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

3. 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

4. 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

5. 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

6. 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

7. 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

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

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

10. Project CRISS Connections to…
21st Century Skills

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

12. Project CRISS Connections to…
Marzano & TEAM

13. Project CRISS Connections to…
Common Board Configuration

14. 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.

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

16. 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
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

17. 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

18. 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

19. 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

20. 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

21. 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.

22. 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

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

24. 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

25. 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

26. 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

27. Using Active Strategies for Learning
PD360 video
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.

28. 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 begins with continues with and ends with
Problem/Solution wanted but so
Cause/Effect 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

29. 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?

30. 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

31. Next Steps Who will you share this information with? Why?

32. 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