November Update

CTF is full steam ahead, we're past the halfway point working towards our Dec deadline and people are feeling the pressure. I am very proud of the dedication and perseverance I see from the CTF staff, this is the most challenging part of the year for educators in general, without taking into account this additional work load. I can honestly say that this CTF crew is setting an amazing example for future facilitators here at GW because of their incredible work ethic and commitment to fulfilling our mission. Keep up the amazing work!

Below is the PPT from the last CTF meeting, as you continue to edit lessons I encourage you to use the protocol from within the PPT to capture feedback from your peers.

Protocols to Use When Lesson Planning

The following links and resources will help as you begin lesson planning:

Teaching Terms and Definitions - In case you come across a protocol (or method for delivering instruction) that looks good but some of the vocabulary is unfamiliar.

Link: School Reform Initiative- Protocols or methods for delivering instruction organized alphabetically. (There are a lot of wonderful strategies on this site, but the titles can make it difficult to find what you're looking for quickly.)

Strategies for Group Processing- Bringing the pair and share to a whole new level. This PDF is one of my go-to's, it includes both strategies and graphic organizers to use in your class.

Link: Alternatives to the Exit Ticket- Other options for debrief.

ELL Strategies - To ensure that the instructional method that you select supports our English Language Learners.

If you come across any websites, articles, etc. that you find to be helpful please send them to me (Rebecca) so that I can post them to the blog. Good luck and happy lesson planning.

9-11-15 Agenda

CTF Meeting Agenda

9/11/15

4:00-4:15 Debrief Eagle Rock (Slide 1-3)

4:15-4:30 Review Deadlines and Goals for Curriculum, Select Topics in Assigned Pairs

4:30-5:30 Protocol- Examining Assessments (National School Reform Faculty)

}  15 minutes to read through assessments that you and your partner have selected

}  5 minutes to record what you see, at this point simply state facts do not make inferences or judgments

}  10 minutes to discuss observations with partner

}  15 minutes to select 1 assessment and complete it (or a portion of it)

}  15 minutes to discuss the following after taking assessment

}  From the student’s perspective what are they working on as they complete this assessment?

}  If the assessment was completed successfully what would it tell us about what the students knows, or are able to do?

}  What sort of information would need to be front ended in order to be successful on this assessment? What ideas do you have about accomplishing this? (Use this time to begin brainstorming lesson ideas/filling in the gaps.)

Last Step: Schedule time to meet with assigned partners.

Sample Assessment

Below is an example of a formative and summative assessment from the communication portion of the unit, the learning targets are highlighted and possible student responses are in blue:

Knowledge (Selected Response)- SWBAT define and differentiate intrinsic and extrinsic motivation.

Directions Part 1: Indicate if the following statements are true or false by circling the correct answer, if the statement is false rewrite the sentence in the space below to make it true.

a.       Extrinsic motivation explains the drive for an individual to participate within a specific activity or role given the potential to achieve a reward or punishment.    True       False

b.      Extrinsic motivation involves engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward or punishment.                              True                False

Directions Part 2: Identify if the following are intrinsic or extrinsic motivations for communication, by recording the correct answer in the space provided.

a.       Not talking back to your parent to avoid getting in trouble. __________

b.      Calling your grandmother because you enjoy talking to her. __________

c.       Going to a meeting with the principal because it is required. __________

d.      Texting your friend to find out how they have been. __________

e.      Staying afterschool to talk to friend. __________

f.        Wishing your cousin a happy birthday because your dad told you to. __________

g.       Not calling your boyfriend or girlfriend because you are grounded, and your phone was taken away. __________

h.      Calling a friend to see if they are alright following surgery. __________

i.         Asking a parent for permission to do something. __________

j.        Seeking support from your teacher after school because you want to improve your grade. _____

Reasoning (Extended Written Response)- SWBAT predict audience perspective/expectation prior to communication. SWBAT infer how effective communication impacts intended outcomes.

Directions: Read the following scenarios and answer the following questions in complete sentences.

Scenario 1 (Persuasive): You are working for a popular restaurant after school and on weekends as a server. Fridays and Saturdays are the busiest nights; there is often a line of people waiting to be seated. You have scheduled a meeting with your boss to suggest that they consider hiring another support staff who can help deliver food to tables, refill drinks, and clear the tables after the customers leave. You are not sure that your boss will be willing to add the position but you are confident that having the extra help would improve your customer service.

a.      In order to prepare for this meeting what are 3 persuasive points that you will make? Will this conversation be formal or informal? Possible student answer (remove before printing): The 3 points that I would like to make are that adding additional staff would improve our customer service, that if customers have a shorter wait time they are more likely to return, and that cost of an additional staff member will be made up by being able to serve more people on Fridays and Saturdays. This conversation will be formal.

b.      Predict, what is 1 intrinsic/internal motivation or factor that might affect your boss’s decision? How can you verbally address these motivations? Possible student answer (remove before printing): The manager might not understand that the serving staff is overwhelmed and could use help. To address this I would use a scenario from my own experience and explain how being less overwhelmed would allow me to provide more personalized service.

c.       Predict, what is 1 extrinsic/external motivation or factor that might affect your boss’s decision? How can you verbally address these motivations? Possible student answer (remove before printing): The manager might not have the money to add another employee. To address this I suggest that the position be part time, scheduling the person during the busiest nights.

d.      Predict how is your bosses expectations for this meeting similar and different from your own? Possible student answer (remove before printing): The boss will most likely make a decision based on what is best for the business, they might not be willing to consider my suggestion or they could think it is a great idea. My expectation would be that the boss accept my suggestion and make the change.

Scenario 2 (Informative): You work in the book store on your college campus. You are responsible for shelving books, ringing up customers, and balancing the cash and credit card purchases at the end of the night. Your co-worker is often late, occasionally gives the wrong change on cash purchases, and leaves most of the books for you to shelve.

a.       Who should you speak to first your co-worker or your boss? What are 3 points that you would like to make during the conversation? Will this discussion be formal or informal? Possible student answers (remove before printing): I would speak to my co-worker first. The first point that I would make is that giving the wrong change makes balancing at the end of my shift more difficult and that this is an important responsibility. I would also suggest that we divide the books to shelve, and that being on time would provide more than enough time to get all of the books shelved before the end of the day. This conversation would be somewhat informal.

b.      Predict, what is 1 intrinsic/internal motivation or factor that might affect your co-worker or boss’s reaction? How can you verbally address these motivations? Possible student answer (remove before printing): My co-worker could be embarrassed or unaware that they were giving the wrong change. If that is the case I could offer to provide them training, or suggest that they use a calculator.

c.       Predict, what is 1 extrinsic/external motivation or factor that might affect your co-worker or boss’s reaction? How can you verbally address these motivations? Possible student answers (remove before printing): My co-worker might be late because they take the bus or get a ride from someone else. In that case I could suggest an alternative route, leaving earlier, or finding a new person to carpool with. If the schedule is not working ad we were able to come up with an alternative then we could approach our boss with the suggestion.

d.      Predict what is your co-worker’s or boss’s expectation going into this meeting? What is yours? How are they similar and how do they differ? Possible student answer (remove before printing): My co-worker might not expect me to bring up these issues, therefore they could get defensive or they might appreciate that I approached them first and not our boss. They might not be serious about improving, whereas I hope that they will be willing.

Scenario 3 (Conflict Resolution): You work in clothing store part time, a customer has come in attempting to return an item without a receipt, and the item has obviously been worn. When you explain that you cannot accept the return the customer becomes angry and begins making a scene in the store. Your manager is out at lunch so you cannot get their immediate assistance.

a.       What are 3 things that you could say to address the situation? Will this conversation be formal or informal? Possible student answer (remove before printing): To address this situation I say that we appreciate the customer’s business, that I am not in the position to make an exception to our policy, and that I would be happy to direct them to the manager when they return from lunch. This conversation would be formal.

b.      Predict, what is 1 intrinsic/internal motivation or factor that might affect the customer’s reaction? How can you verbally address these motivations? Possible student answer (remove before printing): The customer is obviously upset, and they are also likely frustrated. I have to remember that they are not frustrated with me personally, but rather with the policy. I would address this by politely standing up for myself if necessary.

c.       Predict, what is 1 extrinsic/external motivation or factor that might affect the customer’s reaction? How can you verbally address these motivations? Possible student answer (remove before printing): The customer might want to return the item because they have found it cheaper at another store, or because the item is uncomfortable. To address this I would ask why they customer wants to return the item.

d.      How is the customer’s expectation different and similar than your own? Possible student answer (remove before printing): The customer is expecting me to take back the item and refund their money, I would like to come up with an alternative solution so that the customer is happy, and likely to return. I also want to avoid getting in trouble my maintaining the store policy.

Final Learning Targets

This is the final list of learning targets for the soft skills unit, which has been edited from 24 weeks of instruction down to 12 in order to be accomplished in one semester, assuming that class is held daily Mon-Fri. Get ready for the longest list of learning targets you have ever seen... this is going to be a life changer. 

Communication

Learning Target(s): SWBAT define terms relevant to communication
Learning Target(s): SWBAT identify formal and informal language; SWBAT select the most appropriate form of communication to achieve intended outcome
Learning Target(s): SWBAT define code switching
Learning Target(s): SWBAT translate a message using code switching; SWBAT demonstrate use of code switching
Learning Target(s): SWBAT apply code switching for a specific audience
Learning Target(s): SWBAT define intrinsic and extrinsic motivation; SWBAT describe how personal motivation influences communication
Learning Target(s): SWBAT predict audience perspective; SWBAT infer how effective communication impacts intended outcome
Learning Target(s): SWBAT reflect on communication and revise message based on feedback; SWBAT hypothesixe if message was perceived accurately; SWBAT accept and evaluate feedback and criticism
Learning Target(s): SWBAT idenitfy communication strategies for conversations with a superior
Learning Target(s): SWBAT define tact and diplomacy
Learning Target(s): SWBAT create a plan to handle differences in the workplace using tact and diplomacy (Day 1)
Learning Target(s): SWBAT create a plan to handle differences in the workplace using tact and diplomacy (Day 2)
Learning Target(s): SWBAT define advocacy as it relates to work; SWBAT advocate for themselves (Day 1)
Learning Target(s): SWBAT advocate for themselves (Day 2)

Conflict Resolution

Learning Target(s): SWBAT define conflict
Learning Target(s): SWBAT recall steps in conflict resolution
Learning Target(s): SWBAT recognize steps of conflict resolution in use
Learning Target(s): SWBAT model effective conflict resolution
Learning Target(s): SWBAT recommend conflict resolution steps not currently in use
Learning Target(s): SWBAT self-assess their ability to use conflict resolution steps at school
Learning Target(s): SWBAT define teamwork; SWBAT list specific situations in which working in a team is necessary; SWBAT describe the purpose of working in a team
Learning Target(s): SWBAT describe the characteristics of an effective team
Learning Target(s): SWBAT describe how to create an effective team
Learning Target(s): SWBAT identify common roles in teams; SWBAT identify traits specific to each role
Learning Target(s): SWBAT identify their personal role in a team and explain why that is their default role
Learning Target(s): SWBAT explain teamwork strategies; SWBAT infer how to use teamwork strategies in their own lives
Learning Target(s): SWBAT create a team goal; SWBAT predict the outcome of a teamwork situation
Learning Target(s): SWBAT monitor progress in relation to a goal; SWBAT use teamwork strategies
Learning Target(s): SWBAT evaluate team effectiveness

Emotional Intelligence

Learning Target(s):SWBAT define emotional intelligence; SWBAT identify the components of emotional intelligence (Day 1)
Learning Target(s): SWBAT identify components of emotional intelligence (Day 2)
Learning Target(s): SWBAT identify their emotional intelligence level (Day 1); SWBAT identify areas in which they can improve their emotional intelligence (Day 1)
Learning Target(s): SWBAT identify their emotional intelligence level (Day 2); SWBAT identify areas in which they can improve their emotional intelligence (Day 2)

Professional Attitudes and Motivation

Learning Target(s): SWBAT define attitude; SWBAT infer how different attitudes affect behavior and habits
Learning Target(s): SWBAT identify personal attitudes and label them as healthy or unhealthy; SWBAT describe appropriate or desired attitudes based on a workplace situation
Learning Target(s): SWBAT compare healthy versus unhealthy attitudes
Learning Target(s): SWBAT describe self-talk and be able to identify healthy versus unhealthy self-talk
Learning Target(s): SWBAT identify what motivates them and why; SWBAT identify internal and external roadblocks to self-motivation
Learning Target(s): SWBAT evaluate their self-motivation
Learning Target(s): SWBAT list strategies to increase self-motivation
Learning Target(s): SWBAT evaluate strategies to increase self-motivation
Learning Target(s): SWBAT define goals; SWBAT describe the difference between short-term and long-term goals; SWBAT create long-term goals with short-term support goals
Learning Target(s): SWBAT summarize the relationships between goals and self-motivation; SWBAT explain thebenefits of self-motivation

Stress Management

Learning Target(s): SWBAT define stress and identify stressors
Learning Target(s): SWBAT identify effects of stress (physical, emotional, and mental)
Learning Target(s): SWBAT recall positive stress management techniques
Learning Target(s): SWBAT perform stess management techniques (Day 1); SWBAT evaluate the effectiveness of stress management techniques (Day 1)
Learning Target(s): SWBAT perform stess management techniques (Day 2); SWBAT evaluate the effectiveness of stress management techniques (Day 2)
Learning Target(s): SWBAT perform stess management techniques (Day 3); SWBAT evaluate the effectiveness of stress management techniques (Day 3)
Learning Target(s): SWBAT create a self-care plan

Values and Ethics

Learning Target(s): SWBAT define values; SWBAT identify their personal values
Learning Target(s): SWBAT identify the values of a company
Learning Target(s): SWBAT define ethics
Learning Target(s): SWBAT select appropriate choices to make in ethical dilemmas
Learning Target(s): SWBAT evaluate an ethical choice by predicting and defending the outcome
Learning Target(s): SWBAT evaluate an ethical choice by predicting and defending the outcome (Day 2)
Learning Target(s): SWBAT create a personal and professional code of ethics (Day 1)
Learning Target(s): SWBAT create a personal and professional code of ethics (Day 2)
Learning Target(s): SWBAT define strength and weakness; SWBAT list their personal strengths and weaknesses
Learning Target(s): SWBAT define skill, hard skill, and soft skill.
Learning Target(s): SWBAT identify commons norms and expectations in the workplace
Learning Target(s): SWBAT list ways/resources to obtain and improve upon skills
Learning Target(s): SWBAT demostrate evidence of a skill (Day 1)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 2)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 3)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 4)
Learning Target(s): SWBAT evaluate how their strengths, weaknesses, and skills fit or do not fit into a job (Day 1); SWBAT infer the expectations and norms for a specific job (Day 1)
Learning Target(s): SWBAT evaluate how their strengths, weaknesses, and skills fit or do not fit into a job (Day 2); SWBAT infer the expectations and norms for a specific job (Day 2)
Learning Target(s): SWBAT infer the impact of being a professional in the workplace on job retention and upward mobility (Day 1)
Learning Target(s): SWBAT infer the impact of being a professional in the workplace on job retention and upward mobility (Day 2)

Eagle Rock

Link: Eagle Rock Home Page

Link to Video: Eagle Rock Overview

As previously stated CTF has an ongoing relationship with Eagle Rock School located in Estes Park CO. Please reference the links above to learn more about Eagle Rock and the professional development offered there. Recently CTF welcomed new and returning members to a one day retreat to Eagle Rock in order to strengthen the soft skills credential and instructional practice, focusing on communicating learning targets & criteria for success.

Goals:

1.     Identify high leverage learning targets

2.     Develop target achievement performances

3.     Create criteria for success

4.     Communicate learning target, performance and criteria for success

The following tuning protocol was used to meet the above goals: Link to Tuning Protocol

In terms of familiarizing new staff with the existing learning targets and assessments, in addition to evaluating the effectiveness of existing assessments with regard to criteria for success our time at Eagle Rock was a success. An equally important accomplishment was the ongoing team building facilitated through the collaborative process. (Not to mention during the commute and happy hour following) Finalized learning targets and sample assessments will be posted soon.

Meeting Agenda for 7/14/15

Curriculum Task Force

7/14/15 Agenda

2:00-3:00pm Teambuilding/Getting to Know You activity (Facilitated by Rebecca and Cat)

          Please remember to bring an objects that represents your values, personality, interests, or experience in high school.

3:00-3:30pm Wagon Wheel Protocol to Provide Overview of Enduring Understanding and Learning Targets for the Soft Skill Curriculum (Facilitated by Cody)

3:30-3:45pm Expectations (Facilitated by Kelsey)

3:45-4:00pm Eagle Rock Overview (Facilitated by Kelsey)

The Trouble with Language

So in an effort to keep things honest, let’s not pretend that curriculum development is always easy. There has been a tremendous amount of talk on CTF about the language of learning targets. “Student will be able to… (Insert behavior verb here)”. This has become the mother of all sentence stems; perhaps this is an educator’s karma for administering too may selected response quizzes. Suffice to say that trying to identify the most appropriate verb for a learning target has nearly reduced us to tears, caused eruptions of laughter, and led to some very philosophical conversations all in the span of one meeting. Today Cat Portillo came up with a solution (using the term solution very loosely) “when in doubt slash it out”, which very well may become the CTF motto. Can’t decide between synthesize or evaluate, no problem slash it out. Mr. Webster meet synthesize/evaluate. Full disclosure, and in order to restore your faith in our ability we will not be using the slash as often as we would like, but I encourage you to insert a verbal slash into conversations whenever possible to shake things up. This CTF update was brought to you thanks to Cody/popcorn connoisseur, Cat/kitten who is all work and no play, and Rebecca/the lady with the rolling bag (which btw is very fashionable).

Assessments

After our learning targets went through many rounds of revision we were able to move onto assessments. We are in the final stages of writing assessments so there will be more details to come.

Learning Target Development

In the same way that an enduring understanding guides the direction of a unit (see previous post) the learning target provides a focus for daily instruction. Developing learning targets also informs assessments, as we cannot assess student learning if we have not first clearly identified the learning goal. After pinpointing and refining our EU we set out to generate, categorize, and edit our learning targets within the following categories:

• Communication and Team-building
• Work Ethic and Professionalism
• Positive Attitudes and Self-Motivation

Below is a section of the professional development used to introduce learning targets and a sample section of the learning targets for work ethic and professionalism

Coming up with our Enduring Understanding

Although we used the Design Thinking process to get rolling, CTF uses the Understanding by Design framework when designing curriculum. By using this framework we are able to identify our big picture/end goals before digging into the nitty-gritty of lesson planning. We start by identifying our Enduring Understanding (EU), an EU is exactly as the name implies an understanding that is enduring… In 5, 10, or 20 years our students will probably not remember an exact lesson on any given day of instruction but they should still have that enduring understanding that we facilitated throughout the unit, semester, etc. Deciding on an EU and getting the language right was our next step in process, here is what we came up with:

Students will understand that mastery of intra/inter personal skills will create valuable opportunities in their personal and professional lives.

Below you can reference the CTF PowerPoint slides used during professional development to introduce the concept of enduring understandings to our staff.

Design Thinking

The first step in the process of creating a soft skills curriculum was to bond as a team, while getting the creative juices flowing so-to-speak. To do this CTF lead Kelsey Glass enlisted the help of her husband Matteo (Designer Extraordinaire) to come to Northglenn High School and lead us through a Design Thinking workshop. Through the Design Thinking process we worked in pairs, establishing a level of empathy for one another (through a series of "interviews") that allowed us to conceptualize a product that would make our partner’s life better in some way. We were led through the Design Thinking process illustrated below, reworking our designs a number of times based on our partners reaction to the prototype. In debriefing this experience we determined that having this level of empathy for the students that we serve, and maintaining it throughout the curriculum development process, would be critical in order to generate content that was accessible and engaging. We are doing this by building check points into the curriculum design process where we essentially pitch what we've come up with to the students that we serve in order to get their honest feedback. We are approaching our first check point this fall 2015, so more on that to come... In the meantime check out the links below to learn more about Design Thinking and how it can be used in the classroom.

Link: Ted Talk, Design Thinking & Education

Link: Design Thinking for Educators Toolkit

Welcome

Welcome to CTF 2.0! Members of the Curriculum Task Force have been recruited, based on their knowledge and passion, to be part of an elite team of educators known as CTF. CTF is a committee formed under the Youth Career Development Services (YCDS). This department of Goodwill Industries of Denver provides post-secondary preparation and planning to Colorado teens facing barriers to graduation and post-secondary success. We do this by contracting with over 35 schools where we offer a unique combination of classroom instruction, one on one case management, field trip coordination, mentoring, and volunteer events in order to provide robust and dynamic learning opportunities within the schools that we serve.  CTF assists in the professional development of YCDS staff while generating curriculum content that is rigorous but also maintains the fun, freedom, and flexibility that makes Youth Services an energetic powerhouse.  Currently CTF members are working towards the shared goal of creating a soft skills curriculum and certification. This curriculum will focus on work ethic, positive attitudes and self-motivation, healthy communication and conflict resolution, team working strategies and other soft skills that are necessary for student success inside the classroom and throughout their careers.  

This blog will serve as a process folio, as such we invite you to check in often as you will find progress updates, timelines, and glimpses into the project at hand. CTF members please use this space to share resources and feedback with one another, in doing so we can continue to be connected to each other and our purpose even while working from our individual school sites.

Thanks for checking us out and stay tuned!

Rebecca Bowman

Goodwill Industries of Denver

Middle School Support and Lead