2. W ELCOME TO V ANCE C OUNTY S CHOOLS O CTOBER 17, 2012 P ROFESSIONAL D EVELOPMENT

3. WELCOME Message from Dr. Brooks

4. F OCUSING ON THE “ HOW ” Videos and/demonstrations Student Activities Evidence-based Strategies Best Practices Modeling

5. MSL: M EASURES OF S TUDENT L EARNING C OMMON E XAMS Exams in any subject and grade where there is not a state assessment Administered after fall and spring semesters in our high schools Administered after spring semester in our elementary and middle schools Available in core areas in grades 4-12 for the 2012-2013 school year

6. T HE P ACKET Implementation Timeline for MSL’s High school teachers have the length of the high school exam

7. T HE P ACKET CONT. Assessment Specifications (if available at this time) This is all that is available regarding what MSL’s will look like

8. W HAT ARE MSL’ S Assessments that are not a part of the school accountability formula Assessments that will be a part of the teacher and administrator evaluation system

9. T EACHER E VALUATION According to the standards in the teacher evaluation instrument, teachers receive ratings as follows: To what extent they demonstrate leadership Meet the needs of diverse students Master the content Facilitate learning Reflect on the craft Contribute to academic success of students (newly added)

10. T EACHER E VALUATION School administrators determine the ratings on the first five standards Student growth data from EOG’s, EOC’s, CTE post assessments, and MSL’s determine the rating on the sixth standard SBE has not yet decided on the permanent components of the sixth standard rating and their respective weights. The majority of the sixth standard rating will be based on how a teacher has impacted the learning of students. Teacher growth values will be calculated based on all students a teacher teaches and when multiple assessments are required, on all data generated through the assessments.

11. A SSURE S TUDENT R EADINESS Teach the standards in ways students can demonstrate mastery of the standards on all assessments Visit www.ncpublicschools.org/educatoreffect/ for additional available MSL informationwww.ncpublicschools.org/educatoreffect/ Look for webinars VCS has a committee to ensure we follow state regulations to administer the MSL’s

12. C LOSING In your packet, you will find a short summary and a sample of the NC Education Evaluation System. Also, in your packet is Vance County Schools’ Framework for Learning

13. T HE HOW OF C OMMON C ORE

14. Challenging and Scaffolding Our Students

15. UDL: W HAT DOES IT MEAN ? U = Universal D = Design L = Learning Universal Design for Learning

17. M ULTIPLE M EANS OF R EPRESENTATION Manipulatives Videos Music Movement Text Readers Visual Displays Anticipatory guides Graphic organizers Artifacts For example :

18. M ULTIPLE M EANS OF A CTION AND E XPRESSION Thumbs Up/ Thumbs Down Gallery Walks Pair/Share Chalkboard/ Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups For example:

19. M ULTIPLE M EANS OF E NGAGEMENT Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations For example:

20. Discuss ways to scaffold and challenge students in your classroom using elements of UDL. Using your Frayer Model foldable…

21. The goals of Close Reading  engage the reader with the text  focus on specific sentences and phrases for deeper understanding  focus on specific sentences and phrases during rereading for a variety of purposes (language and craft, perspective/bias or mood/tone, organization, etc.) Close Reading

22. Choose one technique to perform a Close Read. Ten Tips for Engaging Underperforming Students

23. D ISCUSS IN S MALL G ROUPS Which Close Reading technique did you choose? Why? Did the strategy you chose work well with this text? Why or why not? What information in the reading was most interesting to you? Provide examples.

24. Essential Questions Are worth asking or are meaningful Have no short answers! Are interesting to students Engage students in real life problem- solving and make students investigators Require a high level of thinking Can be answered by all students Are more about learning than teaching

25. E SSENTIAL Q UESTIONS Some examples Science Does North Carolina have reason to fear a natural disaster? Which ones or Why not? Math When is multiplication most useful? Social Studies How does the economy of a society depend on the geography of the region? Language Arts What can a story teach us about life?

26. E SSENTIAL Q UESTIONS Some examples Technology How would our culture be different without computers? Physical Education What are the top three rules in basketball? Why? Art What choices must a painter make before beginning a work? Foreign Language How is Spanish/French like and unlike English?

27. In groups of 2 or 3, write some sample Essential Questions for your specific grade/content area.

28. Star 3 of the 10 tips that you want to incorporate into your lessons. Share one of your choices. Which of the 8 standards for mathematical practice are supported by your choices? What would be evidence that this tip is being used effectively in your classroom?

29. C LASSROOM V IDEO 10 BLOCK CHART VIDEO : Teaching FunctionsTeaching Functions

30. W HAT DID YOU SEE IN THE VIDEO ?

31. Which Common Core or Essential Standard standards were addressed in the video? Are there other standards that could be addressed using this lesson?

32. Things to consider when planning a lesson. 1. What standard is addressed? 2. What should a student understand and be able to do? 3. What strategies will best accomplish the learning? 4. How will I know when they know it? What will I do if the don’t know it? What will I do if they already know it?

33. L ESSON P LANNING Use the outline you were given and plan a lesson. The choices in each section are suggestions and you may want to add other choices to that. Think about your students and how to address the differences by using certain choices. 10 minutes to plan

34. E VIDENCE What evidence would you be able to supply to show the following were addressed in your lesson? The standard you are teaching UDL The ten strategies The eight practices That students have learned what you are teaching them

35. E XIT T ICKET Include the three strategies that you have decided to include in your lessons. What information would you like to have at future staff development? (November 6, and February 13)