contains details which support and elaborate the main points. Next, we introduce a second strategy to actively engage while viewing the content. Review the Two-Column Notes and add elaboration. As you view the student engagement video, list the main ideas and details of the Project CRISS strategies in the appropriate columns. How to Study Cover up right column information and self-test using the following questions: How much information is needed? What is the information? What else is known? (Relate to prior knowledge.) Project CRISS® 2006

Project CRISS Two-Column Notes Strategy Details Anticipation Guide Next, we introduce a second strategy to actively engage while viewing the content. Review the Two-Column Notes and add elaboration. As you view the student engagement video, list the main ideas and details of the Project CRISS strategies in the appropriate columns. FOLD One-Sentence Summary Project CRISS® 2006

Using Active Strategies for Learning PD360 video http://www.pd360.com/index.cfm?ContentId=541 We are going to show you a video that includes a few Project CRISS strategies. After viewing the video segments of each strategy, return to the anticipation guide and confirm or revise your responses. Explain why responses might have changed in the after viewing column.

One-Sentence Summary Frames Description 1. A is a kind of that . . . . Compare/Contrast 2. X and Y are similar in that they both . . . but X . . . while Y . . . . Sequence 3. begins with . . . continues with . . . and ends with . . . . Problem/Solution 4. wanted . . . but . . . so . . . . Cause/Effect 5. happens because . . . OR causes . . . . Explain to participants that these are five summary templates. Have participants choose a summary frame to write a summarizing statement at the bottom of their two-column notes. Have a few participants share with the group. Project CRISS® 2006

Reflection How well did my lesson help you apply the CRISS® Framework for Learning? How did I help you be metacognitive? What did I do to help you with background knowledge? What was your purpose? Did having a purpose help you comprehend? How did you analyze the author’s craft? How were you actively engaged? What did you do to be actively engaged during reading? How did writing and discussion help you become actively engaged? What did you do to organize or transform information? Was it helpful? How did you know if you succeeded in learning information about ---? How did you check your comprehension? Did I do enough modeling?

Academic Services Instructional Visit Look For Checklist Common Board Configuration Marzano Framework Text Complexity and Comprehension Instructional Sequence Qualitative Quantitative Common Core State Standards Reader & Task 21st Century Skills

Next Steps Who will you share this information with? Why? www.projectcriss.com

Participant Scale and Reflection (Please complete and turn in) 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Academic Services