1. Benchmark Task Cards Teaching and Learning Tammy Demps & Rehana Insanally August 9, 2012

2. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

3. Common Board Configuration Date: August 9, 2012 Bell Work: Circle Map- What tools are currently used to help teachers and students deepen understanding of benchmarks? Agenda: I Do: Identify elements of the task cards and provide suggestions on ways to utilize. We Do: Make connections to current initiatives and tools and identify elements that will best serve your school. You Do: Differentiate and tweak task cards as needed to better serve teachers and students at your school. Utilize in the classroom to help students practice and deepen knowledge. Benchmarks: Domains 1, 2 Attention to established content standards Identifying Critical Information Reviewing Content Reflecting on Learning Practicing skills, strategies, processes Learning Goal: We will understand ways to implement elements of the FCIM process to support students. Objective: Today we will identify ways to utilize and differentiate Task Cards to support teachers and students as they interact, practice, and deepen knowledge of benchmarks. Summarizing Activity and Reflection Scale: Identify elements of the task cards that will best serve the teachers and the students at your school. Explain how it would look in the classroom. Essential Question: How can YOU best utilize benchmark support task cards to help students and teachers effectively interact and deepen their understanding of benchmarks? Voc: Task Card, cognitive process (Thinking Maps)Homework: Continue to discuss implementation of Task Cards throughout your school.

4. 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5. High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6. Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

7. Bell Work What tools do you currently have/use to help teachers and students deepen understanding of the benchmarks ? Tools Collaborative Structure: Think Time Continuous Round Table- 1 minute

8. Teaching and Learning have created Task Cards for the following areas: Reading: Third Grade-Tenth Grade Math: Third- Eighth, Algebra, Geometry Science: Fifth, Eighth, Biology U.S. History There is one task cards for every FCAT/EOC assessed benchmark. Task Cards are a one pager to easily access and utilize. Consider laminating and placing on a ring. They can be utilized by the teacher and the student to practice and deepen knowledge of benchmarks.

9. Benchmark name and description provided at the top.

10. Cognitive Complexity of each benchmark- Low, Moderate, High (Math and Science)

11. Academic vocabulary/ key terms students may need to understand and interact with.

12. Sample item(s) provided from state in the EOC/FCAT Specification Document. This is a sample of how this benchmark is assessed.

13. We have provided the FCAT/ EOC benchmark clarification and content limits. Valuable information provided by the state clarifying what students need to know, be able to do, and how they will be assessed. We have provided the page number and Item Specification Link for additional resources and information. Just Click!

14. Higher Order Question Stems are provided as a guide. You may tweak and change as needed.

15. Sample student scale and summative writing task provided. You may tweak and revise as needed.

16. We have suggested Thinking Maps that match the cognitive processes students have to engage in to achieve mastery of the benchmark.

17. Science Task Cards include 5 E Model

18. Science Task Cards- 5E Model explaining the facilitator tasks and student tasks

19. Reflect by writing one connections or thoughts you have on how you might utilize the task cards in your school/ classroom. Timed-Pair-Share: Talk about your thoughts and connections.

20. Utilizing Task Cards to Interact with New Knowledge & Practice and Deepen Knowledge Planning: Review the FCAT/ EOC clarifications and content limits to better understand what students should know and be able to do. FCAT/ EOC link provided on card. JUST CLICK! Align Resources: Review sample item(s) to assist with aligning proper guided and independent practice. Questioning: HOQ stems provided as a guide. Can be used in whole group or small group centers. Academic Voc: Identify key terms/voc students may need to interact with Thinking Maps: Identify which cognitive processes the student must undergo to master benchmark. You may utilize the Thinking Map that correlates. Review Content: Assign task card sample question(s) to review content/use as bell ringer. The answer may be provided on the card, however you can have student provide work and justify answer. Remediation: If student is struggling with benchmark, they may want to review and deepen understanding of academic voc. Some definitions can be found in the EOC/FCAT glossary in the FCAT/EOC Specification Document. Establish and Communicate Learning Goals: Have students review FCAT and EOC expectations. Have them answer the question: What should I know and be able to do within this unit of study? Questioning: Assign HOQ and have students reflect in interactive notebooks, classroom blogs, index cards. Reflect on Learning: Have students utilize student scale questions and summative writing task to reflect on learning and identify strengths and areas for intervention.

21. Tools Reflect-How can the tools you currently have work in conjunction with task cards to deepen understanding of the benchmarks ?

22. Where can I get the Task Cards? Go to Lake County School website Click on Teaching and Learning, under Departments On the left, click on Benchmark Task Cards and FCIM Support

23. Summarizing Activity Identify elements of the task cards that will best serve teachers and students at your school by highlighting those elements on the tree map. Timed- Pair- Share –Share the elements you selected. Explain how utilizing the task cards will help the teachers and students at your school.

24. Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways