1. Summer Leadership Institute
Benchmark Task Cards
Teaching and Learning
Tammy Demps & Rehana Insanally
August 9, 2012

2. 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.
Summer Leadership Institute

3. Common Board Configuration
Date: August 9, 2012
Bell Work: Circle Map- What tools are currently used to help teachers and students deepen understanding of benchmarks?
Agenda:
I Do: Identify elements of the task cards and provide suggestions on ways to utilize.
We Do: Make connections to current initiatives and tools and identify elements that will best serve your school.
You Do: Differentiate and tweak task cards as needed to better serve teachers and students at your school. Utilize in the classroom to help students practice and deepen knowledge.
Benchmarks: Domains 1, 2
Attention to established content standards
Identifying Critical Information
Reviewing Content
Reflecting on Learning
Practicing skills, strategies, processes
Learning Goal: We will understand ways to implement elements of the FCIM process to support students.
Objective: Today we will identify ways to utilize and differentiate Task Cards to support teachers and students as they interact, practice, and deepen knowledge of benchmarks.
Summarizing Activity and Reflection Scale: Identify elements of the task cards that will best serve the teachers and the students at your school. Explain how it would look in the classroom.
Essential Question: How can YOU best utilize benchmark support task cards to help students and teachers effectively interact and deepen their understanding of benchmarks?
Voc: Task Card, cognitive process (Thinking Maps)
Homework: Continue to discuss implementation of Task Cards throughout your school.

4. 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
Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.”
Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.”
Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.”
Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.”
Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
Summer Leadership Institute

5. High Effect Size Indicators
“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”
-Florida Department of Education, 2012
Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth.
• Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have?
• In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately.
• In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning.
Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has
Summer Leadership Institute

6. Classroom Teacher High Effect Indicators
School Leadership High Effect Indicators
Learning Goal with Scales
Tracking Student Progress
Established Content Standards
Multi-tiered System of Supports
Clear Goals
Text Complexity
ESOL Students
Feedback Practices
Facilitating Professional Learning
Clear Goals and Expectations
Instructional Resources
High Effect Size Strategies
Instructional Initiatives
Monitoring Text Complexity
Interventions
Instructional Adaptations
ESOL Strategies
Summer Leadership Institute

7. Bell Work
What tools do you currently have/use to help teachers and students deepen understanding of the benchmarks ?
Tools
Collaborative Structure: Think Time Continuous Round Table- 1 minute

8. Quick Facts
Teaching and Learning have created Task Cards for the following areas:
Reading: Third Grade-Tenth Grade
Math: Third- Eighth, Algebra, Geometry
Science: Fifth, Eighth, Biology
U.S. History
There is one task cards for every FCAT/EOC assessed benchmark.
Task Cards are a one pager to easily access and utilize. Consider laminating and placing on a ring.
They can be utilized by the teacher and the student to practice and deepen knowledge of benchmarks.

9. What can I find on the task card?
Benchmark name and description provided at the top.

10. What can I find on the task card?
Cognitive Complexity of each benchmark- Low, Moderate, High (Math and Science)

11. What can I find on the task card?
Academic vocabulary/ key terms students may need to understand and interact with.

12. What can I find on the task card?
Sample item(s) provided from state in the EOC/FCAT Specification Document. This is a sample of how this benchmark is assessed.

13. What can I find on the task card?
We have provided the FCAT/ EOC benchmark clarification and content limits. Valuable information provided by the state clarifying what students need to know, be able to do, and how they will be assessed.
We have provided the page number and Item Specification Link for additional resources and information. Just Click!

14. What can I find on the task card?
Higher Order Question Stems are provided as a guide. You may tweak and change as needed.

15. What can I find on the task card?
Sample student scale and summative writing task provided. You may tweak and revise as needed.

16. What can I find on the task card?
We have suggested Thinking Maps that match the cognitive processes students have to engage in to achieve mastery of the benchmark.

17. What can I find on the task card?
Science Task Cards include 5 E Model

18. What can I find on the task card?
Science Task Cards- 5E Model explaining the facilitator tasks and student tasks

19. Processing Time
Reflect by writing one connections or thoughts you have on how you might utilize the task cards in your school/ classroom.
Timed-Pair-Share: Talk about your thoughts and connections.

20. Utilizing Task Cards to Interact with New Knowledge & Practice and Deepen Knowledge
Teacher/ T.A.
Student
Planning: Review the FCAT/ EOC clarifications and content limits to better understand what students should know and be able to do. FCAT/ EOC link provided on card. JUST CLICK!
Align Resources: Review sample item(s) to assist with aligning proper guided and independent practice.
Questioning: HOQ stems provided as a guide. Can be used in whole group or small group centers.
Academic Voc: Identify key terms/voc students may need to interact with
Thinking Maps: Identify which cognitive processes the student must undergo to master benchmark. You may utilize the Thinking Map that correlates.
Review Content: Assign task card sample question(s) to review content/use as bell ringer. The answer may be provided on the card, however you can have student provide work and justify answer.
Remediation: If student is struggling with benchmark, they may want to review and deepen understanding of academic voc. Some definitions can be found in the EOC/FCAT glossary in the FCAT/EOC Specification Document.
Establish and Communicate Learning Goals: Have students review FCAT and EOC expectations. Have them answer the question: What should I know and be able to do within this unit of study?
Questioning: Assign HOQ and have students reflect in interactive notebooks, classroom blogs, index cards.
Reflect on Learning: Have students utilize student scale questions and summative writing task to reflect on learning and identify strengths and areas for intervention.

21. Revisit Bell work?
Reflect-How can the tools you currently have work in conjunction with task cards to deepen understanding of the benchmarks ?
Tools
Participants might add Kagan structures, examples of complex text, Literacy First, Fast Math, A.R., ect…We will be sending the task cards in word documents so they can be easily tweaked.

22. Where can I get the Task Cards?
Go to Lake County School website
Click on Teaching and Learning, under Departments
On the left, click on Benchmark Task Cards and FCIM Support

23. Summarizing Activity
Identify elements of the task cards that will best serve teachers and students at your school by highlighting those elements on the tree map.
Timed- Pair- Share –Share the elements you selected. Explain how utilizing the task cards will help the teachers and students at your school.
We’ve reviewed all the elements of the task cards and given suggestions on how they can be utilized. Now reflect on how they can best serve you.

24. 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
Summer Leadership Institute