Enduring Skills to support Student Growth Goal-setting 1 UL Louisville Writing Project KY ASCD Learn, Teach, Lead LWP Mini-Conference, 2014 Carol Franks, LWP, KYASCD, KDE Effectiveness Coach

A Process to Identify the Enduring Skills, Processes, & Concepts for your Content Area 2

3 Guide teachers to collaboratively identify the enduring skills in their content area Support a meaningful student growth goal- setting process for development of quality student growth goals Goals of this process

4 guide you through a process for identifying enduring skills in your content area. help you differentiate between enduring skills and other skills needed for learning your content. This activity will

Making Connections: Enduring Skills & Student Growth Goal Setting within the Teacher Professional Growth and Effectiveness System (TPGES) 5

Student Growth Goal-Setting  Student growth goals (SGG) focus on needs of current students  SGG focus on enduring skill(s) (ES) identified in the standards  Teachers define proficiency for the ES using the grade level standards 6

SKILL, noun Competent excellence in performance. Dictionary.com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary

SKILL WHAT IT ISWHAT IT ISN’T Competency Ability to perform Examples: Reading and comprehending complex text

SKILL WHAT IT ISWHAT IT ISN’T Competency Ability to perform A strategy Examples: Reading and comprehending complex text Non-examples: Annotating text Re-reading Questioning text

SKILL WHAT IT ISWHAT IT ISN’T Competency Ability to perform A strategy Finite content Examples: Reading and comprehending complex text Non-examples: Annotating text Re-reading Questioning text Recognizing text features that contribute meaning in informational texts

Find the “big rocks” What larger guidance supports the cohesiveness of all the grade level standards? Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?

What Standards, Structural Documents and 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 12

What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area.

Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom, is worthy of embedded, course-long focus, may be necessary for the next level of instruction.

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

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

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

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

Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom (applying learning to new and unique situations) is worthy of embedded, course-long focus, may be necessary for the next level of instruction. Requires critical thinking (analyzing, creating and evaluating)

Let’s Try it with Reading Work with a team Using the reading anchor standards, what would you identify as enduring?

Share one example Share one example you feel confident about. Explain how your example fits the definition of Enduring and the R/R Framework Quadrant D.

Enduring Learning What it isWhat it isn’t

ENDURING LEARNING WHAT IT ISWHAT IT ISN’T 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

ENDURING LEARNING WHAT IT ISWHAT IT ISN’T A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning

29 Collaborate to articulate what proficiency in an enduring skill looks like at a given grade level. Identify appropriate assessments available or that need to be developed. Next you would...

Making Connections: Enduring Skills & Student Growth Goal Setting within the Teacher Professional Growth and Effectiveness System (TPGES) 30

Student Growth Goal-Setting Student growth goals (SGG) focus on needs of current students SGG focus on enduring skill(s) (ES) identified in the standards Teachers define proficiency for the ES using the grade level standards 31

32 Guide you through a process for identifying enduring skills in your content area. Help you differentiate between enduring skills and other skills needed for learning purposes. This activity will

33 Guide teachers to collaboratively identify the enduring skills in their content area. Support a meaningful student growth goal- setting process and development of quality student growth goals. Goals of this process

34 Why is the process important? What are your next steps? Reflect

Carol Franks 35