1. Pre-Meeting Task Use Post It Notes to address the following on the appropriate charts Unit Parking Lot –Questions? –Concerns? –Barriers? Unit Success –Are you currently teaching your unit? – If so, tell us some success stories

2. Welcome to the Future!

3. Appalachian Teacher Partners Appalachian Math Science Partnership September 10, 2010 We will begin at 9:01

4. Group Norms Place cell phones on silent or vibrate Come prepared for each meeting Listen actively as others are speaking Avoid sidebar conversations Respect and solicit opinions Rule of 2 feet

5. Road Map for Today Review Preview My ATP Role New Standards Self-Assessment Unit Work Technology Integration

6. What was our focus? The graphic illustrates our focus for last year. For each block of the graphic, brainstorm a list of resources and experiences that were provided through ATP that helped you to design instruction.

7. Learning Targets Assessment Instructional Plan Deconstruction of Standards

8. Community Building

9. Which object best represents your role as an ATP providing local support for improvement in your district?

10. Prepare to share a brief thought or metaphor about the artifact you selected. Record on post-it note.

11. Make Like Groups Taking your artifact and metaphor, relocate to the table with your artifact icon. Share one sentence metaphors within your group. As a group, select two metaphors to share with whole group.

12. Expectations In your Like Groups select a facilitator, recorder and a reporter. Each person share 1-2 expectations you have for the 2010-2011 ATP Meetings. Each group should reach a consensus on selecting the top two expectations and record on post-it notes. Place post-it notes on artifact icon.

13. Higher Ed Update Get into your teams and plan a 2 min laser talk around the following questions: Who is your mentor? What is your focus & plan? Method of communication? Study Topic? Goals & Outcomes for the year?

14. Self-Assessment on Assessment Literacy Use the instrument to conduct a self- assessment on your literacy of classroom assessment. Do not use any materials and answer the best that you can.

15. Where do you stand? Using the key, check your answers. Please mark incorrect items. Once checked, use the analysis sheet to help you identify your strengths and weaknesses. For each strength, take a small post it note and place it in the appropriate slot on the chart.

16. Individual Plan Identify the chapter or chapters that you are going to study between now and next meeting. –Place this chapter on an index card along with your name to turn in today. For homework, read through that chapter and do the suggested activities to further your understanding about the topic. Develop a 4-item action plan on what you are going to do with your class in order to improve your implementation of balanced assessment. Be prepared to share the action plan at the Oct meeting. (Write plan on an INDEX card to turn in)

17. Homework In addition to your chapter study…. –Administer the student self assessment to a minimum of 30 students. Can be to 1 or more classes. Can be a random sampling from each class. –Bring back the raw data. –Create an analysis form in order to analyze the student sample. Bring this completed form in October.

18. Time to Reflect

19. Classroom Curriculum Design Learning Target –I can identify strengths and weaknesses in an example unit as well as my own.

20. The Portfolio What is the benefit of effective design for students? For teachers? Step 1--Identify consequences to instruction and learning if this step is not well developed. Step 3—Why plan this now? What should be the foundation for this step? Step 2—Essential Questions—So what? Step 4—Why would it be beneficial to think in this manner about learning activities? Why provide varied strategies? What are keys points to consider?

21. This is not always linear! But rather more like this… OR

22. Let’s Look at an Example Step 1 –Using the reflection questions on page 34 of the curriculum packet, do the following… Examine the example unit—What evidence is present to support your answers? Now examine your own unit using the same questions. On the organizer, provide the evidence for your answers. For areas that need improving, identify your plan for strengthening this piece.

23. Step 3: Establish Assessment Design Use the reflection questions on page 70 to examine the example unit. Be sure to provide evidence. Now repeat for your own unit. Use the organizer to record your thoughts and plans.

24. Step 2: Design Your EQ’s Use the questions on page 45 to guide you as you look at the example unit. Again…provide evidence for your answers. Examine your own essential questions. Where are they hitting the mark? Missing it? Provide evidence on your organizer.

25. Step 4: Learning Activities Use questions on page 89 to analyze the example unit. Think about each room-- Are these activities tightly or loosely aligned to the purpose? Now examine your own. Have you provided multiple opportunities and ways to engage in the learning? Is the learning anchored in the standards? Use the organizer for your thoughts.

26. Why think & plan like this? A good unit engages thinking! Instruction is tightly aligned to standards. Learning and therefore understanding is increased.

27. For Next Month Examine the reflection questions on page 92. Answer these questions as you think about your unit and the process of design. Once your unit is ready, complete the self- assessment instrument on page 93. Bring these back to the next meeting.

28. Learning Targets: EXPECTATIONS Learning Targets should now be a normal part of your instruction….. –Introduced at the beginning—verbally & written –Referred to during instruction –Student self-assessment concerning the LT –Reflection of the LT in relation to what was done in class at the end of the lesson

29. Time to Reflect

30. Technology

31. Common Core Standards Learning Target –I can identify the rationale behind the Common Core State Standards.

32. What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach? 32

33. The Five-Minute University What is Guido Sarducci telling us about 20 th century learning? 33

34. BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21 st century from this ecological disaster? 34

35. The challenges and problems our students will face in the 21 st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21 st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems. 35

36. So why Global Achievement Gap? 7 Survival Skills –Critical Thinking & Problem Solving –Collaboration across networks & leading by influence –Agility & Adaptability –Initiative & Entrepreneurialism –Effective Oral & Written Communication –Accessing & Analyzing Information –Curiosity & Imagination

37. What is the Common Core State Standard (CCSS) Initiative? State-led initiative, led by the National Governors Association and the Council of Chief School Officers. 48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands were involved

38. What is the Common Core State Standard (CCSS) Initiative? Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public. Interesting fact: There were almost 10,000 responses when the final draft was opened for public review. 34 states of currently adopted the CCSS.

39. What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

40. How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories: We will examine these In October!

41. Road Map for Today Review Preview My ATP Role New Standards Self-Assessment Unit Work Technology Integration

42. For Next Month Our next meeting will be October 22. Complete CASL chapter study—bring back action items. Administer student self- assessment (30)—bring back raw and compiled data. Complete pg. 92 and 93 in Curriculum folder— bring back. Va—Bring a copy of the SOL’s for your courses.