1. © 2013, KDE and KASA. All rights reserved. STUDENT GROWTH GOAL SETTING FOUNDATIONS What Skill Will You Focus on? Identifying Enduring Skills

2. © 2014, KDE and KASA. All rights reserved. Foundations for identifying content Connecting Content to Student Needs 2

3. © 2014, KDE and KASA. All rights reserved. 3 Targets Collaboratively identify the enduring skills, understandings, processes, understandings and concepts in your content area. Prepare you to identify a strong content focus for your student growth goal.

4. © 2014, KDE and KASA. All rights reserved. 4 This activity will… Guide you through a process for identifying enduring skills in your content.

5. © 2014, KDE and KASA. All rights reserved. 5 5 FOCUS ON ENDURING SKILLS?

6. © 2014, KDE and KASA. All rights reserved. 6 Making the biggest impact with your student growth goal…

7. © 2014, KDE and KASA. All rights reserved. 7 Think and Plan Tool Begin here!

8. © 2014, KDE and KASA. All rights reserved. 8 Questions to Ask Based on my content standards, what are the enduring skills*, concepts and processes students should master by the end of the school year/course? Is the learning identified enduring? Think & Plan Tool Questions!

9. © 2014, KDE and KASA. All rights reserved. 9 Defining ENDURING Learning that ENDURES beyond a single test date is of value in other discipline is relevant beyond the classroom is worthy of embedded, course-long focus may be necessary for the next level of instruction Handout

10. © 2014, KDE and KASA. All rights reserved. ENDURING LEARNING Writing Example EXAMPLESNON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence Establish the significance of claims Create logical organization of claims, reasons and evidence Use words, phrases and clauses to create cohesion Sub-skills 10

11. © 2014, KDE and KASA. All rights reserved. ENDURING LEARNING Reading Example EXAMPLESNON-EXAMPLES Summarize key supporting details and ideas Identifying main ideas of a text Differentiate between bias and evidence Differentiate between essential and irrelevant information Skimming or scanning a text Sub-skills Strategy 11

12. © 2014, KDE and KASA. All rights reserved. ENDURING LEARNING Social Studies Example EXAMPLESNON-EXAMPLES Produce an argument to support claims with appropriate use of relevant historical evidence Describe point of view for primary and secondary sources Use Chicago Style correctly when citing evidence Improve student perception of history Sub-skill Strategy Disposition 12

13. © 2014, KDE and KASA. All rights reserved. ENDURING LEARNING Science Example EXAMPLESNON-EXAMPLES Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution. Create a model of an erupting volcano using vinegar and baking soda. Activity 13

14. © 2014, KDE and KASA. All rights reserved. Worthy of extended focus Fundamental to learning in other disciplines Aptitude that has value and utility beyond one narrow context Foundational for the application of content Applicable beyond school Can be measured over time A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning WHAT IT ISWHAT IT ISN’T Enduring Learning 14 Handout

15. © 2014, KDE and KASA. All rights reserved. 15

16. © 2014, KDE and KASA. All rights reserved. 16 Find the “big rocks” What are the big rocks, big concepts, underlying practices & processes of your content area? Where can you find this info for your content? What are the guiding documents of your content? Where is this info in your standards?

17. © 2014, KDE and KASA. All rights reserved. What Standards, Structural Documents & Resources accompany the standards in each content area? Anchor Standards- Literacy/Science/Social Studies/Technical Subjects Anchor Standards Reading-ELA CCSS/KCAS-ELA C3 Framework (+ literacy standards) - Social Studies CCSS/KCAS- Critical Areas combined with math practices KY World Language Standards National Standards- Visual Arts, PE, etc. NGSS/KCAS- Practices/Concepts- Science 17

18. © 2014, KDE and KASA. All rights reserved. 18 Highlight or underline the skills or competencies you notice in your standards document. On your own…

19. © 2014, KDE and KASA. All rights reserved. 19 Chart the skills you’ve underlined or highlighted. Together…

20. © 2014, KDE and KASA. All rights reserved. 20 Share one example Share one example you feel confident about.

21. © 2014, KDE and KASA. All rights reserved. 21 Look at the examples identified by the Kentucky Department of Education for your content. Remember that these are not inclusive lists! Are you on the right track for identifying enduring learning? What can you learn from the list for your content? If your identified learning is not on the list… Go back and check the criteria – does it match? Share with a colleague why you think it matches and come to agreement. If you agree, you have identified another one. If not, now you have a better understanding of what enduring is. Handout

22. © 2014, KDE and KASA. All rights reserved. 22

23. © 2014, KDE and KASA. All rights reserved. 23 REMEMBER:  You will want a list to choose from when you match your student needs to the content focus!  Revise this list as you teach this year. You may think of more.  This list can be used for other purposes beyond student growth goal setting. Continue to work collaboratively through your standards document to identify additional enduring skills. Record digitally ( Add to your content’s Enduring Skills Initial List) Use the tools: *Enduring definition *Your What It Is/What It Isn’t chart *Initial Enduring Skills list for your content 23

24. © 2014, KDE and KASA. All rights reserved. 24 Student Growth Goal Setting Process http://mediaportal.education.ky.gov/educator- effectiveness/professional-growth-and- effectiveness/2014/02/student-growth-goal-setting- process/ Student Growth Goal Setting Resources http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES- Student-Growth-Page.aspx Resources