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If there is one prevalent assumption that stands in the way of deeper learning, it is that you have to do "the basics" before you can engage in deeper learning. We see this idea in various guises. One version is the idea that deeper learning is fine for advantaged kids who come to school with significant amounts of social and cultural capital, but for students who don't get the "basics" at home they need to focus on it in school. Another version is something we frequently observe in high schools (of all stripes): a fairly prescribed course of study in grades 9-11, and then lots of interesting opportunities for seniors to make choices, take electives, and in other ways go deeper in areas that interest them. A third version is what Sarah Fine and I came to call the "Waiting for Godot" pattern: teachers would promise that the day we observed was when students were learning the "basics" that would provide the foundation for a deeper investigation that would come on a subsequent day. But we would go back, day after day, and that "deeper" moment would never arrive.

You can see the appeal of this idea. Foundations before choice. Learn the notes before you play the concerto. But while it is true that most fields have some sequential ordering of topics, it is also true that what David Perkins calls " playing the whole game at the junior level" has a lot of advantages. Perkins cites Little League as an example: we don't spend a year learning to throw, another to catch, another to bat; rather, we play the whole game of baseball from the beginning, just at the junior level. Playing the whole game gives young players a chance to see how the sport as a whole works, and, just as critically, it means that they get to see why one would want to play the sport. This engenders motivation, which is what provides the fuel to practice the parts. To return to music, even the youngest children play whole pieces of music in concerts, which is a critical part of what gives rhythm and meaning to the work.

There is also the fact that the "basics first" approach also tends to reproduce inequalities in schools. This line of thinking tends to foreground students' deficits over their assets; for disadvantaged and lower-track students, it serves to justify teaching as transmission and what Freire called the "banking model" of education. Writ large, this line of thinking is a powerful force for social reproduction--no matter how well-intentioned it is, the result in practice is that, yet again, the most privileged students are being taught how to think, whereas less advantaged students, who are often students of color, are being taught how to follow the directions of authorities. Research suggests this divide starts as early as kindergarten, and continues through high school.

In our contemporary research in high schools, the most compelling teachers we found had taken a different approach that mirrored Perkins' idea of the whole game in the academic disciplines. Rather than viewing Bloom's taxonomy as a ladder--recall first, analysis later--they viewed it more as a web, embedding basic skill building within larger arcs that asked students to make meaning and take on difficult questions from the beginning. They also tended to foreground students' assets over their deficits--for example, in English, they argued that students thinking and ability to discuss was often far ahead of their writing, and thus, while gradually building students' writing skills, they foregrounded topics for discussion that were commensurate with students' quite sophisticated knowledge and thinking.

So, then, how did they build skills? They made sensible adjustments--shortening the text they asked students to read, working through those texts paragraph by paragraph, asking for shorter writing assignments that went through more drafts--but they did not compromise their fundamental beliefs that students were capable of doing interesting and complex work. So, for example, an English teacher working in a highly disadvantaged setting assigned an eleven paragraph Ta-Nehisi Coates essay from the New York Times, about whether and under what circumstances it was acceptable to say the "N" word. The first day was spent just deconstructing the essay, paragraph by paragraph, giving students tools for how to annotate a text and infer meaning from it. The second day was a discussion, drawing both on the Coates' essay and the students' ideas about the topic. The third day was focused on form, asking students to look at the ways in which the essay had an "implied thesis," showing that real writers did not always conform to the school template of a stated thesis and then a five paragraph essay supporting that thesis. And then students were invited to craft their own essays, where they had to take a position on the question, and also think about what form would best communicate their ideas, making the same kind of authorial choices that Coates had. In so doing, the teacher invited students to make meaning on every day of the lesson, pitched it at a pace that was commensurate with their skills, took up a critical question that was meaningful to their lives, and invited them into the world of writing, closing the gap between the "school version" of essay writing and the actual world of essay writing.

Shifting from Bloom as ladder to Bloom as web is particularly critical if the goal is to re-engage learners for whom school is not working well. Over the course of our research, we came to think that for students who came with high levels of dominant cultural capital, who were willing to play the game of school to get to college, school as it currently stands is functional. Much more could happen for these students if school were remade, but the status quo works well enough to put them on a track for a middle class job. But for the rest of the students, the changes we describe above are necessary to get them engaged in their education.

For example, we once witnessed a biology teacher teaching a fairly traditional class about DNA to two different sections of kids. The lesson included some mini-lecture, some manipulables (strands that the students could use to assemble DNA), and some worksheet questions. This was an experienced teacher--he was energetic, he was very good at classroom management, and his lesson was clear and biologically accurate. And he was committed to equality: he taught exactly the same lesson to his middle-track and the low-track students. But the way this lesson was received varied greatly. The middle-track students did what he asked--they dutifully listened to him lecture, manipulated the strands when he told them to, and filled out the worksheet. The lower-track students did not--despite a lot of skillful cajoling, they looked out the window, and, in some cases flat out refused to do what he asked. After both classes were over, he asked us for feedback. We don't have any feedback on what you did, we said. Within the constraints of what you were trying to do--a teacher-led lesson on DNA--you did it about as well as it can be done. But, we asked, have you ever done anything that has had more success, particularly with the lower-track group of students? As it happens, yes, he said. To paraphrase, he said: I teach this senior elective, where students get to pick the biological topic they want to investigate, and they have to do research and create some sort of product that reflects what they learned. Some of my students who had their heads on their desks today were great in that setting.

What we saw between 2010 and 2017 is supported by earlier research. In Milbrey McLaughlin and Joan Talbert's book-length study of high schools published in 2001, they reached similar conclusions: "Nontraditional students appear to be more at home and successful as learners in classrooms where teachers connect them to subjects in new ways. The students we interviewed recognized and appreciated teachers' efforts to get to know them and to create classroom settings that encouraged academic engagement and expression of ideas. Yet nontraditional students describe most of their classes as highly structured, teacher-controlled and regimented."

Hence we would urge everyone to imagine what could happen if we gave students opportunities to play the whole game from the start. What if, in language, student trips abroad were not something that happened at the end of high school, but were a springboard at the beginning of language study to show students the value or learning another language? What if, in science, we taught students the scientific method--and the associated relevant knowledge in statistics, inference-drawing, and building on existing literature--by having them write junior versions of scientific papers rather than reading from textbooks? We already do this in sports, arts, music, and virtually every other sphere of human learning. So why in school, do we think it has to be dry basics first, and the interesting stuff only later?

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A Pernicious Myth: Basics Before Deeper Learning

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If there is one prevalent assumption that stands in the way of deeper learning, it is that you have to do "the basics" before you can engage in deeper learning. We see this idea in various guises.

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Show the Mystery Skype lesson and ask if it's effective
Run them with the lesson through the protocol
Tell them the protocol is not "a bible or a checklist, but a guide for your instructional coaches to work with your teachers - and maybe only answer one/two bullets at a time.
They are guiding questions - provoking questions.
Make it an easy reflection piece

Find something they can plan to help take off of teacher's plate.

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Today we learned that being 1 to 1 is not enough. We lack a plan going forward. I think sometimes we feel comfortable because we have the technology and get in the mind set that it's "good enough." Proceeding with a sense of urgency to develop protocol and initiatives to enhance and make relevant the learning environment will be a priority.

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--  Not making it one more thing, just asking the questions
-- If someone's been doing something for 30-years and "it's worked", run it through the protocol - is that lesson meeting those standards of the protocol
-- Do you need to answer yes or student to all the protocol questions to get the most bang for your buck?
-  Is it about the quality of the yes?
-  Is two "yes's" better than four "yes's"

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Step by step, systematically... read your staff - perhaps begin by asking questions, then turn the questions over to teachers for self reflection.
How often do you use this on your lessons?
Can we use the 4 Shifts to help us choose ELOs? ie: if our ELO's match the 4 Shift areas, then we know it's a powerful ELO...
If everybody's moving in a direction, is that okay? Yes, as long as you're moving.
Does this impact the mission of the Instructional Coach?

Articulate the objective - align to 4 Shifts...
Tie Julius Caesar into today - don't just read it and make the kids memorize.

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The philosophy of our teachers is there, it's the transition. Teachers could give expected outcomes and let students guide their work.

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Staff need to own the WHY...can't jump to the HOW and the WHAT until they are clear on the WHY

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Staff need to own the WHY...can't jump to the HOW and the WHAT until they are clear on the WHY

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SAMR...needs to have a "learning" partner to establish deeper learning outcomes

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SAMR...needs to have a "learning" partner to establish deeper learning outcomes

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We need to transition our "lofty" vision statements into day to day practices

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We need to transition our "lofty" vision statements into day to day practices

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We need to define success skills...and communication the learning continuum

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We need to define success skills...and communication the learning continuum

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Choose which section of the protocol

Run through the questions of that section

If it works, keep going.

If it’s not where you want it to be, pivot.

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Students that participate in real-world work have something to discuss about what they did in school

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Students work with tribal government to improve the communities through planning sidewalks and walking paths, repurposing unused buildings, determining housing needs. Students collect data and create maps of the various needs for the reservations

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Map collaboration with oilfield companies. (AWTY Maps). How does map usage affect the industries around us? Drone usage (Kyle-company in Watford). DOT road regulations? Load Pass. Piplines that exist (where are they?) OneOK

Communication with other classes. Connect with schools that have similar industries in other areas. (PA, TX, OK)

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I spent most of last week guiding teachers on classroom walkthroughs. (Here's links to my and some recent participant responses.) It's an effective approach to professional development - one that focuses on the students, not the teacher. Think of it as a roving Socratic seminar that provokes reflections on teaching and learning.

One of the subjects that often comes up during walk throughs is how to recognize a student-centered approach. I tell participants to watch the students and try to decide the extent to which they are being asked to manage the four central elements of any lesson - content, process, product and assessment. Any or all can be decided by the teacher, by the students, or some of both. As I often said to my own students when introducing a lesson - "Which elements do you want to be in charge of? Which do you want me to decide? Remember you don't all have to take the same approach."

You can't simply "throw students in the deep end" and expect them to take responsibility for all their learning decisions. But with scaffolding and support, students will increasingly take more responsibility for their learning. The reward is the increase in student motivation that comes with greater student choice. And as students take more ownership of the learning process, they are better able to monitor their own progress and reflect on themselves as learners. See my Taxonomy of Reflection for useful prompts.

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The Four Negotiables of Student Centered Learning

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I spent most of last week guiding teachers on classroom walkthroughs. (Here's links to my and some recent participant responses. ) It's an effective approach to professional development - one that focuses on the students, not the teacher. Think of it as a roving Socratic seminar that provokes reflections on teaching and learning.

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Have the student look up different houses. Let them find pictures of 2 different houses from different time periods or places.
Then, let the students do a project: build a diorama of the house, write a journal about the daily life of someone who lives there, present what they learned as a person from that time period.

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Discussed data from our own school's survey results in regards to technology and availability.

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District days need to be "district" days and "Building" days need to be focused on the build --specialists shouldn't be pulled on building days

What is the long term vision for PD in regards to staff development days (building and district)?

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-time is needed
-collaboration is crucial as well as team meeting time
-transient population makes personalized learning difficult to implement for all
-Many teachers would need a lot of PD to implement any of the programs.

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I really like the idea of being able offer pertinent PD courses that reinforce our various District and building initiatives online so that teachers can work at their own pace and on their own time.

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Hard to see...where are there examples of good performance based  assessments

Not about the "app"

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Cards that were able to be used for data conversations...brought efficiency to data reviews...

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How do we do true 1:1 when students don't have internet access at home?

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Does Asynchronous have to be part of "blended" learning?
Should include student agency and independence?
Could it be that someone is "working" on something...not just instructional?

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Is NOT 25 kids on headphones doing Khan academy

NOT staring at a screen with headphones on

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-it is a team effort
-have to be careful because teachers think it is an easy way to teach, but are not truly checking for understanding
-still need formative assessment
-like the structure of people/teams that put things together
-have a good plan and communicate the crap out of it
-liked the resources offered by WF
-Not about the tech, but about how to use to for critical thinking/deeper learning
-great advice from all presenters
-PD in your PJs: teachers get a stipend to create, if you take 1 credit after taking 2 classes

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-manpower needed
-time for PD, teachers time to play with it
-Accountability - are teachers using it, using it correctly

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We didn't feel that some of these showcases were especially relevant to our situation. We don't have the staff or ability to accomplish many of these projects. We felt that the Fargo school offered a lot of ideas for programs (classcraft, minecraft, etc)
How do we implement these ideas with a small school?
Google Expeditions available in our school.
How to do blended classes when you have one faculty member per department?

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Mandan has personalized, blended professional development opportunities for their staff.  ...an important tool to sustain initiatives...

West Fargo presented numbers of technology platforms / tools for teachers and students. Many look interesting.  Class Craft, Mine Craft, Book Creator, SWAY, Stop Motion, FlipGrid, WeVideo, and Adobe Spark all sound interesting...

Bismarck hybrid credit for English, Economics, and Government sounds interesting. Bismarck's technology interns will be replicated in Fargo!

Fargo's Data Handshake and Data Summit are powerful tools used by administration and faculty alike...

Blended Learning a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching. Blended settings, blended learning environments, flipped classrooms...
Over the course of a semester, what percent of time needs to be face-to-face.
At the college level, how man Accounting 101 lecturers do you need? Film the absolute best one and have student tutors fill in the rest...  Can this filter down to K-12.
What do you want to learn about? There are free courses everywhere you look!

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Fargo public schools  steven durow data analysis, Jen sahr MTSS coordinator.

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Fargo public schools  steven durow data analysis, Jen sahr MTSS coordinator.

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Data management system:  SID

Data wall cards:  Fall winter and spring data points.  Focused on reading and math in k-6  Triangulated data.  Aims web, Map, NDSA

Data handshake: 6-12
Use MAP scores to recommend the class (system does it, teacher checks it) helps with building to building communication. Used for kids on the fringe of the achievement gap.

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Created a data summit that pulls ALL assessment data and info from ALL vendors. Can be viewed by individual students. Created automated data wall cards electronically. Brings all data to the instructors. The system also provides course recommendations based on the assessment results.

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Access:  wireless infrastructure
purchased video making tools, blogging tools that are district wide.

Formal resource request before purchasing new tools that are teacher specific.

9-12 students complete digital use and responsibility modules. Social emotional digital modules.
Personalized learning for behavior problems

Use the Elliot tool to analyze student learning within modules.  Use the specific areas of need within advanced ed data to push out new modules.  Technology is the tool with in those areas of Elliot.

PD, Tech, Library meet weekly to develop tools to push out to teachers.

Tech support internship which hires students to help in each building with repairing student machines.  They learn this through a CTE course.

Blended learning: course work on line and in class incorporates more interactive supports.

Performance based assessments need to be varied

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Common sense media; digital etiquette courses; responsible use modules. Voice thread resource. Blended learning opportunities. Professional learning: Success skills.

Offers a CTE IT credit for an internship plus class to be able to problem solve all student device

Implementing blended learning courses that lessens the seat time requurement

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Each module takes 7 hours. Paid $600 for a teacher to create a course.

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Canvas: web-based learning management system for personalized learning, demonstrates knowledge.  Pay for this LMS and it is better than google classroom.

common assessments before personalized learning modules

Curriculum director & Tech integrationist created courses on the canvas LMS for teacher PD that taught all they concepts needed to be successful in the district.  ADMIN then can build courses based on their own strengths or needs in the specific buildings.
1 course = 1 day of PD  Umary matched credits for every 2 courses they get 1 Umary credit.

Paid teachers to build courses for $600 stipend over 2-3 days.  Found teachers that were good at it and had them build it.  Canvas already had lots of resources that helped them build it.

aptitude over age at the middle school

Develop a plan and communicate that plan. Be willing to spend the money on the LMS. It will make your teachers life easier.

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Mandan uses Canvas for their LMS. SAMR model is the basis. Moving tp personalized learning modules. Trying to shift students from being consumers to producers. The goal is to re-vamp the idea of using technology to personalized the learning for students. PD is personalized by the teachers. Pd covers all the various areas of what the teachers need. Teachers pick. Staff within the system are creating the PD, it’s narrowed down “PD in PJ’s”

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Flip grid, stop motion (visual presentation with audio); wevideo; WF is going to be putting a common green screen that is more permanent. Adobe Spark; paint 3-D; classcraft; posting videos about solving math problems
and the videos are shared with other students to help them. WF uses schoolology.

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The ideas to start are great. But when we are challenged to question items like mysteryskyp; and that is the presentation in our breakouts, that seems to be a little counter productive. I was hoping to see deep implementation of tech integration

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1-1 middle school, pilot increase access.
Using Flipgrid to access student learning.  every student has access & uses it to show understanding .
Mysteryskype: grade level teaming so they used it to compete between teams within the grade level. (mystery numbers, mystery elements, mystery diseases)
Minecraft:  office 360 license, big level of engagement.  built structures (stadium) integrate coding
Breakout boxes, digital breakout boxes.
stop motion:  use of visual demonstration of learned concepts.
Wevideo (use green screen technology)
Book readers: create books requires a subscription.
sway presentations
adobe spark
paint 3-D to make models (art & science collaboration for the water cycle)
class craft: avatars to go on quests to learn about a concept.  (each learning task allows them to earn points at their own pace).
Students post videos to help FLIP the classroom.
Learning tools (microsoft)
VR-

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This may be a great gateway activity... The exercise to dig deeper allowed us to reflect / critically interrogate....

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Change the questions, instead of yes/no. Ask things about government, society, daily life.
Create groups of students and have them focus on their topic.
Take Mystery Skype and make it work for your classroom/standards.

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How could we redesign Mystery Skype for higher order?

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How could we redesign Mystery Skype for higher order?

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Get  increased standards-based rigor ... what about more specific criteria for questioning that would be tied to standards (e.g. 4th grade and landforms or native american studies).  Possibly connect more 1 to 1 on a specific responsibility and then bring it back together.

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What are we really learning about this specific material/goals? What's the purpose?

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Have we just introduced Tech for Tech's sake?

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Tech integration for deeper learning

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4 Shifts Protocol: Tech for the Purpose of What? 

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4 Shifts Protocol: Tech for the Purpose of What? 

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Beyond recall and regurgitation to problem solving and deeper learning?

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Students we saw appeared engaged/interested.

Shared roles

Wonder about the tie in to the standards?  What is the authentic goal?

Wonder about depth of the questions.

Intentional - Rigorous focus is needed.

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Scott's Ideas:
Benefits
1. High Energy Level
2. Role Differentiation
3. Positive Interdependence
4. Some other group of kids on the other side of the camera from somewhere else.
Challenges
1. Put things into it that I don't think are there (Critical Thinking, Problem Solving) - don't see it, only yes/no questions
2. Every kid doesn't really need to be a thinker
3. Problem is a fairly simple problem to be solved - What is critical thinking and problem solving? What does it really look like?

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WONDER…  profession; how to elevate the profession.  Increase ability to use and speak to data. 

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WONDER…  profession; how to elevate the profession.  Increase ability to use and speak to data. 

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Would like to see a CTE sort of diploma.  Blended and flexible ways to access CA experiences… not just 7:30-3:30.

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Fun activity, definitely suited for younger kids.

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It looks really fun! We could see this being implemented in elementary classes. Geography.

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twitch stream of a mechanic & could you work with a mechanic for the things that they would like to not see/work on

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If they want to be at school, they will become citizens that want to go to work, want to be involved in important things, etc.

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Have parents define engagement

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Students coming up with independent study plan for credit. What would it look like?
Could this be used in place of an elective?
How long would it last, trimester, year?

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A majority of the schools in our state are very aware of how they are using their funds. Why can't schools share resources if they have the ability? Create free online resource to share these items. Create a student taskforce (ask for volunteers 9-12). Alisha could lead the group or we could designate it to a school group.

SAT-ACT
We don't teach a standardized testing curriculum. The state does not drive teachers in that direction.

Graduation requirements include being choice ready, passing grades, and the citizenship test.

If you make the work relevant and tie items together, many things can be used as a learning. It will be easier to make it relevant to the younger students as they get used to any changes as they get older.

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Chapter 5:  k-8 P/T conferences have good attendance due to online scheduling & student led format.  9-12 we struggle to have face to face contact however online communication is more frequent and convenient.  We do discuss having parents/community involvement for Cooperative Work experience, internships, job shadowing etc.
Our achievement gap is very inconsistent due to migrant students.

Chapter 6:
Legislation that allows us to be innovative and change grad requirements allows our schools to "level the playing field" across the state.
Test scores definitely show us the achievement gap, our school is constantly using these test to determine interventions & levels class structure. The test scores definitely leave teachers and student alike feeling a bit discouraged because they seem to show in consistency in achievement school wide.
Grad requirements hinder about 10% of our graduates from receiving a diploma. However we feel that is more attendance related than achievement related. Which begs the question.... Are they not showing up due to disengagement in the learning process. Home life & social emotional issues seem to trump educational achievement for many of our students.
We have the need to adopt culture & pace-based curriculum but struggle to find buy-in from teachers or find curriculum that would help foster the change. Some individual teachers are doing this and having great success but to see a big impact it would be great to do this school-wide.

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We are seeing a mixed bag in regards to parent involvement in school. There are some that are over the top, and many that do not engage at all. There is also concern that we are seeing a decrease in the number of parents that actually come to the school to participate.
We do have outstanding attendance for PT conferences, but attribute some of that to incentives for attending, and less to do with genuine interest in the conference.
Elementary reports that changing the open house format and included a meal with their event.
We feel that we need to do a better job of getting families connected to each other and the school.
For overbearing parents, we try to get them to let go a little and trust that the school will take care of their child, and to put more responsibility on the student.
In regards to the well thought out independent study, we would be very open to it if we felt that it would be supported by our Department of Education.

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How can you get students to DESIRE to learn?

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Chapter 5
- It's more of a bell curve, parents are either really involved or do not show up at all. The hope is that Powerschool would improve communication, but most parents do not use the tools available.
- Self-promotion and more positive  community relationships.
-An independent study would need to be backed up by a curriculum that already exists. (Innovation Waiver?)

Chapter 6
How do we define district and state need? There are winners and losers across the state, and we are not equitable.
Testing is a challenging area, because standardized tests were created to make money and they do not test actual ability or skills. Many questions are biased against certain populations. Colleges should be willing to accept other qualifications.
Changing diploma requirements so that it accommodates Choice Ready.
Giving students a solid platform in curriculum helps level the playing field.

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Many of the over involved parents are those with students on interventions or special ed. Majority of parents are involved in some fashion with their kids education whether we see it or not. Smaller sides of the bell curve, high and low are disassociated or too involved.

Too involved or not involved can be helped through using the communication that is available through our district.

I hope I someday have a student that comes to me with a full year plan. Our response, "what can I do to help!"

Staff is more motivated by the standardized tests than students are. Students and parents aren't as motivated about the standardized tests as many teachers are.

Much of what is required of high school students to graduate is becoming irrelevant. We don't know what to suggest as to how to fill in for subjects that aren't as relevant to today's society.

VIDEO
What was the goal of the activity? What was the teachers intention through the activity? How many kids were actually engaged in their roles? Do they do this more than once in a year? Month? If this is done multiple times in a year then some of the higher level thinking is lost

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We find that there is a mix of involvement dependent on the family and situation. Who is our worst helicopter? Usually Pre-K parents. The high school parents that act in this roll are protective and reasonable while also playing this part. One good example is also in a school board member.

Engage parents that aren't voluntarily involved.  Showcases throughout the year. How can we get parents to come for more than just sporting events?
15 point extra credit point card for bringing parents into the school for conferences.
Parent lead family fun night--a lot of work for little reward if the teachers plan it.

Parents that are too involved we could give them "tasks" that do not give them the ability to micro-manage.

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1. Parents need to let go and need to stop being enablers.

2. Parents at RR are a mix of enablers or not involved at all.

3. Independent study - Who is going to supervise? DPI? How is it going to fit?

4. Social-emotional - How much stress/pressure do we put on students?

5. How much of trying to change high school is needing to colleges to change?

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http://dangerouslyirrelevant.org/wp-content/uploads/2016/03/2015-Gallup-Student-Poll-1-3.jpg

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Dintersmith writes that 40 million parents are too involved, 40 million are not involved enough, a few dozen have it pretty much right. 

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Dintersmith writes that 40 million parents are too involved, 40 million are not involved enough, a few dozen have it pretty much right. 

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If a student approaches you with a well-thought out plan for year-long independent study initiative, under what circumstances would you approve it? Award credit for it? Fargo's fourth PLC question is "What do we do if the student already knows the material?" As long as the student meets the standards of what would be assessed, we should be able to accommodate a student's independent study plan.

The biggest obstacle to an independent credit would be the evidentiary piece - what does the student need to show us in relation to proficiency? Students / Teachers can use the Standards and ELOs to guide and measure the task.
This would likely start with a few students and be a mix of student driven activities, teacher directed activities... This would be started with a pretest - competency based, independent study...
We may be good at giving a pre-test, but not as good at honoring the results.
If we share our results, could we share our students and our talents? This would call for a lot of trust between team (teachers) members.
Purpose, essential skills, agency, knowledge...    Give teachers the opportunity to give last spring's test in the fall to their former students... What an opportunity to reflect on the importance of PEAK...