1. Elements of Performance Tasks SIERRA HIGH SCHOOL Kenneth Martinez, Principal Rose Ann Lalama, Vice Principal Tina Lingenfelter, Program Facilitator DAY 3 MAY 29, 2014

2. Credit Slips Great, great, great, great!!!

6. What does a Performance Task Look Like? As you watch the video answer the following question: What are the characteristics of the performance tasks that you observe in the video?

7. Video Analysis Art: Art to Express Social Issues Music: Learning the Basics of Keyboard Improvisation PE: Create a Fitness Plan using Fitness Circuits Social Studies: Farming in the Guided Age Simulations Science: Collaborating to Design and Build Structures Math: What's Your Sign? Integer Addition ELA: Grant Writing-Blending Literature and Community

8. Video Analysis In groups, discuss the following: How do these tasks match the criteria for a strong task? What are the tasks that the students are participating in throughout the lesson? What are the skills and concepts from each task? (Standards are provided to help) What are the teacher and student actions within each task? How do the tasks change in regards to DOK and Bloom’s levels? Were there skills and concepts that were not taught? If so, how would you change the lesson to include them?

9. 9:00 a.m. – 9:45 a.m. Each teacher must email current draft of syllabus to Martinez/Lalama with own name on it.

10. SBAC Performance Task vs. Learning Tasks What are similarities and differences of a performance task and a learning task?

11. Task Characteristics SBAC Performance Tasks  Culminating  Uses Several Stimuli  Involves Multiple Steps across multiple levels of cognitive rigor  Involves a production, product or performance  Measures multiple standards  Uses a rubric/scoring guide Learning Tasks  Can be culminating or given as a stand-alone task  Can use stimuli  Usually involves 1-2 steps  It may involve a production, product or performance, but it could also be a smaller task or assignment  Generally measures fewer than 2 standards  Can use a rubric/scoring guide

12. SBAC Performance Tasks  Measure complex assessment targets  Demonstrate ability to think and reason  Higher-order skills  Produce fully developed writing or speeches  Provide evidence of college and career readiness

13. SBAC Performance Tasks Benefits  Multiple approaches  Use real world contexts  Common language around learning

14. General Specifications for SBAC Performance Tasks  Allowable teacher and peer interactions and group work  Organization of complex task directions  Vocabulary  Simulated Internet access  Rubrics

15. Design SBAC of Performance Tasks  Stimulate cognition  Process information  Produce extended response

16. Design of SBAC Performance Tasks  Components of an SBAC Performance Task Stimulus  Readings  Video clips  Audio clips  Graphs, charts, other visuals  Research topic/issue/ problem  etc. Information Processing  Research questions  Comprehension questions  Simulated Internet search  etc. Product/Performance  Essay, report, story, script  Speech with/without graphics, other media  Responses to embedded constructed response questions.  etc.

17. 11 th Grade ELA: Task Overview

18. Classroom Activity

19. Stimuli for Classroom Activity

20. Part 1

21. Part 1 Research Questions

22. Part 1 Stimuli

23. Part 2

24. Creating a Performance Task  Step #1: Standard(s) Selection  Select the standard(s) that you want to assess  Step #2: Concept and Skill Selection  What are the concepts and skills that you want to assess from the standard(s)?  Step #3: Task Selection  What are the task(s) that you want to assess? What will be the final product, performance or production?  Consider the DOK levels  Step #4: 21 st Century Skills Connections  Use the handout “Transforming education in the 21 st Century” in order to determine how the performance task will meet some of the criteria listed  Step #5: Scoring Guide and Rubric Creation  Follow the Guidelines for Scoring Guides

25. Creating an SBAC Performance Task Task Planning Stimulate CognitionProcess InformationProduce Task Response Stimuli and Materials Used in Task Big Ideas and/or Essential Questions Key Concepts for Class Discussion or For Task Directions Stimuli Can Include: -Graphs, Charts, Texts, Videos, Data Sets, etc Time to practice using skills needed to understand key concepts Guided research and comprehension questions Practice problems Generally a DOK 1 or 2 Culminating task that uses previous practice to respond to a “big idea” or topic Can include extended responses Requires students to plan and organize a response with supportive reasoning Relates to a conceptual understanding

26. Syllabus Reflection  How does this change your planning for a performance task?  What resources do you need by your side when finalizing your performance tasks and draft framework of your syllabus?

27. Different Levels of Blaming Each Other for What has Happened… The college professor who said such wrong in the student is a shame, Lack of preparation in high school is to blame. Said the high school teacher good heavens that boy is a fool, The fault of course is with the middle school. The middle school teachers said from such stupidity may I be spared, They sent him up to me so unprepared. The primary teacher said the kindergarten blockheads all, They call it preparation, why it’s worse than none at all. The kindergarten teacher said, such lack of training never did I see, What kind of mother must that woman be. The mother said poor helpless child–he’s not to blame, His father’s folks are all the same. Said the father at the end of the line, I doubt the rascal is even mine!