2. WW-P MISSION: WHOLE CHILD/EVERY CHILD 21 ST CENTURY COMPETENCIES FRAMEWORK FOR PROFESSIONAL PRACTICE ASSESSMENTS (COMMON & EXIT)

3. WW-P 21 st Century Competencies Innovative & Practical Problem Solver Innovative & Practical Problem Solver Effective Communicator Effective Communicator Flexible Self-Directed Learner Flexible Self-Directed Learner Collaborative Team Member Collaborative Team Member Globally Aware, Responsible, Active Citizen Globally Aware, Responsible, Active Citizen Information Literate Researcher Information Literate Researcher

4. WHERE THE COMPETENCIES COME FROM? 21 st Century Competencies

5. CAN THESE COMPETENCIES BE MEASURED?

6. HOW DO WE ASSESS FOR THIS? Higher-Order Thinking Higher-Order Thinking Open-Ended and Complex Open-Ended and Complex Authentic Contexts Authentic Contexts Clearly Articulated Expectations Clearly Articulated Expectations

7. WHY HAVE AN EXIT ASSESSMENT? To ASSESS the DISTRICT on where students are NOW against where we WANT THEM TO BE.

8. District Physical

9. Long-term transfer goals “Students will be able to independently use their learning to…” “Students will be able to independently use their learning to…” An effective curriculum equips learners for autonomous performance …by design!An effective curriculum equips learners for autonomous performance …by design!

10. WHY THIS ASSESSMENT? The Belief: Depth of understanding is revealed when you are asked to apply (on your own) what you have learned in a new situation. The Belief: Depth of understanding is revealed when you are asked to apply (on your own) what you have learned in a new situation. The Competencies: Communicator, Collaborator, Problem Solver, Researcher, Self-Directed, Global Awareness The Competencies: Communicator, Collaborator, Problem Solver, Researcher, Self-Directed, Global Awareness

11. Task Choices #1-4: Development Plan Design and present a development plan that will address your country’s most significant barrier to growth (Choose Hunger, Education, Health, or Environment).

12. Task Choice #5: Non-Profit Awareness Campaign Develop an “awareness and call to action” non-profit campaign directed at middle school-aged students for a global-issue oriented NGO.

13. Innovator Task Choice Invent/design a solution or improve upon an existing program/ technology that will help overcome a country’s specific poverty-based obstacles, address the underlying problem, and start to improve the lives of the people. Students will create a blueprint (or prototype) of the design (if it is a product) or an action plan (if it is a program). Invent/design a solution or improve upon an existing program/ technology that will help overcome a country’s specific poverty-based obstacles, address the underlying problem, and start to improve the lives of the people. Students will create a blueprint (or prototype) of the design (if it is a product) or an action plan (if it is a program).

14. THE PROCESS

15. PRESENT TO OUTSIDE JUDGES

16. Skype with an Expert

17. 8 th GRADE EXIT ASSESSMENT USE THE DATA TO DRIVE INSTRUCTION

18. EFFECTIVE COMMUNICATOR 4 3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 2 Audience/Purpose Delivery & StyleUse of Media SCORING OF JUDGES 2012 2013 2014 Response to Judges

19. PROBLEM SOLVER 4 3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 2 201220132014 SCORING OF JUDGES

22. BEYOND THE REFRIGERATOR DOOR: DESIGNING MEANINGFUL AUTHENTIC ASSESSMENT EXPERIENCES

24. Mihaly Csikszentmihalyi Whole class skills instruction The Challenge of Whole-Class Skills Instruction High Low Panic Anxiety Worry Boredom FLOW Capabilities (Individual Skills) Challenge (Demands of the Situation)

25. Key design questions What is the best use of time – in class and out of class – given the goals? What is the best use of time – in class and out of class – given the goals? What roles should students and teacher play for optimal engagement and learning? What roles should students and teacher play for optimal engagement and learning? What maximizes engagement and sustained learning? What maximizes engagement and sustained learning?

26. Most common student answers Hands on Hands on Makes you think Makes you think Real-world, useful, relevant Real-world, useful, relevant Offers choice, variety Offers choice, variety Makes me feel smart, not stupid Makes me feel smart, not stupid

27. Child Labor: Learning from our Past to Change our Future How do we develop 21 st century learners with 19 th century content?

28. Child Labor PBL Task ANALYZE historical trends: ANALYZE historical trends: Has child labor significantly changed over time? COMPARE multiple perspectives: COMPARE multiple perspectives: Is child labor an economic necessity? ADVOCATE for change: ADVOCATE for change: How can you make your voice heard and initiate others to act?

29. STAGE 1: Recognize Historical Perspective Has child labor in America significantly changed over time? Has child labor in America significantly changed over time? Why is child labor still being exploited in America today? Why is child labor still being exploited in America today?

30. Setting the Historical Context: THEN Setting the Historical Context: THEN

32. List of Victims from the Fire

33. Setting the Historical Context: Child Labor in U.S. Today?

34. Create an Electronic Survey

35. 1. What are some modern examples of child labor exploitation that you discovered? 2. Are children better protected today than they were at the turn of the century? How? Why? 3. Why do you think abuses of child labor continue to happen?

36. Socratic Circle Dialogue Socratic Circle Dialogue Inner Circle Outer Circle

37. How is child labor defined? Why is the issue of child labor so complex? Why does child labor continue to exist? STAGE 2: Recognize Global Perspective

38. Setting the Historical Context: Child Labor NOW

39. Recognize Perspective Pros and Cons of Child Labor

42. Where Do Our Possessions Come From?

44. Gather Information from country’s media sources

45. Evaluate Country (based on agreed upon criteria)

47. Communicate Ideas: “C20” Children’s Conference

48. STAGE 3: Take a stand Design & create a video Post to initiate others to act

49. What skills are being utilized here?

50. Adding the Authentic Audience

51. WHAT DOES THE DATA REVEAL? HOW CAN THIS INFORM HOW WE MOVE FORWARD? IMPLICATIONS FOR PROGRAM, CURRICULUM, & INSTRUCTION?