1. Elementary Social Studies

2. 2 C.I.A. Dept. Presenters Carmen Alabarce-Catalayud Michael Dorsey Brian Dorton Kevin Holiday Amanda Jost Annette LaPrise, Ph.D. Elizabeth Perrin Valerie Poole Frank Whiteside Priscilla Williams

3. Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day! 3

4. Today’s Goals Teachers will Teachers will identify what rigor looks like across content areas in elementary classrooms identify what rigor looks like across content areas in elementary classrooms determine how effective feedback practices support rigor and student achievement determine how effective feedback practices support rigor and student achievement work collaboratively with lead teachers from across the district and within their school work collaboratively with lead teachers from across the district and within their school 4

5. Four Corners – Where are you? I understand what makes work rigorous. Dirt Path Dirt Path Gravel Road Gravel Road Paved Street Paved Street Super Highway Super Highway 5

6. Four Corners – Where are you? I regularly differentiate my students’ assignments. Dirt Path Dirt Path Gravel Road Gravel Road Paved Street Paved Street Super Highway Super Highway 6

7. Four Corners – Where are you? I have a plan for matching my assessments with my instructional objectives, and I imple- ment that plan regularly and consistently. Dirt Path Dirt Path Gravel Road Gravel Road Paved Street Paved Street Super Highway Super Highway 7

8. My assessment criteria are clearly spelled out and my students can take responsibility for assessing their own work. Dirt Path Dirt Path Gravel Road Gravel Road Paved Street Paved Street Super Highway Super Highway 8 Four Corners – Where are you?

9. What is Rigor? 9

10. Three Social Studies Lessons: Articles of Confederation Ms. Smith’s Lesson Ms. Smith’s Lesson Mr. Chang’s Lesson Mr. Chang’s Lesson Ms. Maldonado’s Lesson Ms. Maldonado’s Lesson 10

11. Ms. Smith’s Lesson: Articles of Confederation 11

12. Mr. Chang’s Lesson: A Weak Government 12

13. Ms. Maldonado’s Lesson: How to Fix a Bad Plan 13 Problem Card 1 Problem Card 3 Problem Card 2 Problem Card 4

14. Team Share: Rigor In table groups, share examples of student work resulting from a rigorous lesson recently taught in your classroom. In table groups, share examples of student work resulting from a rigorous lesson recently taught in your classroom. Use the Collaborative Assessment Conference protocol to discuss where each example should be placed on the rigor continuum. Use the Collaborative Assessment Conference protocol to discuss where each example should be placed on the rigor continuum. 14

15. Collaborative Assessment Conference Protocol Teacher places the student work for all to see; says nothing. Facilitator asks: Teacher places the student work for all to see; says nothing. Facilitator asks: What do you see? What do you see? What questions does this work raise for you? What questions does this work raise for you? What do you think the child is working on? What do you think the child is working on? Teacher provides his/her perspective. Teacher provides his/her perspective. www.nsrfharmony.org/protocol/doc/cac.pdf www.nsrfharmony.org/protocol/doc/cac.pdf 15

16. Rigor Continuum 16 Teacher- Centered Student- Centered ModeledSharedGuidedIndependent At the first level, the strategy is com- pletely teacher centered and directed with the student only taking notes. At the second level, students utilize the strategy to help them: 1) summarize their learning; and 2) study with the notes. At the third level, students become more metacogni- tive as they process the information that they took notes on, summarized, and studied. At the fourth level, students are inde- pendent learners and share/teach their new informa- tion and processing with fellow students.

17. HAPG Connection Look at the HAPG you brought with you today. Look at the HAPG you brought with you today. Identify some Essential Understandings and Guiding Questions. Identify some Essential Understandings and Guiding Questions. Determine how these features can promote rigor and conceptual understanding. Determine how these features can promote rigor and conceptual understanding. 17

18. What was the first constitution of the United States? What was the first constitution of the United States? What weaknesses were in that first constitution? What weaknesses were in that first constitution? When did the United States get its second constitution? When did the United States get its second constitution? 18 Questioning with Rigor: Moving from “What?” to “Why? or How?”

19. Ways to Increase Rigor 19 R Raise the level of content I Increase complexity G Give appropriate support & guidance O Open your focus R Raise expectations From: Rigor Is Not A Four-Letter Word by Barbara Blackburn

20. Statement Thumbs Up or Down I inform students ahead of time about grading criteria and methods used for determining a grade. I use a variety of assessments to determine a grade. I consider effort, participation, behavior and attendance when determining a grade. I place a numerical grade on every assignment. I think students have understanding when they select the correct answer on a multiple choice assessment. I ask students their input for grading criteria. 20 Anticipation Guide - Feedback: Thumbs Up or Down?

21. Effective Feedback is… 21

22. What does feedback look like? 98% A + Good job! 22

23. Feedback should be … Focused on the task or process used Focused on the task or process used Criterion-referenced Criterion-referenced Clear, descriptive, and specific Clear, descriptive, and specific Positive Positive Phrased to confirm that students are agents of their own learning – Susan Brookhart Phrased to confirm that students are agents of their own learning – Susan Brookhart 23

24. Team Share: Feedback Using the student work sample(s) you brought, practice providing effective feedback with a partner. Using the student work sample(s) you brought, practice providing effective feedback with a partner. Record comments on Post-It notes. Record comments on Post-It notes. 24

25. Feedback and Grading How do you determine when to record a grade in the grade book? How do you determine when to record a grade in the grade book? What do you look for beyond the correct answer? What do you look for beyond the correct answer? What are ways to provide feedback other than recording a grade? What are ways to provide feedback other than recording a grade? 25

26. Giving and Receiving Feedback 26 TeacherStudent StudentStudent StudentTeacher

27. Involving Students in Grading and Assessment We must constantly remind ourselves that the ultimate purpose of education is to have students become self-evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we have missed the whole point of what education is about. – Costa & Kallick 27

28. Marzano’s Classroom Instruction That Works: Effect Size 28 Category Average Effect Size Percentile Gain Number of Studies Setting Objectives and Providing Feedback.6123408

29. When we involve students in shaping their own learning, they are more likely to __________________________. 29 Summary Frame

30. 30 Transition to School Teams 12:00 - 12:15 PM

31. Welcome to School Team PLC Work 31

32. Lead Teacher PLC Goals Teachers will Teachers will work collaboratively with the other lead teachers from their own school work collaboratively with the other lead teachers from their own school develop an action plan to increase rigor and meaningful feedback across all content areas and grade levels in their school develop an action plan to increase rigor and meaningful feedback across all content areas and grade levels in their school 32

33. Lead Teacher PLC Work Share one important idea highlighted in your content-area breakout session that is going to influence a future practice. Share one important idea highlighted in your content-area breakout session that is going to influence a future practice. 33

34. Action Plan As a team, create a graphic organizer to capture how you are going to bring insights from today’s session back to your school so all teachers from your campus will benefit as a result of your Lead Teacher efforts. As a team, create a graphic organizer to capture how you are going to bring insights from today’s session back to your school so all teachers from your campus will benefit as a result of your Lead Teacher efforts. 34

35. Lead Teacher Commitments Lead Teacher Commitments 35

36. Thank You! 36

37. 37 Introductions Elizabeth Perrin Manager, Education Technology Elizabeth Perrin Manager, Education Technology Brian Dorton Specialist, Education Technology Brian Dorton Specialist, Education Technology

38. 38 Introductions Kevin Holiday Specialist, Education Technology Kevin Holiday Specialist, Education Technology Amanda Jost Specialist, Education Technology Amanda Jost Specialist, Education Technology

39. 39 Introductions Carmen Alabarce-Catalayud Specialist, Reading / Language Arts Carmen Alabarce-Catalayud Specialist, Reading / Language Arts Priscilla Williams Specialist, Reading / Language Arts Priscilla Williams Specialist, Reading / Language Arts

40. 40 Introductions Annette LaPrise, Ph.D. Specialist, Reading / Language Arts Annette LaPrise, Ph.D. Specialist, Reading / Language Arts Valerie Poole Specialist, Reading / Language Arts Valerie Poole Specialist, Reading / Language Arts

41. 41 Introductions Michael Dorsey Manager, Social Studies Michael Dorsey Manager, Social Studies

42. 42 Introductions Frank Whiteside Specialist, Social Studies Frank Whiteside Specialist, Social Studies

43. dirt path

44. gravel road

45. paved street

46. super highway