Transforming Teaching, Leading, and Learning through Rigorous Curriculum Design. Contra Costa County of Education Connie Kamm, Ed.D.

Transcription

1 Transforming Teaching, Leading, and Learning through Rigorous Curriculum Design Contra Costa County of Education Connie Kamm, Ed.D. October 29, 2014

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3 CONNIE KAMM, Ed.D. Dr. Connie Kamm is a Distinguished Professional Development Associate with The Leadership and Learning Center. Connie has been active in school reform for over 25 years and has developed keen insights into the spirit of building positive district and school cultures. She is noted for her dynamic process for transforming education through the development and implementation of comprehensive learning frameworks at state and district levels. Dr. Kamm presents to schools and districts internationally. In addition, she facilitates the development and implementation of system-wide reform initiatives with several state departments of education. The following are the titles of her most recent programs: From Formative Assessment to Formative Leadership: Implementing a Comprehensive Learning Framework; Infusing 21st Century Learning Into a Rigorous Curriculum Model; Evaluation Systems That Ignite Learning; Engaging Students in Learning: The Formative Process. In addition, Dr. Kamm is working with several districts and state departments of education on the development of leadership evaluation systems that are aligned with improved student achievement. She is also guiding districts and state departments in the development and implementation of a rigorous curriculum design. This curriculum model aligns the Common Core State Standards, formative assessment practices, authentic performance tasks, and engaging instructional strategies in well-constructed units of study. To support this dynamic work, she is also facilitating the development of district-wide grading and professional development policies. With extensive experience as a leader and teacher at the university, public school, and corporate levels, Dr. Kamm brings a unique blend of real-world experience and international research to her presentations. She is the author of programs that have been presented throughout the United States, Canada, South America, and Mexico, and frequently consults with educational software companies focusing on the design of digitized school improvement products. Dr. Kamm completed her doctorate in Leadership and Policy. Her dissertation concentrates on the impact of professional development programs in changing the assessment pedagogy of secondary teachers in urban high schools. She also authored several articles on Ohio s Leadership Development Framework and published a chapter, Accountability and the Data Team Process, in Data Teams: The Big The Leadership and Learning Center is a registered trademark of Advanced Learning Centers, Inc. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 02/13 MS68178

4 CONNIE KAMM (Continued) Picture. In addition, Dr. Kamm authored a chapter titled A Framework to Support Successful Leadership in Activate: A Leader s Guide to People, Practices, and Processes. She recently coauthored the second edition of the Common Formative Assessment training manual and completed a new seminar titled Engaging Students in Learning: The Formative Process. Her current project is a book and seminar focused on Designing, Implementing, and Sustaining a Comprehensive Learning Framework. Dr. Kamm is known for her passion, energy, and thoroughness. She combines poignant stories and stimulating activities with sound information to produce her lively and engaging sessions. Away from work, she and her husband, Richard, enjoy their five children and 12 grandchildren. They are also enthusiastic about cooking, golfing, reading, watching movies, and spending time with friends. Connie can be reached at Connie.Kamm@hmhco.com. The Leadership and Learning Center is a registered trademark of Advanced Learning Centers, Inc. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 02/13 MS68178

5 Session Description In this interactive session, participants will examine the impact of curriculum on empowering schools to better prepare students for college and career readiness. Participants will: Examine the transformations in education required for teaching, learning, and leading for the future. Analyze the pivotal role that curriculum plays in supporting the necessary shifts. Explore and apply the components of the Rigorous Curriculum Design Model to maximize effective classroom, school, and district practices. Build an action plan for next steps. 5 Rigorous Curriculum Design

6 Learning for the Future by Connie Kamm, Ed.D. DIRECTIONS: Following is a synthesis of suggestions for change in current classroom structures and practices that may bolster and fortify the skills students need as lifelong learners in order to be successful in this digital age of information and connectivity. Where do you see these practices in your school? Please provide specific examples. Create learning environments that mirror the way students engage with the world and hold students interest by appealing to their interactive instincts and wellhoned digital acuity. Reinvent the role of the instructor to an activator of learning. Imbed multiple opportunities to fuel creativity, innovation, and adaptability into the learning process. Create opportunities for students to explore cross-cultural perspectives and solutions and to develop tangible skills such as language proficiency. Provide experiences that foster less tangible skills such as greater sensitivity to cultural differences, openness to new and different ideas, and the ability to adapt to change. Allow students to identify problems, think through solutions and alternatives, and explore new options if their approaches don t pan out. Allow students to create their own what-if scenarios and self-evaluation activities that provide students with immediate feedback about their learning. Incorporate Web capabilities to extend the classroom far beyond its four walls and to implement interactivity, creativity, and information sharing activities to an unprecedented degree. Provide curricula that are adaptable enough to present theoretical material for students who can handle it, regardless of age, and also deliver basic instruction on the same subjects for those who are at a less rigorous level of readiness. Create learning experiences that replicate real-world tasks and require students to foster a strong work ethic and develop problem solving and critical thinking skills. Re-engage the most disconnected students in academically stimulating courses and place them on pathways to graduation and post-secondary opportunities. Provide the most successful students the opportunity to accelerate beyond what is traditionally available in school. Provide learning opportunities that require students to practice critical communication tasks: responding constructively to discrepancies, developing professionalism and respect, building teamwork and collaboration skills, and coordinating and managing activities. 6 Rigorous Curriculum Design

7 Students Who are College and Career Ready DIRECTIONS: Please read the following descriptions of students who are college and career ready taken from The Common Core State Standards website. It states: The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. After reading the descriptions of the student capacities, consider the following questions: What are you currently doing in your school(s) to prepare your students to reach these capacities? What else will you do this year to ensure that students reach these capacities? What support do you need? 1. They Demonstrate Independence Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker s key points, request clarification, and ask relevant questions. They build on others ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. 2. They Build Strong Content Knowledge Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. 7 Rigorous Curriculum Design

8 3. They Respond to the Varying Demands of Audience, Task, Purpose, and Discipline Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). 4. They Comprehend as Well as Critique Students are engaged and open-minded but discerning readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author s or speaker s assumptions and premises and assess the veracity of claims and the soundness of reasoning. 5. They Value Evidence Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others use of evidence. 6. They Use Technology and Digital Media Strategically and Capably Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. 7. They Come to Understand Other Perspectives and Cultures Students appreciate that the 21 st century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. 8 Rigorous Curriculum Design

9 Viewing a Classroom in Action DIRECTIONS: Please answer the questions on the video viewing guide. Questions Observations The Role and Practices of the Principal Describe and explain the level of student engagement viewed in this video clip. How does the teacher in this video clip activate learning? Are students being prepared for the future through the learning experiences depicted in this video clip? Please explain your response. How do teaching and learning in this video compare to teaching and learning in your school? What are your next steps? 9 Rigorous Curriculum Design

10 Rigorous Curriculum Design & Units of Study The Rigorous Curriculum Design Model includes the following intentionally aligned components organized into a series of sequenced units of study: Clear learning outcomes (CCSS) Aligned formative assessments Engaging learning experiences Differentiated instructional strategies Each Unit of Study is comprised of a series of scaffolded performance tasks that maximize student learning. Please note the following diagram that illustrates a unit s structure. 10 Rigorous Curriculum Design

11 Common Core Shifts for Mathematics From achievethecore.org DIRECTIONS: As you reflect the CCSS Shifts for Mathematics, please answer the following questions: What are you currently doing in your classroom/school(s) to address these shifts? What else will you do this year to embrace these shifts? What support do you need? Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. Thinking Across Grades: The Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems. Conceptual Understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Procedural Skill and Fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures Application: The Standards call for students to use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content. 11 Rigorous Curriculum Design

12 Common Core Shifts for ELA and Literacy From achievethecore.org DIRECTIONS: As you reflect the CCSS Shifts for Mathematics, please answer the following questions: What are you currently doing in your classroom/school(s) to address these shifts? What else will you do this year to embrace these shifts? What support do you need? Building Knowledge through Content-Rich Nonfiction: Building knowledge through content rich nonfiction plays an essential role in literacy and in the Standards. In K-5, fulfilling the standards requires a balance between informational and literary reading. Informational reading primarily includes content rich non-fiction in history/social studies, science and the arts; the K-5 Standards strongly recommend that students build coherent general knowledge both within each year and across years. In 6-12, ELA classes place much greater attention to a specific category of informational text literary nonfiction than has been traditional. In grades 6-12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing. To be clear, the Standards do require substantial attention to literature throughout K-12, as half of the required work in K-5 and the core of the work of 6-12 ELA teachers. Reading, Writing, and Speaking Grounded in Evidence from Text, Both Literary and Informational: The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing. Likewise, the reading standards focus on students ability to read carefully and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text. 12 Rigorous Curriculum Design

13 Regular Practice With Complex Text and Its Academic Language: Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The Standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity and inextricably connected to reading comprehension is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit). 13 Rigorous Curriculum Design

14 Engaging Students in Learning: The Formative Process By Connie Kamm, Ed.D. DIRECTIONS: Please read and highlight the following article. Be prepared to discuss what you highlighted with a partner. To better prepare students to be productive citizens in this not-so-new century, we need to transform teaching, leading, and learning in schools. Although many educators are keenly aware of our need to change current structures and practices, what this change looks like and how we go about making these transformations is still unclear. A few years ago, I authored an article titled Transforming Education. In preparation for this article, I invited children to share their thoughts on effective teaching. They responded with note-worthy perception: Abigail (age 8): Mrs. Clark is a teacher that I like to have because she has a bright and cheery face that helps me start the day. She is a teacher who knows exactly how learning is planned for the day, and she doesn t forget the plan. David (age 11): In school I m learning how to be a smarter and better person so I can get a good job. Good teachers watch me and ask me questions. They make sure I m ok with what they are teaching. Ava (age 6): If I am always learning the same things every day I won t have time to learn the new things I need to know. The insights of these 21st century children offer key components of a vision for learning in the present and for the future. Effective educators radiate enthusiasm and develop positive relationships with their students. They follow a clear plan for learning, observing and assessing their students carefully to ensure mastery of essential knowledge that will prepare their students for future pursuits. In addition, leading educators implement strategies that engage their students as active learners, and they keep their curriculum appropriately challenging to invigorate learning. To reach this vision of students who are vital and enthusiastic partners in their own learning, educators can turn to the components of the formative process. Implementing the Formative Process Inherent in the formative process is responsive teaching, an approach that puts evidence of student learning and the needs of the learner at the heart of instructional decisions. It is in the formative process that rich classroom practices are enhanced and learning dialogues occur that actively invite students to participate as designers of their own learning. 14 Rigorous Curriculum Design

15 Components of the formative process include clearly stated learning outcomes, models of the final product, student-generated criteria, peer-to-peer teaching, focused teacher feedback, meta-cognitive process, and multiple opportunities for success. To infuse the components of the formative process in their classroom learning experiences, teachers can respond to the following questions to guide their planning: 1. How will students be involved in generating the learning criteria? How will students use the criteria to support their learning? 2. How will both students and teachers determine the appropriate learning progression toward mastery of specific concepts and skills? 3. Which assessment products will provide students and teachers with evidence of student learning? 4. How and when will teachers provide feedback to students? How will the students use this feedback to revise their work? 5. How will teachers use the feedback to revise their instruction? 6. How will students shape and monitor their learning goals and establish their own plans of action? How will these plans of action be used daily by both teachers and students? 7. How are opportunities for peer feedback provided? What guidelines and documents will be used to support peer feedback? 8. What opportunities will students be given to teach one another? 9. How and when will students engage in a meta-cognitive process? 10. How will students be provided with multiple opportunities for success? The formative process engages teachers and students in a cycle of reflection where students become leaders of their own learning and teachers examine and adjust their instructional practices in response to students learning needs. 15 Rigorous Curriculum Design

16 John Hattie s Research from Visible Learning What are Assessment Capable Learners? Instructional Strategies Effect Size Assessment Capable 1.44 Feedback 0.75 Reciprocal teaching 0.74 Teacher Student Relationships 0.72 Multiple Opportunities for Practice 0.71 Meta-Cognitive Process 0.69 Goal Setting 0.56 Peer tutoring 0.55 For powerful teaching and learning, combine the formative process practices with the practices suggested by the MARS project as formative assessment teaching: Students take more responsibility for their own work. Students engage in productive struggle with rich challenging tasks. Resolution comes only gradually through interactions and discussion in the lesson as students gain new facets of connected understanding. Students study fewer tasks, but in greater depth. They are asked to draft solutions, compare their approaches to others and redraft their ideas as a result of their discussions. The teachers role is to prompt students to reflect and reason through their ideas. Teacher questioning is central to support students thinking and depth of knowledge, and student growth. The teacher s role is not to provide answers and solutions. Source for the MARS project: 16 Rigorous Curriculum Design

17 The Power of Feedback Summary from The Marshall Memo #176 by Kim Marshall, March 12, 2007 Feedback is one of the most powerful influences on learning and achievement, write New Zealand researchers John Hattie and Helen Timperley in this Review of Educational Research article, but this impact can be either positive or negative. Their research has produced a range of effect sizes from 0.04 for praise (almost worthless, they conclude), to 0.46 for feedback associated with progress toward stated goals, to 0.95 for detailed feedback on the specific task and the processes the student is using to master it. The key thing, say the authors, is for the student to have three questions in mind and for the feedback to be keyed to them: Where am I going? Teachers need to make the learning goals crystal-clear. How am I doing? Students need specific feedback on their status vis-à-vis the learning goals on the gap between where they are and where they want to be. Where to next? Students need specific guidance on next steps to successfully attaining the learning goal. Teachers can give students feedback at four levels; three of them have the potential to be helpful, if handled correctly: Feedback on the task This is most powerful when it helps students get past misunderstandings and faulty interpretations. Feedback on learning processes This is most helpful when it gets students to move away from wrong hypotheses and develop strategies for finding answers and moving on to more challenging tasks and goals with greater self-confidence. Feedback on self-regulation This is most helpful when it encourages students to put more effort and engagement into the task, to enhance their sense of selfefficacy, and to feel that success is the result of effective effort and is deserved or earned. Feedback on the self This kind of feedback is almost never effective. When feedback draws attention to the self, explain Hattie and Timperley, students try to avoid risks involved in tackling challenging assignments, to minimize effort, and have a high fear of failure to minimize the risk to the self. 17 Rigorous Curriculum Design

18 It is not an easy thing for teachers to deliver feedback with this degree of sophistication, say the authors. Many other tasks in the classroom have to be automated and the teacher needs to provide rich learning opportunities for all students to create time for sensitive and individualized feedback. It s also important for teachers to not do all the work. If students aren t part of the learning and feedback process, they won t hear teachers feedback, no matter how skillfully it is delivered. Learning can be enhanced to the degree that students share the challenging goals of learning, adopt self-assessment and evaluation strategies, and develop error detection procedures and heightened self-efficacy to tackle more challenging tasks leading to mastery and understanding of lessons, say Hattie and Temperley. A major task for teachers and parents is to make academic goals salient for all students, because students who are prepared to question or reflect on what they know and understand are more likely to seek confirmatory and/or disconfirmatory feedback that allows for the best opportunities for learning. This research has direct implications for classroom tests, say the authors. Too many assessments fail give students or teachers information on learning problems. In too many cases, testing is used as the measure to judge whether change has occurred rather than as a mechanism to further enhance and consolidate learning by teachers or students, they write. It is the feedback information and interpretations from assessments, not the numbers or grades, that matter. In the end, of course, it s teaching that makes the biggest difference. Feedback is what happens second, say Hattie and Temperley. However, they continue, Effective teaching not only involves imparting information and understandings to students (or providing constructive tasks, environments, and learning), but also involves assessing and evaluating students understanding of this information, so that the next teaching act can be matched to the present understanding of the students. The Power of Feedback by John Hattie and Helen Timperley in Review of Educational Research, March 2007 (Vol. 77, #1, p ). 18 Rigorous Curriculum Design

19 Effective Leadership Practices DIRECTIONS: Please prioritize the following eight effective leadership practices based on their impact on student learning. Ensures teachers are intellectually stimulated re: current theories & practices Operates from beliefs & strong ideals regarding schooling Provides strategic resourcing -- aligns resources to priority teaching goals Knows, promotes, and participates in teacher learning & development Consistently monitors the effectiveness of school practices & their impact on student learning Ensures a safe environment in & outside the classroom for teachers to critique, question & support other teachers to reach goals together; reduces external pressures & interruptions Evaluates teaching & curriculum through regular classroom visits and by providing feedback to teachers Establishes clear goals & expectations for learning 19 Rigorous Curriculum Design

20 Effective Leadership Practices DIRECTIONS: The information contained in the following table is reported in Visible Learning by John Hattie (2009, pp ). Describe how these practices connect to the components in Rigorous Curriculum Design. Effective Leadership Practices How do these components connect with the components in Rigorous Curriculum Design? 1. Knows, promotes, and participates in teacher learning & development (0.91) 2. Evaluates teaching & curriculum through regular classroom visits and by providing feedback to teachers (0.74) 3. Ensures teachers are intellectually stimulated re: current theories & practices (0.64) 4. Provides strategic resourcing align resources to priority teaching goals (0.60) 5. Consistently monitors the effectiveness of school practices & their impact on student learning (0.56) 6. Establishes clear goals & expectations (0.54) 7. Operates from beliefs & strong ideals regarding schooling (0.50) 8. Ensures a safe environment in & outside classroom for teachers to critique, question & support other teachers to reach goals together; reduce external pressures & interruptions (0.49) 20 Rigorous Curriculum Design

21 The Leadership and Learning Center s School & District Leadership Academy Directions: The following topics are thoroughly addressed in The Leadership and Learning Center s School and District Leadership Academies. Please reflect on the following leadership practices in small groups. What do these practices look like in action? How are these actions supported by a rigorous curriculum? Setting and Shaping a Strategic Direction Implementing Effective Instructional Leadership Growing and Maximizing Talent Ensuring an Effective Learning Culture and Climate Guiding the Strategic Alignment of Resources Notes: 21 Rigorous Curriculum Design

22 Comparing Research Studies The LLC Leadership Academy Robinson Research Wallace Research Setting and Shaping a Strategic Direction Guiding the Strategic Alignment of Resources Implementing Effective Instructional Leadership Growing and Maximizing Talent Ensuring an Effective Learning Culture and Climate Establishing Goals and Expectations Resourcing Strategically Ensuring Quality Teaching Leading Teacher Learning and Development Ensuring an Orderly and Safe Environment Shaping a Vision of Academic Success Managing People, Data, and Processes to Foster School Improvement Improving Instruction Cultivating Leadership in Others Creating a Climate Hospitable to Education How will you use this research to improve your leadership practices? 22 Rigorous Curriculum Design

23 Action Plan Transforming Teaching, Leading, and Learning through Rigorous Curriculum Design Area for Focus Description of Desired Outcome Action Steps Timeframe for This Step Others Who May Help Indicators of Success 23 Rigorous Curriculum Design

24 References Common Core State Standards Initiative. (2014). English language arts standards: Students who are college and career ready in reading, writing, speaking, listening, & language. Retrieved from Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writingspeaking-listening-language/. Hattie, J Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. London and New York. Hattie, J., Timperley, H. (2007) The Power of Feedback. Review of Educational Research, March 2007 (Vol. 77, #1, p ). Horng, E., Klasik, D., & Loeb, S Principal s time use and school effectiveness. American Journal of Education, August Vol. 116, p Kamm, C. (2008). The effects of a professional development program on the assessment pedagogy of secondary arts teachers. (Doctoral dissertation). Arizona State University, Phoenix, AZ. Robinson, V Student-centered leadership. San Francisco. Jossey-Bass. Robinson, V. M. J., Lloyd, C., & Rowe, K.J. (2008) The impact of educational leadership on student outcomes: Am analysis of the differential effects of leadership types. Education Administration Quarterly. Wallace Foundation, (2012). The school principal as leader: Guiding schools to better teaching and learning. The Wallace Perspective. Wahlstrom, K., Louis, K., Leithwood, K. & Anderson, S. (2010). Investigating the links to improved student learning. Center of Applied Research and Educational Improvement at the University of Minnesota. Commissioned by The Wallace Foundation 24 Rigorous Curriculum Design

25 Feedback for Facilitator Seminar Title: Location & Date: Facilitator: Your feedback is very important to us. It fosters continuous improvement for me and for this work. Feel free to make additional comments on the back of this page. What was the most helpful thing you learned as a result of this session? What would have helped you learn more effectively/efficiently? What questions do you still have about the discussion? What else would you like the presenter to know about this session? Please visit our website at for more information about: The Leadership and Learning Center Center seminars, institutes, and conferences Scheduling staff development for your school district, conference, or convention Catalog of books and videos Performance assessments linked to your state s standards School District: Name: Circle Proper Title: Mr. Ms. Mrs. Dr. Telephone: School Name / Organization: School Website: Job Title: Business Address: City, State, Zip: Fax #: 25 Rigorous Curriculum Design

26 Burning Questions, Challenges, and Success Stories 26 Rigorous Curriculum Design