1. W-1 & W-2 Performance Tasks

2. CMS Expectations The 2013-2014 CMS Non-Negotiables for all grade bands clearly state: “All teachers are required to have students complete performance tasks in their discipline areas.”

3. What is a Performance Task? A performance task is a learning experience that replicates or simulates situations in which people are faced with a complex situation that needs to be resolved. This could include a real-life problem or the need to formulate a hypothesis and test it.

4. Purpose Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose.

5. Why Performance Tasks? Develop critical habits of mind Showcase learning in real-world contexts Make students college and career ready Prepare for Next Generation Assessments

6. Design Questions What of long-term significance do students need to know, be able to do, understand, or apply? How might tasks be embedded in real-world contexts to increase their relevance? What evidence is necessary to prove students know, are able to do, understand, or apply? How can the task achieve a student-valued purpose for an audience? What are the quality expectations (standards) students should master with the task?

7. Authentic Contexts Career CategoryProfessionProductAudience ArtsLyricistSongsMusic Producer Performer EnvironmentalSurveyorGraphs Charts Reports Civil Engineers Architects Legal/PoliticalLobbyistProposals Speeches Events Special Interest Groups Congress Health CareNutritionistMeal PlansHospital School System

8. Helpful Verbs AnalyzeFormulateResearch ApplyIllustrateResolve ConvinceInvestigateSummarize CreateJustifySupport DevelopPersuadeSynthesize DiscussProduceTeach ExplainReportValidate

9. Performance Task Products AdvertisementsInterviewsPortfolios CommercialsLab ReportsSculptures Concept MapsMapsSoftware DancesMock TrialsSpreadsheets EditorialsMuralsTimelines GamesOral PresentationsVideos Graffiti WallPictographsWeb Pages

10. Content-Specific Task Example {Insert your content-specific task here!}

11. Let’s analyze the task! {Analyze your content-specific task here!}

12. W-1 Key Terms (Argumentative) Argue Assess Claim Counter Claim Defend Evidence Evaluate Justify Judge Opinion Persuade Quote Rate Reasons Relevant Support Warrant

13. W-2 Key Terms (Explanatory) Analyze Develop Details Definitions Elaborate Explain Examine Facts Formulate Inform Interpret Organize Resolve Review Support Thesis

14. “I Can” Statements Teachers create “I Can” statements by analyzing a standard and identifying what skills students should be able to do based on mastery of the standard. The purpose is to help students track their own learning.

15. Sample Standard WHST.6-8.1 Write arguments focused on discipline-specific content.  Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.  Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.  Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.  Establish and maintain a formal style.  Provide a concluding statement or section that follows from and supports the argument presented.

16. Sample “I Can” Statements WHST.6-8.1 Write arguments focused on discipline-specific content. I can…  Use credible sources to analyze a topic or text  Introduce a claim about a topic or issue  Identify and distinguish counterclaims (Grade 7 and up)  Support my claim using logical reasons, accurate data, and evidence from credible sources  Organize reasons and evidence to support the topic  Determine relevance of evidence  Use transition words, phrases and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons, and evidence  Maintain a formal style  Provide an effective conclusion

17. Assessment Rubrics or a critical attributes list may be used to assess the performance of students. {Insert your content-specific rubric or attributes list here!}

18. Universal Design for Learning Representation (what) Engagement (why) Action & Expression (how) How do I plan for multiple means of…

19. Differentiating for Varied Learners Content BarriersSolutions Process BarriersSolutions Product BarriersSolutions Learning Environment BarriersSolutions

20. Examples Content Complex directions Bold words, chunk text, provide check list Process Organizing necessary information Provide graphic organizer options Product Severe written expression deficits (or physical deficits impacting writing) Use speech to text, dictation to scribe, or allow for alternative mode of delivery Learning Environment Attention deficits Alternate work spaces

21. Review Performance Task {Insert sample task used earlier to review for potential barriers and possible solutions.}

22. English Language Development Standards Essential Standards in the Common Core

23. Making Performance Tasks Accessible for English Learners Who are the English Learners in my class? What is the English language proficiency level of those students? How can I use the language data to guide instruction? What specific language is needed for the task?

24. CAN DO Descriptors

25. Are NotAre Changing final gradeIndividualized Watering down content, rigor, or changing standards Using language support strategies for teaching Common Core and Essential Standards Talking louder Modifying content, process, product, and learning environment Giving alternative busy work or an alternate assignment Using a variety of supports for same content and tasks Teaching all students the same wayMultiple opportunities for engagement Modifications for ELs

26. Examples of Supports Sensory SupportsGraphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures & photography Illustrations, diagrams & drawings Magazines & newspaper Physical activities Videos & films Broadcasts Models & figures Charts Graphic organizers Tables Graphs Timelines Number lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors

27. Proficiency Levels Use words or phrases related to weather from pictures or photographs

28. Proficiency Levels Make statements about weather from pictures or photographs

29. Proficiency Levels Ask questions about weather from pictures or photographs

30. Proficiency Levels Forecast weather and provide reasons from pictures or photographs

31. Proficiency Levels Evaluate and weigh options related to weather forecasting

32. Review Performance Task {Insert sample task reviewed earlier to review for potential barriers and possible solutions.}

34. A word about curriculum guides… {Discuss your curriculum guides here!}

35. Collaborative Planning In the time remaining, take advantage of the opportunity to connect with teachers in the room who teach the same course/content/grade as you. Identify resources, list next steps, and create plans for the first unit of study.

36. Next Steps {Insert your next steps here!}

37. Resources {Add resources here!}

38. Discussion into Practice How do we move from planning and discussion into practice? What are the implications of using performance tasks with your students?