Performance Assessment Task

Performance Assessment Task Order Description copy the directions in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this box but i will also attach a few files with the directions, rubric, and papers to cite. If you have any questions please contact me ASAP. This is a fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inal paper for the course on differentiated literary in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction for secondary education social studies/history. The lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink to the school's website you are applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to is https://www.the-lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inc.org/ Situational Context and Your Role As part of your search for a teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing position in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your field , you are applyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to The Lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inc, a new public high school scheduled to open this Fall. Situated in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the Kensin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ington area, it is a “comprehensive” high school, servin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing students both in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the surroundin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing community and across the city. It emphasizes diversity of just the kin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inds that we have examin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in our course. Students are selected entirely by lottery; there are no min" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inimum requirements for applicants to be accepted. It also emphasizes high academic standards. Curriculum, to be developed by school faculty, will be project-oriented (i.e. usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing real, or simulated, performance tasks for evaluation) and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inquiry-driven, even in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing student voice and choice in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the kin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inds of in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inquiry they will do. Of course, students and teachers in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the school will still be subject to Pennsylvania Core Standards and Assessments as a major component of the success of their model. Therefore, the school is especially in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interested in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in applicants who can brin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing expertise to bear on this issue: How, and to what extent, can we address the learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing needs of a diverse student body—similar to that which we have constructed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in our case study class—so that all students can develop deep understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings of complex concepts and issues in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your field—in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in an era of high-stakes testin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing? Product and Goal You will submit a 6-8 pg report that places the Back-to-Front plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing framework in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the context of those prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciples of differentiation and literacy in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction that our course has emphasized. Your goal is to persuade your audience(s) that these in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructional prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciples can make the back-to-front curriculum framework even more effective in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in addressin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the needs of all students so that they develop deep content understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings. As evidence of your expertise, appendices at the end of the report will contain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the unit plan overview that you have constructed (in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, the authentic performance task written to students) and the four reports. In the body of the report you will explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in how an emphasis on literacy and differentiation as we have learned about them through readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and discussion can address the question raised in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inal, underlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined, sentence of the previous section in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in these directions. To reach that goal, your report needs to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">include the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing: Section I ? A brief explanation (1-1.5 pp.) of the major prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciples drivin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing each of the three frameworks we have learned—back-to-front plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, differentiation, and literacy in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction and an overview of how they work together. This section thus functions as an in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">introduction to Section II: Section II ? Extended explanations of how the combin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ination of literacy and differentiation strategies in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the documents in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the appendices can generate students’ engagement, support learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of complex disciplin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inary concepts, and improve student achievement, both by the end of the unit and also on state mandated high stakes tests. o Usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the three underlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined concepts above as the terms organizin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing this section, be sure to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">include the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for each of the three: ? A strong rationale for the value of this prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciple as expressed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in our readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings. The rationale should employ the language of the important concepts we have studied, explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in how those concepts function in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instructional activities, and identify the sources responsible for these concepts appropriately. You may, and should, quote, but do so judiciously. Use summary and paraphrase to in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">integrate the readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings authoritatively in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into your presentation. Include a list of sources immediately followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing this part of your report, before the appendices; ? Evidence, from your appendices, that document how your unit activities implement the prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciple effectively; ? Responses to concerns, misunderstandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings, or objections that you anticipate your audience(s) might have to these approaches. Audience(s) The readers of your proposal are the school’s prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incipal and curriculum development specialist from your field; selected teachers, also from your field; and selected parents and their students. These in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">individuals and groups have diverse, though overlappin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, concerns. ? Prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">incipal. The diverse readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing levels of our case-study class parallel the differences across the school. If this school is to contin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inue to main" rel="nofollow">in" rel="nofollow">in" rel="nofollow">intain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in AYP, curricula must simultaneously develop students’ ability to read and write more complex texts, yet provide students whose skills are considerably below the levels needed to do that work with alternative ways so as to develop a “deep understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing” of course content. The school’s admin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inistration understands back-to-front curriculum plannin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing very well, but wants to know clearly how these approaches to literacy and meetin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing student learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing needs will work within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in that curriculum framework. ? The school teachers and curriculum specialist. Obviously, these people are enthusiastic about the school’s approach to curriculum and to students, or they wouldn’t have applied. The curriculum specialist, because she is more knowledgeable, is more understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of your approach. The other teachers are in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interested, but know less. They are concerned that this emphasis on literacy and differentiation may dilute high standards. They are somewhat suspicious of “new” approaches, havin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing heard overblown claims many times in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in their careers. ? Parents and students. The parents are concerned that the curriculum attend to “real content”—the knowledge and skills traditionally the focus of schoolin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Student representatives are concerned that the unit is “relevant”—that it in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">include the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interests and experience of the diverse students that comprise the student body.