State Standards Professional Learning Cycle 2 Science

State Standards Professional Learning Cycle 2 Science
January 13- February 7

Welcome Teachers! As you arrive… Sign in at the back tables.
Sit as a Site. Coaches and District Support Staff please join site teams where there is space available. Pick up the handouts. We will begin at 8:30 a.m. Slides :30-8:45 Have this slide up on screen as people start to arrive. You can read it as large groups come in. Sign in sheets, materials, contracts (Saturdays) – need to be picked up and signed. Please collect and place in the colored folder provided.

Professional Learning Design for the 2014-2015 Year
Cycle 1: October/November 2014 Classroom Teachers Foundation Lead Teachers- December Cycle 2: January/February 2015 Foundation Lead Teachers- February/March Here is our professional learning design for the year. Cycle 2 has started and we will have a Lead Teacher sessions in February and March that follow this training.

Instructional Commitments
Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards. Engage students in Common Core grade level standards. Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK). Engage students in assessments that are standards- based and SBAC aligned. This year, we have 4 Instructional Commitments that were used to frame all of our professional learning for CCSS. We have added the last Instructional Commitment on Assessment as this will be critical for our teachers to answer the question, “How will we know they’ve learned it?” Teachers need to know about, use, create, and analyze assessments to make adjustments in their instruction to ensure student learning. Our new Commitment is highlighted because it will be the focus of our training, but we are addressing all of our commitments through the work that we are doing today.

Outcomes for Cycle #2 By the end of the session, participants will…
Build common vocabulary on assessment and create an assessment for use in the next instructional unit in alignment with Smarter Balanced Assessment claims. Identify technology embedded within the State Standards and design classroom opportunities to teach digital literacy Here are the outcomes for todays learning. There are so many implications for instruction based on the learning that you will receive today. Please read the outcomes on your own and then I will highlight the key pieces for todays learning. Go through the outcomes highlighting the pieces in red. K-2 Presenters- Here’s where you highlight- Even though you are not a testing grade, it’s important that you know that this is learning for every teacher. You are directly contributing to the end goal- the College and Career Readiness Standards. Not only do you need to know what your colleagues are doing, but you need to support the types of learning contexts and items that are on the Smarter Balanced assessment. When we get to that portion of the presentation, we’ll show you how this information relates to you.

Layers of Support Read, write, and speak grounded in evidence
Students Read, write, and speak grounded in evidence Teachers Commit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence Coaches Support teachers to plan and implement new learning Leaders Support teachers to take risks with new learning We know that with our new standards, students are asked to read, write, and speak grounded in evidence. This Common Core training is meant to provide support to you as you plan. Each of the other layers you see here, are a support to you including your teacher training, the support from Instructional Coaches, and Leaders are also attending the training so that they know how support you when you get back to the site.

Our Norms for Learning and Working Together
We can add/revise to these as needed… Be Present Arrive On Time Active Listener Active Participant—Smile! Enjoy our learning. Minimize Distractions Technology at Break Focus on Topics Be Aware of the Larger Group’s Needs Noise Levels Site Specific Issues Norms are based on feedback from past professional learning sessions. Fist to five: Fist = don’t agree/can’t live with Five = in agreement Presenters may add to this list, if needed

Today’s Agenda Welcome/Introduction
Setting Context/Building Background Assessment Literacy SBAC Common Vocabulary Evidence Based Design NGSS Task Models Educational Technology Digital Literacy Closure and iACHIEVE Survey Resource Exploration Scavenger Hunt Here’s today’s agenda. We are going to start by grounding our conversation in Assessment Literacy. . You can see that the rest of the agenda parallels the outcomes that we shared with you.

Setting the Context Slides 10-15 8:45-9:00
We are going to start by Setting the Context for our work.

California Standards for the Teaching Profession
Revised 2009 California Standards for the Teaching Profession STANDARD 1: Engaging and Supporting ALL Students in Learning STANDARD 2: Creating and Maintaining Effective Environments for Student learning STANDARD 3: Understanding and Organizing Subject Matter for Student Learning Using knowledge of students to engage them in learning Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests Connecting subject matter to meaningful, real-life contexts Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs Promoting critical thinking through inquiry, problem solving, and reflection Monitoring student learning and adjusting instruction while teaching Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe Creating a rigorous learning environment with high expectations and appropriate support for all students Developing, communicating, and maintaining high standards for individual and group behavior Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn Using instructional time to optimize learning Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks Applying knowledge of student development and proficiencies to ensure student understanding of subject matter Organizing curriculum to facilitate student understanding of the subject matter Utilizing instructional strategies that are appropriate to the subject matter Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students Addressing the needs of English Learners and students with special needs to provide equitable access to the content STANDARD 4: Planning Instruction and Designing Learning Experiences for ALL Students STANDARD 5: Assessing Students for Learning STANDARD 6: Developing as a Professional Educator Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction Establishing and articulating goals for student learning Developing and sequencing long-term and short-term instructional plans to support student learning Planning instruction that incorporates appropriate strategies to meet the learning needs of all students Adapting instructional plans and curricular materials to meet the assessed learning needs of all students Applying knowledge of the purposes, characteristics, and uses of different types of assessments Collecting and analyzing assessment data from a variety of sources to inform instruction Reviewing data, both individually and with colleagues, to monitor student learning Using assessment data to establish learning goals and to plan, differentiate, and modify instruction Involving all students in self-assessment, goal setting, and monitoring progress Using available technologies to assist in assessment, analysis, and communication of student learning Using assessment information to share timely and comprehensible feedback with students and their families Reflecting on teaching practice in support of student learning Establishing professional goals and engaging in continuous and purposeful professional growth and development Collaborating with colleagues and the broader professional community to support teacher and student learning Working with families to support student learning Engaging local communities in support of the instructional program Managing professional responsibilities to maintain motivation and commitment to all students Demonstrating professional responsibility, integrity, and ethical conduct 1 minute The work for Cycle 2 is focused around CSTPs 3, 4, and 5. This is a continuation from Cycle 1, diving deeper into these CSTPs. Our assessment literacy piece is focused on CSTP 5. The work that we are doing around standards and digital literacy are addressing standard 3 and we are asking to you think about implications for your planning through out the day. These 3 standards are interwoven and embedded into our work today.

CSTP 5: Assessing Students for Learning
Applying knowledge of the purposes, characteristics, and uses of different types of assessments Collecting and analyzing assessment data from a variety of sources to inform instruction Reviewing data, both individually and with colleagues, to monitor student learning Using assessment data to establish learning goals and to plan, differentiate, and modify instruction Involving all students in self-assessment, goal setting, and monitoring progress Using available technologies to assist in assessment, analysis, and communication of student learning Using assessment information to share timely and comprehensible feedback with students and their families 1 minute Building assessment literacy is about knowing the purposes, characteristics and uses of different types of assessments so that we can effectively collect and analyze student work to inform instruction. SBAC and common assignments are some of the sources that you are collecting data from in order to inform instruction. Finally, we know that Smarter Balanced relies heavily on technology to support assessment and that is something that we are all learning how to use. These are the areas we will address within the presentation and will continue to get better in as we learn about assessment.

FUSD Continuum of Standards
H/O 5 minutes Since the bulk of our work is on assessment, please take a look at the colored handout on CSTP 5. The 3 elements that we highlighted are the focus of this section. Please read what a highly effective teacher does for each of these elements, then discuss at your tables. (5.1, 5.2, 5.6)

Activator: H/O 5 Minutes
We’re going to start our work with an activator. This is a great activity to use with students to engage them and assess their knowledge of a topic. It allows for teachers to be familiar with what students know, and also frontloads what will be in the content of the lesson. We’re using this for our own frontloading for today’s content. You will be rating your familiarity with the vocabulary terms on assessment and providing a definition or example of that term on the right hand side. If you don’t know what the term means….that’s okay. That’s what you’re here to learn. Many of these terms will be newer to you.

Activator- Assessment Terms
Assessment literacy is a broader topic than what we are focusing on today. Here is a glossary of terms– see how many terms you are familiar with! Use the scale to rate your familiarity with this term. Use the notes column to write down definitions or examples of the terms you know Fill any blank spaces in the notes column as you hear the presentation. Leave the directions up, in case the participants need them. When they’re finished let them find someone across the room- someone new they have never met. The idea is to share what they know and see if they can fill anything addition by what their partner knows. Find someone that you do not typically work with and share what is familiar and what may be new terms for you and your team. (This is an opportunity to network with someone from another AC or school and a chance for participants to stretch).

Assessment Literacy Slides 16-46 9:00-11:30
We are going to start by Setting the Context for our work.

The Assessment Challenge
How do we get from here... ...to here? Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready As a K-12 system, we’re learning how our specific standards build toward college and career readiness. We know that each grade level builds upon a continuum and that we all must work together in order to prepare students to be ready for what is beyond high school. Part of that is looking at our assessment system. There is much more rigor involved in what students will be asked to do when they are assessed. As teachers, we must set up an entire system that can tell us our Foundations Question #2- How will we know they’ve learned it. That includes formative and summative assessment. ...and what can an assessment system do to help?

Two Dimensions of Assessment
Formative and Summative Embedded and Transfer of Learning We’re starting by building some common vocabulary for ALL teachers. You may be familiar with some of these words, not as familiar with others. Please remember to continue filling out your vocabulary handout as we start to present and process any new words. We would like you to consider two dimensions of assessment. In order to be able to create and use assessments for different purposes, we will need to be able to distinguish between these terms listed above: formative & summative and Embedded & Transfer of Learning.

Formative or Summative?
Intention – inform next steps for teaching / learning During an instructional sequence (lesson, module, unit) Feedback is descriptive Not for grading/ accountability Summative Intention - determines status of learning After instructional sequence Evaluative feedback Ok for grading / accountability Keep in mind as we discuss these types of assessment practices, that we are always able to “learn from the results of a test,” so there is a sense in which one might say that any assessment can be used formatively. So, we must understand the intention of the assessment. That tells us if it’s a formative or summative assessment. But there are some elements to purposefully formative practice that are research-based best practices, that are not also true of summative assessment: During instruction Purpose is to inform next steps Not to be graded– feedback is descriptive Students should see examples of strong/weak work Students self-assessing progress When we say we are assessing formatively, it should have these characteristics: During instruction, meaning it is not the intention for students to have gotten this yet, we need to see where everyone is, so that...we can take the appropriate scaffolded next steps. And if w are not done yet, this should not be for a grade.

Embedded or Transfer of Learning?
Within the unit/lesson A part of the teaching/ learning Transfer of learning Can students transfer what is learned through teaching to a new context, without teaching support? We have heard for years about the formative versus summative dimension, but sometimes we cross mix purposes, and lose the power of formative. And here is another dimension- embedded versus transfer of learning Embedded assessment is done using the text, math problems, or tasks that there is a teaching-learning back and forth dialogue between students and teachers. It uses the selected texts and items from our written lesson materials. Students gain familiarity with the prompts while they are learning the concepts and skills being taught. But there is another important intention of assessment– at times, to check whether students can transfer their knowledge to a new situation, task, or with a new text passage. This kind of “cold” prompt assessment allows us to see how students are able to transfer their learning to a new situation. This is a different dimension than the “formative and summative” dimension from the last slide.

Scope and Sequence Vocabulary
District Common Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT , AND A RUBRIC an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12) Previously known as the Culminating Task AC created using district provided frame 3 minutes We also had new vocabulary in Cycle 1: Common Assignment. Remember that an Assignment has 3 pillars Prompt, product, and a rubric. In FUSD we have 1 common assignment due each quarter for k-12. This allows for us to have some Anchor products that will allow for vertical articulation to occur across sites, regions and district. This will help us to grow as a system. What makes the assignment common is that we are creating these common assignments with a common focus standard across grade levels. So how is this different from last year. Last year you heard them being called a culminating task. Take a couple of minutes and make a link to come of the vocabulary that you just heard. Which parts of the assignments are formative and summative. Which parts are embedded or transfers of learning?

Common Assignments 1 minute
Here’s a visual that helps to support the ideas that you were sharing. We have daily lessons that teach skills. These are derived from the recursive and focus standards. You cannot teach a focus standard without supporting recursive standards. It is impossible. The standards are so interconnected, you can’t teach one without several more working together. The teaching of these standards lead to common assignments which tell us if the students have mastered those standards or where there are still gaps. Share out some of the brainstorming on the vocabulary.

Quarterly Design One Example
Quarterly Focus Themes – Projects - Units Common Assignment Mini-Tasks Lessons Activities Assessments Assignment 2 minutes Here is just ONE example of a teachers quarterly design. We know that we have to have one Common Assignment, but high functioning AC’s will have more than one assignment. You may have one, two, even 3 more assignments within a quarter. And they may be before or after the common assignment. Since you are teaching along the way, before an assignment, you will have your daily lessons, activities, and assessments.

What Assessment Type AM I? Checking our Understanding
Determine if the following assessments are : Formative or Summative Embedded or a Transfer of Learning Use the card sort activity to check your understanding We are going to do a check for understanding at this time. Since we have learned new terms, we invite you to use resources to help you determine the answers to the questions we’re asking you. In your packet you have a glossary (that will be used at a later time), you have the continuum graphic, and you will have each other as resources. You are going to determine if the following assessments are Formative or Summative AND if the assessment is embedded or a Transfer of Learning. You will have some time to determine answers at your table. After processing, we will use a whiteboard procedure to check for understanding. 15 minute break

Shifts in Summative Assessment
From: To: Each state procured their own assessments Measured proficiency against state, not agreed upon standards Results often delivered months after the test Most administered on paper Common, comparable scores across states measuring college and career readiness Providing achievement and growth information for educational decisions and professional development Administered online, with timely results 1-2 minutes We’re shifting on keeping our focus on Summative Assessments. You already know many of the challenges that we’ve had in the past with the STAR (CST test). Although there are still challenges, we know those come from having a new assessment. We are becoming familiar with technology based assessments and everything that entails. However, here are some of the positive shifts with the movement to the Smarter Balanced assessments.

SMARTER BALANCED Digital Library Resource For Formative Assessment
1 minute The second part of the formative assessment practices offered by Smarter Balanced is the Digital Library Resource which you’ll all have a chance to access this afternoon. This have lots of resources from professional learning videos to lessons and units.

The Aligned Instructional System
Taught Curriculum Instructional Shifts Materials/resources Depth of Knowledge Written Curriculum Assessed Curriculum 1 minute Here’s how Smarter Balanced falls on our FUSD Aligned Instructional System. In addition to classroom formative and summative assessments, SBAC will be a part of our assessment system. SBAC has “BLUEPRINTS” to the assessment that we’ll be sharing with you in a few minutes. In Addition to classroom formative and summative assessments: SMARTER Balanced Assessment Blueprints CCSS Content Standards ELA Anchor Standards Mathematical Practices

Evidence-Centered Design
Traditional Item Development versus Evidence-Centered Design Claims Assessment Targets Identify standard, create a multiple-choice question, an answer, and three distractors 3 minutes In the past, to develop an assessment, we used to identify a standard, create a multiple choice question & answer, and 3 distractors. With CCSS, there are more components for which we create authentic assessments. This approach is called Evidence-Centered Design. You see the four components in green, but for the purposes of today’s learning, we will focus on the component called Task Models. You are more familiar with the term ITEM TYPE or FORMAT. We’ll give you a brief definition for the other 3 components, so that you know what they are, but just know that we will revisit these at a later time to go deeper in our understanding. Claims: These organize the subject to be assessed into a small set of broad statements about the assessment system’s learning outcomes. The SBAC Claim #1 is “Concepts and Procedures: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Assessment Targets: Specify the standard areas to be included within a claim. In Grade 3 Mathematics, and Assessment Target for the Concepts and Procedures Claim is: “Represent and solve problems involving multiplication and division.” Evidence: Is a determination about what type of work product a student needs to create in order to support the Claim. Task Models: Identify the different types of questions that may be asked, and what their characteristics are (Selected response, constructed response, Performance task) To guide the development of high quality items and tasks, the Smarter Balanced Assessment Consortium is committed to using Evidence-Centered Design to guide the development of its assessment system. Now we will go into Task Models (item type). Task Models Evidence

SMARTER Balanced Test Blueprints
Components include: Claim Content Category (Cluster) Assessment Target Item Type DOK level H/O 1-2 minutes This is a picture of the Smarter Balanced assessment BLUEPRINT. We’re going to spend a little time looking at some of the components that you see listed. You can state the list.

Understanding the SBAC Blueprints
Overarching Claims 3-8 and High School Assessment Claims Targets 1 minute This visual helps us to understand the SBAC Blueprints from broad to more detailed. You see that there are overarching claims for everyone; kind of like the College and Career readiness standards. A Claim is a statement about what students know and are able to do. There are 4 in ELA and 4 in Math. A Target is an assessment skill that closely relates to the standards, in support of the claim. Standards

Assessment Claims for English Language Arts/Literacy
() Total English language arts / literacy (Grades 3-8) “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” Total English language arts / literacy (High School) “Students can demonstrate college and career readiness in English language arts and literacy.” 1 minute Here are the overarching claims for grades 3-8 and 11. They are the same. For K-2 presenters- We can say that these teachers also contribute to these goals. Here’s what they mean: Students demonstrate independence Students build strong content knowledge Respond to the varying demands of audience, task, purpose and disciplines They comprehend as well as critique They value evidence They use technology and digital media strategically and capably They come to understand the perspectives of others

Claims for ELA & Literacy
Claim #1 Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim #2 Writing: Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim #3 Speaking/Listening: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4 Research: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 3 minutes Have participants read each claim then pull out their ELA Blueprints.

The SBAC Blueprint- ELA
Pull out the blueprints in your folders- focus on ELA first. Let’s orient ourselves to the pages and the blueprint components. First, we’ll look at the claims, which you see highlighted. Those claims break down to content categories.

The SBAC Blueprint- ELA
The Common Core Standards Feed into the Targets 5 minutes Next, please look at the assessment targets. The CCSS feed into the targets and support the claims listed. This document shows you the DOK level and the breakdown of items. Please take a few minutes at your table to read and discuss. 5 minutes CAT= Computer Adaptive Testing

Getting to Know Task Models (Formats)
Selected Response Multiple Choice Multiple Answer Binary Options (T/F) Constructed Response Short Response Extended Response Performance Task 2 minutes We have provided some examples of each item type. You can refer to that as you develop your assessments. Let’s take a few minutes to look at the examples in your packet. As we create an assessment, there are some item types that we should take into consideration. Our students need to have practice doing all of these, so it’s critical that item types are thoughtfully considered and “matched” to what you want to assess to get the right kind of information. There are 3 main assessment types: selected response, constructed response, and performance tasks. There are subtypes under each main type. Selected Response: Multiple Choice- This is the type of assessment we were used to with CST. Students choose 1 answer out of several choices. Multiple Answer- Students are given options to choose from and more than one answer is correct. Binary Options- These are true/false questions Constructed Response: Short Response- This is a short written response to a prompt. Extended Response- Students are expected to write an extended piece of writing to respond to a prompt. Performance Task- requires students to construct a response create a product, or perform a demonstration. It can include multiple steps. Since performance assessments generally do not yield a single correct answer or solution method, evaluations of student products or performances are based on judgments guided by criteria (rubrics or criteria for success). Any of the above might also be Technology enhanced- takes advantage of computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types. Technology-enhanced items capitalize on technology to collect evidence through a non-traditional response type, such as editing text or drawing an object

SBAC-Aligned Performance Task
Task/Product Analytic Essay Prompt Quantitative Problem Scoring Rubric Information Processing/ Constructed Response Items Short Answer Increasing Rigor High Item Cognitive Demand Mid Item Annotated Student Work Exemplars Cognitive Ramp Teacher Directions Low Item Each performance task assessment module begins with a form of “Stimulus”. The stimulus is a piece of text, data set, or analytic tools that students will engage with throughout the various steps, activities and tasks within module. After engaging with the stimulus, students then complete a series of information processing/constructed response items that increase in cognitive demand. During this phase teachers can use the information processing/constructed response tasks formatively for instructional planning and modification. All of the information process/constructed response items are related to and/or contribute to the final performance task/product. Each performance assessment task modules culminates with a performance task. “Stimulus” Text Data Set Analytic Tools Student Performance Level

NGSS Sample Assessment Tasks
Nov Achieve and NGSS released sample assessment assessment-tasksssment tasks for MS and HS

Create a SEP assessment
Task: write an assessment for the SEP

Accountable Community Teamwork
Task: From the menu of assessment designs below, each AC creates an assessment for use in the next instructional unit Formative-embedded Formative- Transfer of Learning Summative- Embedded Summative- Transfer of Learning On poster paper: Type of assessment SEP assessed Assessment details 30 minutes There are several purposes of your accountable community time together. The first is to apply and practice the learning from today. But, you will also be learning from one another by sharing assessments. You will also walk away with something that you can use in your classrooms and bring back to your AC teams. Lastly, we will be creating an assessment link that you will all be contributing to, so that teachers have access to one another’s assessments. Identify the most important standard(s) that you wish to assess. Consider what item type(s) would best assess your selected standards. Build an assessment of an appropriate length as a mid unit (formative) or end of unit (summative) assessment. You’ll create a hard copy today to post for the Gallery Walk and create a Microsoft Word version to post at the following link. Use the template provided.

Gallery Walk Walk around the room with your AC and take a look at the work of others 15 minutes Discuss what you observe, take pictures, get contact information.

Summarizer: Revisiting the Vocabulary
H/O 10 minutes Participants are given a minute to reflect on the statements and fill in additional information . Presenter needs to quickly review the correct responses. If you have any further questions on this portion, we can take a few questions before the break. No more than 5 minutes for questions.

60 Minutes LUNCH

Educational Technology
Slides :00-3:00 We continuing to look at standards, but with a different lens- through technology. We’re going to start by using an educational technology tool called poll everywhere. You can use this with your students and they can be as young as Kindergarten. Not only are there word responses, but there are picture responses as well. This is going to give us some information for this portion of the presentation, but will also give you a picture of what assessment through educational technology can look like.

Educational Technology
Technology, used effectively, can help all students meet and exceed the rigorous learning goals embedded in the Common Core State Standards Focus on developing the necessary technology integration skills for mastery of content, development of College and Career Ready skills, and performing well on the Smarter Balanced Assessments Will promote students who are engaged and empowered to be inquisitive, creative, and resourceful problem-solvers who discover, collaborate and interact in meaningful ways 1-2 minutes Today is just a brief taste into Educational Technology, but we want you to know where we are headed. What you see here is a vision for Fresno Unified and our students. Read aloud the vision statements- have the group join in during the red parts.

Educational Technology: Areas of Focus
Digital Literacy Instructional Technology Prerequisite computer skills Online Assessment Literacy Common Core standards enhanced and supported by technology 1 minute There are 2 areas within Educational Technology: Digital Literacy and Instructional Technology. Read the slide

Digital Literacy Prerequisite Computer skills Scope & Sequence Modules
1 minute

Digital Literacy- Quick Survey
How are you embedding digital literacy skills into your instruction? Keyboarding Skills? Linked to writing? Using classroom tablets? 1 minute During Cycle one, you took a digital literacy survey and it surfaced several challenges. Many of those challenges have been resolved, but others have not.

As a table write down some of your continued challenges.
Listen to the sorting categories. 5 minutes As table groups, teachers write down their continued challenges. Tell them the sorting categories when they’re finished. One representative can post. Technology not working Not enough technology Not a clear plan for rotation Students need support Teacher needs support

Technology Scope & Sequence
H/O 1 minute FUSD has a new CCSS Technology Scope & Sequence. You can find it with our other Scope & Sequence document. We’re going to take a few minutes to look at it in conjunction with your spirals.

Embedded in State Standards
15-20 minutes The technology standards are not a set of separate standards. They are woven into the CCSS standards that you have. This is going to be your opportunity to find where technology is embedded within your standards. Please use highlighters, sticky notes, or whatever you need to surface where technology lives. You will have plenty of time to do this. I will check in with you in about 15 minutes to see if you need more time. You may do this as an AC.

Technology Scope & Sequence Resources
Coming Soon! 2 minutes Fresno Unified is creating resources for Digital Literacy to be ready by the end of the year. This way you can start your year off, but orienting students to Digital Literacy skills that are needed. In your handouts you have a list of modules that will be developed that you can used with your students. For some of you, you will not need them- you may have a skillset to do this on your own. But, for many others, this is new. These modules will be a resources for anyone that needs them. H/O

Resource Exploration Smarter Balanced Blueprints SBAC Digital Library
Additional CA Standards Educational Technology Scope & Sequence 45 minutes Directions are on the slide. Use the scavenger hunt to find some of the essential components of the resources listed above. If you finish early, spend the time exploring your favorite resources and determining how to use it. H/O

iACHIEVE Survey 5-10 minutes Do this within the session.

Closure Report out any interesting resources or features of a resource that your grade level found. 30 minutes

State Standards Professional Learning Cycle 2 Science

Similar presentations

Presentation on theme: "State Standards Professional Learning Cycle 2 Science"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

State Standards Professional Learning Cycle 2 Science

Similar presentations

Presentation on theme: "State Standards Professional Learning Cycle 2 Science"— Presentation transcript:

Similar presentations

About project

Feedback