2. Secondary LOTE Collaborative Planning Session Introduction Welcome!

3. Icebreaker 1. What was your favorite summer activity? 2. What are you most looking forward to this school year? 12 Create a name tent. On the reverse side of your name tent, divide the paper into four square “window panes.” Answer the questions below in each “pane.”

4. Icebreaker cont. 3. What is your comfort level with integrating technology in the LOTE classroom? 4. How did this morning’s technology session resonate with you? What are the implications for your future classroom practice? What strategies and resources will you use/do you use to integrate technology? 2 34 On the reverse side of your name tent, divide the paper into four square “window panes.” Answer the questions below in each “pane.”

5. Mix-Freeze-Pair-Share 1. When facilitator begins activity, stand up and move around the room, “mixing” with the rest of the group. 2. When facilitator calls “freeze,” stop where you are and pair up with your closest colleague. If you don’t find a partner right away, raise your hand and look for someone else with their hand raised to be your partner. 3. With your partner, take turns sharing your response to window pane 1. 4. Repeat activity with panes 2-4, as the facilitator indicates. 1. When facilitator begins activity, stand up and move around the room, “mixing” with the rest of the group. 2. When facilitator calls “freeze,” stop where you are and pair up with your closest colleague. If you don’t find a partner right away, raise your hand and look for someone else with their hand raised to be your partner. 3. With your partner, take turns sharing your response to window pane 1. 4. Repeat activity with panes 2-4, as the facilitator indicates.

6. Whole Group Share-Out about Technology What was an “A-ha!” or “I wonder?” that occurred to you in your discussion of the window pane response? If you’d like, you may restate your own answer or share an interesting response from one of your partners!

7. Collaborative Planning Overview Today is an opportunity to plan with district colleagues! / SESSION I will be an opportunity to work with district colleagues on common assessments. / Designing common assessments begins with backward design. / SESSION I will be an opportunity to work with district colleagues on common assessments. / Designing common assessments begins with backward design.

8. BRIEF REVIEW OF BACKWARD DESIGN

9. Typical tests, even demanding ones, tend to overassess student ‘knowledge 'and underassess student ‘know-how with knowledge’--that is, intellectual performance. Grant Wiggins

10. Understanding by Design by Grant Wiggins and Jay McTighe Key Questions to Consider… What is worth understanding? What is understanding? How will we know that students really understand? How might we better anticipate and address predictable student misunderstandings? Key Questions to Consider… What is worth understanding? What is understanding? How will we know that students really understand? How might we better anticipate and address predictable student misunderstandings?

11. Three Stages of Backward Design by Grant Wiggins and Jay McTighe 1. Identify the desired results. 2. Determine acceptable evidence. 3. Plan learning experiences and instruction.

12. “Backward” Design Logic by Grant Wiggins and Jay McTighe  Design assessments before lessons--know what evidence you seek.  Avoid the tendency to jump to designing lessons and planning activities.  Design assessments before lessons--know what evidence you seek.  Avoid the tendency to jump to designing lessons and planning activities.

13. The Key to Backward Design Think like an Assessor. / Consider assessments before you design lessons and activities. / Be clear about what evidence of learning you seek. Think like an Assessor. / Consider assessments before you design lessons and activities. / Be clear about what evidence of learning you seek.

14. The essential element for administering and reviewing common assessments is the dialogue among team members to help raise student achievement and set goals for improvement (teacher goals and student-centered goals).

15. COMMON ASSESSMENT PROCESS FOR SESSION I

16. Focus Questions / What is it that students want to learn? / How do we know students are teaching the taught curriculum? / What assessments, activities, or work products do we need to create to assess the standards being taught? / What is it that students want to learn? / How do we know students are teaching the taught curriculum? / What assessments, activities, or work products do we need to create to assess the standards being taught?

17. Getting Started  Before you begin, decide how often and when you will administer a common assessment.  Identify the TEKS that will be covered during the agreed- upon time.

18. Assessment Process Identify TEKS Create the assessment Develop Unit Evaluate data

19. Creating the Assessment  Decide if you will be creating a standard assessment or a performance-based assessment with a common rubric.  Generate the assessment or design the activity or work product. Align the TEKS to the questions or rubric.  Determine the level of questions on the assessment (not applicable to performance assessments).  Decide if you will be creating a standard assessment or a performance-based assessment with a common rubric.  Generate the assessment or design the activity or work product. Align the TEKS to the questions or rubric.  Determine the level of questions on the assessment (not applicable to performance assessments).

20. Unit Development / Create a unit with lessons that have the end in mind. Stay focused by eliminating activities that do not fit into the big picture. / Meet to work collaboratively and examine students’ work and progress. / Create a unit with lessons that have the end in mind. Stay focused by eliminating activities that do not fit into the big picture. / Meet to work collaboratively and examine students’ work and progress.

21. After Administering the Assessment / Meet to discuss the results. / Celebrate successes. Share strategies for low performing areas. / Plan reteaching, tutorials, or other innovative interventions for students who require support. / Revise next assessment, activity, or work product to reassess high stakes areas if needed.

22. Collaborative Planning Session 2 Overview Take time to plan instruction for your students! / Review standards for LOTE subjects as needed (TEA and national) / First/Second Six Weeks Planning for Instruction / Plan units using appropriate SIM organizer(s) or campus-approved lesson planning template / Review standards for LOTE subjects as needed (TEA and national) / First/Second Six Weeks Planning for Instruction / Plan units using appropriate SIM organizer(s) or campus-approved lesson planning template

23. Collaborative Planning continued… / Devise differentiation strategies appropriate to curriculum and student population / Revise essential questions in student-friendly language / Create model lessons or work product assignments that are rigorous! Happy Planning! / Devise differentiation strategies appropriate to curriculum and student population / Revise essential questions in student-friendly language / Create model lessons or work product assignments that are rigorous! Happy Planning!

24. Collaborative Planning / Campuses are encouraged to work together / Products developed today may be loaded on the wiki for sharing with colleagues (please email them to Caron Sharp) / Campuses are encouraged to work together / Products developed today may be loaded on the wiki for sharing with colleagues (please email them to Caron Sharp)

25. Thank you for all you do for RRISD students! Have a great year!