Common Core Planning –Deepening our Understanding of Teacher Effectiveness

August 12, 2013 PLI

Goals –Participants will develop a common understanding of…

• What effective Common Core planning looks like.

• What “over time” effectiveness means related to the Common Core planning (e.g., 1e Coherent Planning, 1f Progression of Instruction).

• How to monitor and support the implementation of CKLA, EL, Math in Focus, ANet assessments etc. so that these initiatives and programs result in improved student achievement.

2

3

4

5

6

Agenda

• Activity 1 – Introductory Remarks - 8:30–9:00

• Activity 2 – Pre-Test & Debrief - 9:00–10:15

• Activity 3 – Understanding Common Core Planning –2 Rotations:• 10:30 – 12:00• 12:45 – 2:15

• Activity 4 – Strategic Planning for 2013-14 - 2:30–3:00

7

The five competencies set the standard for teacher practice in NPS and define how to help all students meet the expectations of the Common Core.

8

Students sustain focus on a specific objective that moves them toward mastery.

Instructional strategies challenge all students and provide multiple pathways to mastery.

A learning-focused environment of shared high expectations promotes mastery.

Students show evidence of, and teacher monitors, growth.

The teacher demonstrates commitment to excellence and to the professional growth of his/her school and peers.

9

Guiding Question for 2013-14:How can curricular and assessment resources deepen our understanding of what the competencies mean and how can we support teachers in meeting them?

High Quality Instruction –What does a school leader need do to support high quality instruction?

• Curriculum and Assessment Aligned to Mastery

• Student Learning Data to Guide Instruction

• Adult Development and Learning• Literacy Centered• Academic Interventions

10

Activity 2 – Common Core Pre-Test

Activity 2 - Pre-Test & Debrief (9:15–10:15)– What do you need to know to be able to support the

implementation of the Common Core?> Take the test (30 min)Create three columns or areas – one for your

initial answer, one for your answer after today, one for your answer at the end of the week

> Discuss with a partner (15 min)> Debrief the test (20 min)Selected Math QuestionsSelected Literacy Questions

> Preview Activity 3 (10 min)

12

Math Question #2

13

14

7 6 5

3 8 4

1 2 K

15

Mathematics: 3 Shifts

1. Focus: Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

16

K                                                                                                            12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

17

Focusing Attention Within Number and Operations

Operations and Algebraic Thinking

Expressions and Equations

Algebra

→ →

Number and Operations—Base Ten

→

The Number System

→

Number and Operations—Fractions

→

K 1 2 3 4 5 6 7 8 High School

18

GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction - concepts, skills, and problem solving and place value

3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Key Areas of Focus in Mathematics

19

Math Question #6Explain whether or not following assessments items 1-4 assess at the level explicitly called for within the language of the standard.

5.NBT.A.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

42.5 x 104 =

Explain a rule for multiplying by 10; 100; 1000; any whole number power of 10.

A student says that she multiplies by 10 by moving the decimal point one place to the right. Why does she do this?

The arrow above points to the number 44 on a number line numbered from 0 to 100. Determine the number will the arrow point when the endpoint of 100 is changed to the ranges below. Describe any patterns that you notice.

Literacy Question #6

20

According to the National Reading Panel which of the following are required for an effective early literacy program?

i. phonemic awareness v. comprehensionii. capacity building vi. orthographyiii. fluencyiv. vocabulary development

• i. only• i., ii., and iii.• i., iii., iv., and v. • i., iv., v., and vi.• all of the above

21

Literacy Question #12According to the Common Core, what percentage of writing prompts should be devoted to narrative, expository, and argument in grades K-5, 6-8, and 9-12?

In elementary school 30% writing to argue35% writing to explain/inform35% narrative writing

In middle school35% writing to argue35% writing to explain/inform30% narrative writing

In high school40% writing to argue40% writing to explain/inform20% narrative writing

ELA/Literacy: 3 Shifts

22

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

What’s In and What’s Outaccording to the Common Core authors

IN OUT1. Only some students read complex texts

2. Reading any ‘ol text

3. Solely literature

4. Collection of unrelated texts

5. Mostly text-to-self questions

6. Mainly writing without sources

7. Accent on literary terminology

8. Emphasis on pre-reading

9. Reading strategies (as end goal)

10. Reading foundations (peripheral and detached)

1. Daily encounters w/complex texts

2. Texts worthy of close attention

3. Balance of literary and info texts

4. Coherent sequences of texts

5. Mostly text-dependent questions

6. Mainly evidence-based analyses

7. Accent on academic vocabulary

8. Emphasis on reading & re-reading

9. Reading strategies (as means)

10. Reading foundations (central and integrated)

Activity 3 - Understanding Common Core Planning

Overview

Activity 3 – Common Core Planning -Outcome

25

• Participants will deepen their understanding of what effectiveness means for over-time indicators in the NPS Teacher Framework after reviewing and analyzing Common Core-aligned units and assessments for math and literacy.

Activity 3 – NPS Teacher Framework –Indicators Related to Longer-term Planning

26

• 1e Coherent Planning• 1f Progression of Instruction• 2a Tailored Instruction• 2b Questions & Tasks• 2d Precision & Evidence• 2f Depth of Knowledge• 3f High Expectations • 4d Understanding of Growth• 4e Use of Data

27

• Develop Understanding of Key Standards (1e)

• Clearly Define the Culminating Student Performance Based on Key Standards (1f)

• Carefully Sequence Tasks and Texts (1f)

• Provide Access for All (2a)

Common Core Planning – What does the NPS Teacher Framework imply about the essential elements of a unit plan?

Activity 3 – Unit Analysis Tool

28

+

NPS Unit Outlines

DYO

Agenda

• Activity 1 – Introductory Remarks - 8:30–9:00

• Activity 2 – Pre-Test & Debrief - 9:00–10:15

• Activity 3 – Understanding Common Core Planning –2 Rotations:• 10:30 – 12:00• 12:45 – 2:15

• Activity 4 – Strategic Planning for 2013-14 - 2:30–3:00

29

Schedule Overview for Next 3 weeks• August 13-14 & 20-21: Deep Dives into K-8 Curricular

Programs

• August 16th: Data-Driven Instruction (ANet & SRI)

• August 21st or 22nd: Teacher Evaluation in 2013-14

• August 21st or 22nd: Student Support Services in 2013-14

• August 27th: CST Evaluation & Special Education in 2013-14

Other Dates to Consider: Make-up sessions in September, District-wide Curriculum Sessions on October 15th and January 29th

30

BHAGs from the Curriculum OfficeIn tandem with school staff, Asst Supt teams, and Central Office colleagues, the Curriculum Office will…

• Help all NPS schools make significant gains in literacy and math on the best available Common Core-aligned measures such that these schools will be (at least) as academically attractive to students and families as any other option in the city.

• Significantly move the district proficiency rate in literacy and math (e.g., Increase of 10+% on ACT College Ready Rate for 8th-11th grades)

31

Activity 3 - Break-out Rooms – 10:30 – 12:00• Room 247 – K-2 Literacy: Mitch, Genevieve, Lisa + Principals

from Avon, Belmont Runyon, Branch Brook, Carver, Clemente, Elliott, First Avenue, Flagg, Franklin, Hawkins, Hawthorne, Roseville, Ridge, Maple, Marin, NJ Regional

• Room 248 – 3-8 Literacy: Peter, Herb, Karen + Principals from Bragaw, Hernandez, Miller , Wilson, Camden, Chancellor, Peshine, Cleveland, So. 17th Street, Quitman, Sussex, Horton, Ivy Hill , Madison, Oliver, 14th Avenue, Abington, Alexander, Girls Academy of Newark, Eagle, Park,

• Room 250 – K-8 Math: Tiffany, Tina + Principals from JFK, Lafayette , Lincoln, McKinley, Mt. Vernon, Newark Early College, South Street, Speedway, Spencer, Tubman, Ann, 13th Avenue, Newton, NJ Regional

32

Activity 3 - Break-out Rooms – 12:45 – 2:15• Room 247 – K-2 Literacy: Mitch, Genevieve, Lisa + Principals

from Madison, 14th Ave, JFK , Lincoln, McKinley , Mt. Vernon , South Street, Speedway, Spencer, Tubman, 13th Avenue, Newton

• Room 248 – 3-8 Literacy: Peter, Herb, Karen + Principals from Marin, Maple, Belmont Runyon, Branch Brook, Carver, Clemente, Elliott , First Avenue, Flagg, Franklin, Hawkins, Hawthorne, Hernandez, Roseville, Ridge, New Jersey Regional Day, Newark Early College, Ann, Lafayette, NJ Regional

• Room 250 – K-8 Math: Tiffany, Tina + Principals from Miller, Wilson, Bragaw, Camden, Chancellor, Cleveland, So. 17th Street, Quitman, Sussex, Horton, Ivy Hill, Oliver, Abington, Alexander, Girls Academy of Newark, Eagle, Park

33

Activity 4 – Strategic Planning – 2:30 – 3:00• Room 247: Mitch’s Network

• Room 248: Peter’s Network

• Room 250: Tiffany’s Network

• Library/Media Center: Roger’s Network

34

Activity 3 - Understanding Common Core Planning

Break-out Session

Activity 3 – 1. Reflect on “Over time” Framework Indicators Focused on Planning (e.g., 1e Coherent Planning, 1f Progression of Instruction)

36

• Which “over time” indicator is a particular strength for teachers in your school?

• On what indicator would you want your teachers to focus their energy?

Activity 3 – 2. Develop an understanding of key Common Core criteria

37

• Continue debrief of Common Core Pre-Test:• Pick 2 questions from the Pre-Test that should be explored

more closely • Reflect on selected Common Core criteria, such as:

• Fluency is a particular focus of instructional materials. (Literacy, Grades K-2)

• Careful sequence of tasks & texts allow students to be successful on the culminating task. (Literacy, Grades 3-12)

• Standards for Mathematical Practice that are central to the lesson are identified, handled in a grade-appropriate way, and well connected to the content being addressed. (Math, Grades K-8)

• How does these criteria connect to what you are doing with the Common Core?

Activity 3 – 3. Explore how the Common Core criteria connect to the NPS Teacher Framework.

38

• Review Note-Taking Template

• See-Think-Wonder:

• What do you see in the note-taking template?

• What do you think?

• What questions do you have?

• Address 2 questions as a group.

+

Activity 3 – 4. Determine how selected CCSS-Aligned lessons and units are organized.

39

NPS Unit Outlines

• Presentation on the key components of the selected unit and program.

Activity 3 – 5. Analyze a selected CCSS-Aligned unit with the Common Core Planning “Unit Analysis Tool”

40

+

NPS Unit Outlines

• Form small groups and analyze a selected unit using the “Unit Analysis Tool”

Activity 3 – 6. Debrief

41

+

NPS Unit Outlines

• How will you support effective Common Core planning as a school leader?

• How would a teacher use these units to become highly effective?• How might you use this activity to help your staff to understand

the new curricular programs they will be implementing in the fall?

Activity 4Strategic Planning for 2013-14 – Preparing to Implement Common Core Curricula

Strategic Planning• What systems and supports do you need to develop to

support your teachers as they implement these new initiatives?> Proposal for School Walkthroughs

• How should this curricular work connect with your strategic planning for the year?

• What do you and your leadership team need to learn about this curriculum before the start of the school year?

• What do you need to figure out about your approach to scheduling, professional development, coaching, etc.?

• What other questions do you have?

43

Proposal for School Walkthroughs• Review School Walkthrough Document

• “Star” what you think your school is already doing• “Check” what you need to work on.

• Process:• Conduct monthly walkthroughs with members of your

leadership team.• Focus on instructional shifts in math and literacy.• Debrief with Asst Supt team.• Connect with Curriculum Office on ideas and

requests for additional support.

44

High Quality Instruction –What does a school leader need do to support high quality instruction?

• Curriculum and Assessment Aligned to Mastery

• Student Learning Data to Guide Instruction

• Adult Development and Learning• Literacy Centered. • Academic Interventions

45

Next Steps• Attend Days 2 & 3 Training on Curricular

Resources (Aug 13-14 & Aug 20th)• Attend Day 5 Training on Data-Driven

Instruction (Aug 16)• Debrief with your literacy and math leads

and plan calendar.• Prepare for School Walkthroughs• October 15th & January 29th Workshops• Schedule site-based support with

available coaches.

46