1. PERFORMANCE TASKS PERFORMANCE TASKS FOR LEARNING AND TEACHING High School English Sara Overby soverby@wcpss.netsoverby@wcpss.net Jenni Greene jgreene2@wcpss.netjgreene2@wcpss.net

2. THE PLAN FOR THE PRESENTATION  The Why  The What  The How  The Who-When-Where  Telling Your Story

3. THE WHY

4. STRATEGIC PLAN  Link from www.wcpss.net front pagewww.wcpss.net  Direct link to initial presentation http://www.wcpss.net/cms/lib /NC01911451/Centricity/Doma in/2636/BOE%20FINAL%20STRAT EGIC%20PLAN%20APPROVED% 201.20.15%20PPT.pdf http://www.wcpss.net/cms/lib /NC01911451/Centricity/Doma in/2636/BOE%20FINAL%20STRAT EGIC%20PLAN%20APPROVED% 201.20.15%20PPT.pdf

5. WHAT THE RESEARCH SAYS ABOUT PERFORMANCE BASED LEARNING  https://drive.google. com/a/wcpss.net/fil e/d/0BwTP7pb9fxj7d nJIWHRoWFEwQjA/vi ew?usp=sharing https://drive.google. com/a/wcpss.net/fil e/d/0BwTP7pb9fxj7d nJIWHRoWFEwQjA/vi ew?usp=sharing

6. OTHER SOURCES  Integration of Learning Competencies  Disciplinary– the standards and skills of a discipline  Interpersonal—the “soft skill” of success  Intrapersonal—metacognition, reflection, and growth goals  Spiraled Practice and Application of knowledge and skills  Authentic and Purposeful  Motivating and Engaging What is Performance Based Learning and Assessment? Taking Teaching to Task How Performance Assessments Affect Teaching and Learning

7. THE WHAT

8. TRUE OR FALSE? PERFORMANCE TASKS SHOULD BE USED AS ASSESSMENTS.

9. TRUE OR FALSE? PERFORMANCE TASKS ARE THE SAME AS “PBL.”

10. TRUE OR FALSE? COURSE STANDARDS CAN BE TAUGHT THROUGH PERFORMANCE TASKS.

11. TRUE OR FALSE? PERFORMANCE TASKS ARE USEFUL FOR INTEGRATION OF STANDARDS TAUGHT IN A SPIRALED MANNER.

12. TRUE OR FALSE? PERFORMANCE TASKS CAN BE USED BEST WITH HONORS OR AP CLASSES.

13. TRUE OR FALSE? PERFORMANCE TASKS ARE USEFUL FOR SCALING BACK THE AMOUNT OF PLANNING AND CLASSROOM MANAGEMENT A TEACHER HAS TO DO.

14. TRUE OR FALSE? PERFORMANCE TASKS ARE HARD TO SCORE.

15. TRUE OR FALSE? IT IS EASY TO TELL IF A PERFORMANCE TASK IS GOOD TO USE OR NOT.

16. TRUE OR FALSE? YOU CAN’T TEACH WHOLE NOVELS AND USE PERFORMANCE TASKS.

17. TRUE OR FALSE? WAKE COUNTY TEACHERS NEED TO USE THE PERFORMANCE TASKS ON THE ENGLISH WIKI.

18. TRUE OR FALSE? WAKE COUNTY TEACHERS HAVE THE RESOURCES THEY NEED TO CREATE THEIR OWN PERFORMANCE TASKS.

19. THE HOW

20. -- Choose the standards to integrate and spiral. --Ask yourself: who in the real world uses these skills in these skills in their work? --Decide on a job-related scenario that would require action on that person’s part. Consider current events for real problems that real people have to solve. For English courses, consider a course text that can be used as a vehicle for the standards students need to learn. --Consider a theme, a human condition, a universal concept or question that transcends the plot and characters of that text. See how it can also be tied to the real problems in the real work that people have to do. --Create a driving inquiry question that is universal to most people in most cultures. Make sure it could be answered differently if considered from different perspectives and lenses. --Now... Determine a situation in which the worker you imagined must use the skills you are teaching in order to solve a problem that rests on the essential questions. --Finally, what tasks, scaffolds, and assessments must the teacher design to help students complete this task and demonstrate mastery of skills?

21. EASY-PEASY!

22. SOME MODELS AND EXAMPLES Two WCPSS Teachers demonstrate their planning and implementation of a Performance Task using Lord of the Flies as a central text. Use your WCPSS Google login for access to this teaching presentation  https://docs.google.com/presentation/d/1HM m2ZEO_BejluH1rxToYQ7nEtjEzSXsBOZ0V9qHKr6 U/edit#slide=id.gc847efaab_0_97 https://docs.google.com/presentation/d/1HM m2ZEO_BejluH1rxToYQ7nEtjEzSXsBOZ0V9qHKr6 U/edit#slide=id.gc847efaab_0_97 Thanks to Kimberly Eckstein and Carla Tuttle, AFHS Two Sample Performance Tasks that are nationally normed. Click here. Four WCPSS teachers’ Sample Performance Tasks Click here.

23. THE WHO-WHEN-WHERE

24. WCPSS ENGLISH IMPLEMENTATION  English I, II, III this year. English IV this year or next.  One per course (for this year).  Performance Task for integrated learning (2-4 days)  OR Performance Task for on-demand assessment (1-2 days)  OR full PBL Unit  Prepare your class by creating a collaborative culture with trust and intellectual/emotional safety for students  Use the WCPSS samples or design your own.  Reflect on design, class structures, and evaluation tools.  Submit your implementation plans, your results, and your reflection by December 18. (Google Form)

25. USE THE RESOURCES ON OUR WIKI wcpssenglish.pbworks.com

27.  WCPSS Aligned Rubrics for Argument Writing WCPSS Aligned Rubrics for Argument Writing (in Google Folder—use WCPSS login)  SBAC Rubrics for Reading and Writing (embedded in Sample Performance Tasks) SBAC Rubrics for Reading and Writing  CWRA Rubric for Writing (Sample Performance Task) CWRA Rubric for Writing  Critical Thinking Rubric (BIE) Critical Thinking Rubric  Collaboration Rubric (BIE) Collaboration Rubric  Creative Thinking Rubric (BIE) Creative Thinking Rubric  Presentation Rubric (BIE) Presentation Rubric EVALUATE!

28. TELLING YOUR STORY

29. PLT REFLECTION RESPONSE  Respond by December 18– before Winter Break  Google Form– will be posted on wiki and sent through Chairs by Nov. 1  Your Plan  Your Plan—a summary of standards, scenario, tasks  Your Classroom Design  Your Classroom Design– a summary of collaborative culture  Your Experience  Your Experience– a summary of how it went, successes and challenges  Your Evaluation  Your Evaluation– a summary of how you assessed mastery of skills  Your Reflection  Your Reflection– what worked, what didn’t, how you will transform the task or experience for next time You may respond as a whole PLT, or as individual teachers.

30. LET US HELP YOU! Sara Overby Jenni Greene soverby@wcpss.netsoverby@wcpss.net jgreene2@wcpss.netjgreene2@wcpss.net you through it? questions, big or little? Come and help you the experience? Come and help you on the experience? Talk you through it? Answer questions, big or little? Come and help you design the experience? Come and help you reflect on the experience?