A Process to Identify the Enduring Skills, Processes, & Concepts for y our Content Area

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

2. Goals of this process • 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

3. This activity will • 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.

4. 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

9. 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?

10. 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

11. On your own - Highlight or underlinethe skills or competencies you notice in your standards document.

12. Together - Chart the skills you’ve underlined or highlighted.

13. 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.

14. Defining ENDURING Learning that • ENDURESbeyond 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.

15. Sub Skills

16. Sub Skills Strategy

17. Activity

18. Sub Skill Strategy Disposition

19. Return to your Chart Highlight what on your list meets this definition of enduring.

20. Defining ENDURING Learning that • ENDURESbeyond 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.

22. International Center for Leadership in Education

23. International Center for Leadership in Education

25. Return to your Chart Do you still consider what you highlighted enduring?

26. Enduring Learning What it is What it isn’t

29. 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.

30. Continue to work collaboratively through your standards document. Record digitally (Enduring Skills Initial List) Use the tools: *Enduring definition *Rigor/Relevance Framework *Your What It Is/What It Isn’t chart

31. This activity will • 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.

32. Goals of this process • 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.

33. During first weeks of school Before August 2014

34. What’s Next? • Who is our audience? • How can we share this with districts? • What is your role?