1. High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curriculum Penny Crooks, Assistant Principal John Eggleston, Assistant Principal Julie Pack, Assistant Principal

2. Review of Week One A Twitter of Day One: D-1: Drafted ES, aka enduring understandings that subsumes our SCOS. ES drive assessments and instructional decision making. Write a twitter message summarizing each day of the first week: Math: day 2 Science: day 3 Social Studies: day 4 English: day 5 Quality Check for EQs

3. Essential Questions Teaching the answers without first raising the questions takes most of the meaning out of learning. ~Francis Slater, London School of Education

4. What is an essential question? What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Sample EQ: What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question?

5. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21 st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

6. explanation What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21 st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)

7. What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analyze and Evaluate

8. evaluate What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? Revised Bloom’s Taxonomy: Analyze and Evaluate

9. explanation evaluate What is your explanation for how to evaluate whether or not a question meets the criteria for being an essential question? 21 st Century Skill: Communication & Collaboration Communicate Clearly - use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Revised Bloom’s Taxonomy: analyze and evaluate

10. Essential Questions qualities Essential Questions- qualities Cause inquiry into core content (Essential Standards) Do not have one “right” answer (21 st Century Skills, Revised Bloom’s Taxonomy) Are arguable, provokes deep thought, discussion, inquiry (21 st Century Skills) Promote understanding (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy) Require students to consider alternatives, weigh evidence, support ideas, and justify answers (21 st Century Skills) Spark meaningful connections with prior learning (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy) Learning-Focused Framework, Understanding by Design,Wiggins & McTighe, What Works in Schools, Robert Marzano

11. What is the purpose of an essential question? Why are essential questions a key component of planning and classroom instruction? Sample EQ: Why are essential questions a key component of planning and classroom instruction?

12. 21 st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs Why are essential questions a key component of planning and classroom instruction?

13. Why Why are essential questions a key component of planning and classroom instruction? 21 st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs

14. Why are essential questions a key component of planning and classroom instruction? Revised Bloom’s Taxonomy: Evaluate

15. Why Why are essential questions a key component of planning and classroom instruction? Revised Bloom’s Taxonomy: Evaluate

16. Why Why Why are essential questions a key component of planning and classroom instruction? 21 st Century Skill: Critical Thinking & Problem-Solving Making Judgments and Decisions – effectively analyze and evaluate evidence, arguments, claims, and beliefs Revised Bloom’s Taxonomy: Evaluate

17. Need for Essential Questions Potpourri problem (Essential Standards) Lack of focus (Essential Standards, 21 st Century Skills) Long term recall (Essential Standards, 21 st Century Skills) Communication between students and teachers and between teachers (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy, Assessment) Clarifying purpose (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy, Assessment) Set direction for learning (Essential Standards, 21 st Century Skills, Assessment) Focus learning (Essential Standards, 21 st Century Skills, Assessment) Student engagement/application (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy) Assessment of student learning (Essential Standards, 21 st Century Skills, Revised Bloom’s Taxonomy, Assessment) Heidi Hayes Jacobs, 2008

18. Purpose: The Big Four of Essential Questions Reflect content standards Engaging, student- based Connection of learning w/ living Essential Question Reflect content standards (Essential Standards) Connection of learning with living (21 st Century Skills) Thinking, problem-solving, application of learning (21 st Century Skills, Revised Bloom’s Taxonomy) Engaging, student-based instruction-not teacher- driven (21 st Century Skills, Revised Bloom’s Taxonomy)

19. Purpose: Essential Questions Reflect content standards Connection of learning w/ living Essential questions become... the “mental velcro” for content learning. Reflect content standards Engaging, student- based Connection of learning w/ living Essential Question

21. What are appropriate essential questions for my content area? How do you determine appropriate essential questions for content area learning? Sample EQ: How do you determine appropriate essential questions for content area learning?

22. How do you determine appropriate essential questions for content area learning? 21 st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

23. Howdetermine How do you determine appropriate essential questions for content area learning? 21 st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

24. How do you determine appropriate essential questions for content area learning? Revised Bloom’s Taxonomy: Analyze & Evaluate

25. Howdetermine How do you determine appropriate essential questions for content area learning? Revised Bloom’s Taxonomy: Analyze & Evaluate

26. determineHow How determine How do you determine appropriate essential questions for content area learning? 21 st Century Skill: Creativity & Innovation Think creatively, Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Revised Bloom’s Taxonomy: Analyze & Evaluate

27. Essential Questions: Quality Check Criteria – Refer to Handout EQs – Practice Handout

28. EQs - Practice Social Studies What rights are guaranteed as a citizen and which are most important to me? ~E.S. - √ ~21 st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ How are governments created, structured, maintained, and changed? ~E.S. - √ ~21 st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How do the structures and functions of government interrelate? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How do different political systems vary in their toleration and encouragement of change? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check

29. Science  How can we apply scientific skills, processes, and methods of inquiry to solve real-world problems? ~E.S. - √ ~21 st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ How do developments in science and technology affect our lives? ~E.S. - √ ~21 st C. - √ ~RBT - X ~A’ment - √ ~Form - √ What decisions must be made prior to measurement of an object? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How do humans affect the environment and the environment affect humans? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

30. Math What role does prediction play in mathematics and in decisions we make? ~E.S. - √ ~21 st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How can we represent mathematical relationships? ~E.S. - √ ~21 st C. - √ ~RBT - X ~A’ment - √ ~Form - √ How can we mathematically predict the outcomes of some future events? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Why do we need standard units of measure in math and daily activities? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

31. Language Arts How can fiction reveal truth in literature and in human nature? ~E.S. - √ ~21 st C. - √ ~RBT - √ / X ~A’ment - √ ~Form - √ What do good readers do when the text doesn’t make sense? ~E.S. - √ ~21 st C. - √ ~RBT - X ~A’ment - √ ~Form - √ Does experience and belief influence reading and our perceptions? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ How are stories from other places and times relevant to our society? ~E.S. - √ ~21 st C. - √ ~RBT - √ ~A’ment - √ ~Form - √ Need to check EQs - Practice

32. Essential Questions: Quality Check Quality Check – Sample Curriculum Guides EQ’s

33. Brain Dump 5 min-Individually-List all that you know about assessments Take into consideration personal experiences, research, and practice 10 min-In groups-on chart paper, come to a consensus about what you know as a group about assessments and develop a KWHL. These will be shared with everyone

34. Proposed System Assessment Built on what is most important for students to learn in the 21 st century Summative (Statewide) Benchmark (Classroom, School, District) Formative Assessment (Classroom) Essential Standards To Inform Instruction… o Centralized Benchmarking Tool o Systematic Formative Assessment PD Modules To Evaluate Knowledge… o Transparent o Appropriately Used LT 3 LT 5 LT 2 LT 4 7

37. Pre-Assessment provides: Diagnostic information – a measurement of prior knowledge Informs instruction Flexible grouping Opportunities to adjust/tier assignments ****Pre-assessments MUST occur prior to units of study allowing time for regular education teachers to “intentionally” plan with support staff to scaffold/modify/frontload/accelerate instruction.

39. pr

40. Assessment Summative Assessment Essential Standards Benchmark (Classroom, School, District) Formative Assessment (Classroom) Summative (Statewide) Measures of achievement to provide evidence of student competence or program effectiveness. LT 3 LT 5 LT 2 LT 4 11

41. Accountability Essential Standards to define what students must know, understand and be able to do to compete in the 21 st century Formative and Benchmark to inform instruction Essential Standards Formative Benchmark + + + LT 6 LT 7 Summative 15 + Graduation Rate + Future-Ready Core + Readiness Growth Achievement (EOCs and EOGs) K-12 9-12 only

42. Work Session: Essential Questions and Assessment Prototypes Work with your subject partners to develop Essential Questions that reflect identified Essential Standards and incorporate 21 st century skills and RBT. These should be put into the electronic copy of your curriculum guide. develop a diagnostic pre-assessment (based on your work on the ACS Curriculum Guide) to be given in the first week of school.

43. LUNCH!!

44. COMMON ASSESSMENTS: A Product of Professional Learning “If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together to asses students learning.” Dufour, Dufour, Eaker, and Many

45. COMMON ASSESSMENTS (CA) “… represent the most effective strategies for determining whether the guaranteed curriculum is being taught and more importantly, learned.” Dufour, Dufour, Eaker, and Many

46. CA Created by Same Subject Teachers/Department Instructional Strategies Instructional Strategies Instructional Strategies GOAL: Essential Standards

47. PLCs STUDY DATA FROM CAs Analyze line items to identify: where students’ learning lagged areas of shortcomings areas of strengths what to reteach which students require additional support/enrichment/intervention short-term/long-term systemic solutions

48. Words from teachers… “Teaching your favorite way doesn’t always work so well. Sometimes you have this wonderful lesson that you love, but they aren’t learning. You have to change.” “Teachers need to understand that common assessments do not grade the teacher. It doesn’t mean you have failed – it means you must change.”

49. SUMMARIZE CA: What do we want our students to know? (Essential Standards) How will we know they have learned it? (Common Assessment) What do we do when they do not learn it? Or already know it? (Support/Enrichment/Intervention)

50. WHAT CA ARE NOT… CA are not a lock-step, mechanical manner in which to teach CA are not designed to evaluate teachers

51. COMMON ASSESSMENTS ASSURE… that all students will learn a set of specific common unit objectives. that every student will learn the same content regardless of which teacher they were assigned.

52. Data is Conclusive… One of the most powerful, high-leverage strategies for improving student learning that is available to schools: frequent, high-quality formative assessments by teachers who are working collaboratively to help students develop agreed-upon knowledge and skills. Research: Fullan, 2005; Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggins, 2005

54. Using Rubrics to Evaluate Assessments

55. What is a Rubric? A rubric is a printed set of scoring guidelines for teachers to evaluate & to give feedback to individual learners and to evaluate groups of student work lists the criteria for assessment clearly qualifies the degree of quality for each criterion

56. What Does a Rubric Look Like? Typically in the format of a table. The top row lists the degrees of quality Poor to excellent Developing to mastery 1 to 4 The left column lists the criteria of assessments

57. Components of a Rubric Levels of Achievement ** (typically 3-4) Criteria (competencies) Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Stated Objective or Performance within the assignment #1 Description- defining features of each work or performance reflecting the highest level of performance Description- defining features of each work or performance reflecting mastery of performance Description- defining features of each work or performance reflecting development and movement toward mastery of performance Description- defining features of each work or performance reflecting a beginning level of performance Stated Objective or Performance within the assignment #2 **variations- excellent, satisfactory, unsatisfactory; or exemplary, proficient, marginal, unacceptable; or sophisticated, competent, not yet competent

58. Sample Rubric Criteria (competencies) Exemplary 3 Accomplished 2 Beginning 1 Writing Style: Organization & flow Logical progression of thoughts and ideas. Concepts are clearly presented using good examples and college level vocabulary. Paper is well organized from introduction to conclusion statements. Most thoughts and ideas progress logically with satisfactory examples. Vocabulary is primarily at college level. Paper is fairly well organized but may lack adequate flow and transition. Illogical progression of ideas, disorganized paragraphs and sections of paper. Poorly written, vocabulary not at college level. Many grammatical errors. References: Citations in APA format, current and appropriate Reference list is typed; the citations match reference list and are current (most within last five years), from peer reviewed journals, and are appropriate to the topic. Reference list is typed, most are within the last five years, and/or a few are inappropriate to the topic. Minimal secondary sources and are appropriate to the topic. No Reference list; or incorrectly formatted, references are primarily secondary sources such as textbooks and/or from non- peer reviewed journals, and/or lay literature.

59. Sample Rubric with Different Scoring Example Criteria (competencies) ExcellentSatisfactoryUnsatisfactory Appropriate journal article selected 10 points The article has excellent and sufficient scientific merit. From a current peer reviewed nursing journal (1-3 years). 9-10 points The article has good and moderately sufficient scientific merit. From a current peer reviewed nursing or medical journal (3-5 years). 7-8 points The article has little or no scientific merit. Not from a current peer reviewed nursing journal (>5 years) or from a newspaper or magazine. 0-6 points Major points of article summarized in introduction 10 points Clearly and concisely stated summary of major points of article. 9-10 points Adequately stated summary of most points of article. 4-7 points Summary of major points of article not concise- misses some points. 0-6 points

60. Sample Rubric with Varied Scoring Weights Content 30 points Essay covers the entire topic, creatively with excellent depth & scope. 25-30 pts Essay covers most of the topic with average depth & scope. 20-25 pts Essay covers only part of the topic with weak depth & scope. 15-20 pts Essay covers little of the topic in a superficial manner. < 15 pts Readings 25 points 75-100% of readings used completely. 20-25 pts 50-75% of readings used completely. 15-20 pts 25-50% of readings used completely. 10-15 pts < 25% of readings used completely. < 10 pts Logic, flow and evidence 25 points Ideas flow clearly and essay uses many strong examples. 20-25 pts Ideas flow adequately; some examples given. 15-20 pts Ideas flow poorly OR examples are insufficient. 10-15 pts Ideas flow poorly AND examples are insufficient. < 10 pts CriteriaExemplaryProficientMarginalUnacceptable

61. Sample Rubric with Varied Scoring Weights Criteria (competencies) ExcellentSatisfactoryUnsatisfactory Critical Thinking: Agreement with author’s opinion analyzed & discussed 30 points Consistent evidence of strong critical thinking, synthesis and thoughtful analysis in comparing opinion. 27-30 points Majority of analysis has evidence of some critical thinking, synthesis and thoughtful analysis. 21-26 points Little or no evidence of critical thinking, synthesis or thoughtful analysis. 0-20 points Critical Thinking: Issues’ impact on nursing care analyzed 20 points Excellent and comprehensive description of the impact on nursing care in relation to economics, use of health care resources, and health promotion. 18-20 points Incorporates a fair discussion of the impact on nursing care but not entirely comprehensive relationship to economics & use of resources health promotion. 14-17 points Poorly incorporated relationship to economics, use of health care resources, and health promotion in the description of the impact on nursing care. 0-13 points

62. Why a Rubric? Can teachers describe excellent work? Do teachers agree on what excellent work is? Do teachers have a tool that can be used to evaluate student work and ultimately to gather data to evaluate the effectiveness of their assessments?

63. Benefits to Teachers Objective, consistent evaluation tool: Evaluates individual student work AND Evaluates grouped student work enabling teachers to gather data to evaluate the effectiveness of assessments

64. What a Rubric Offers Learners Roadmap for excellence Reveals “what counts”, “what is important” Clear sense of what is to be achieved Standards of the profession/discipline

65. Links http://www.uwstout.edu/soe/profdev/rubrics.s htmlhttp://www.uwstout.edu/soe/profdev/rubrics.s html http://www.middleweb.com/rubricsHG.html http://webquest.sdsu.edu/webquestrubric.htm lhttp://webquest.sdsu.edu/webquestrubric.htm l http://school.discoveryeducation.com/schrock guide/assess.htmlhttp://school.discoveryeducation.com/schrock guide/assess.html http://rubistar.4teachers.org/index.php http://www.suelebeau.com/assessment.htm

66. Work Session: EQs, Pre- Assessments, and CA Continue to develop EQs for your Curriculum Guides Continue to develop your Diagnostic Assessment Identify Assessment Prototypes for your Curriculum Guide Begin to develop Ongoing Common Assessments for at least the first 6 weeks of school We will meet back here at 3:30

67. Pacing While working with your subject partners on Assessment Prototypes, feel free to revisit any or all parts of the ACS Curriculum Guide. Also, please come to consensus by subject/grade around what Essential Standards and Clarifying Objectives will be covered each six weeks and indicate this on your guide.

68. Tomorrow Sign in and out with Cathy Wray Continue to work on refining your Curriculum Guides ES, CO, EV, EQs, AP A draft of the electronic copy will be collected on Wed. afternoon Continue to work on your Ongoing Common Assessments Diagnostic Pre-Assessment, Ongoing Common Assessments

69. Wednesday Blue Diamond Training Continue Workshopping

70. Ticket Out the Door What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?