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Network Team Information

Network Team Information. October 17, 2013. Areas of Focus. Common Core Standards and Assessments Data Driven Inquiry APPR SLOs Teacher Evaluation Resources. COMMON CORE STANDARDS AND ASSESSMENTS. COMMON CORE CURRICULUM. The Six Shifts in ELA The Six Shifts in Math

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Network Team Information

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  1. Network Team Information October 17, 2013

  2. Areas of Focus • Common Core Standards and Assessments • Data Driven Inquiry • APPR • SLOs • Teacher Evaluation • Resources

  3. COMMON CORE STANDARDS AND ASSESSMENTS

  4. COMMON CORE CURRICULUM • The Six Shifts in ELA • The Six Shifts in Math • Does the current instruction in our schools address these shifts? • Do our current programs address these shifts? • What do we need to do as a school district to ensure that our teachers are aware of the shifts and how can we support them in incorporating the shifts into their daily preparation and planning. • (Refer to page 21 in the 2013-14 Work Book.)

  5. English Language Arts

  6. COMMON CORE CURRICULUM ELA Pre-K-2 Core Knowledge The CKLA NY edition Skills Strand addresses foundational reading skills through a series of appealing leveled student books and carefully crafted instructional materials. The Rapid Naming Deficit The Phonological Deficit Limited Vocabulary-Potential Poverty Deficits Fluency Shared Interactive Reading-Learning and Listening Strand Academic Language and Background Knowledge Additional Book Time, Independent Reading-Guided Reading, Accountable Independent Reading (GRAIR) http://www.engageny.org/sites/default/files/resource/attachments/liben_white_paper_- _on_merging_the_ccss_with_existing_literacy_practices_0.pdf The Equip rubric (Tri-State Rubric) for Lessons & Units K-2 Instructional Practice Evidence Guide for CCS Grades K-2 (Refer to pages 1-4 in the Resource Packet.)

  7. COMMON CORE CURRICULUM ELA Common Core Standards Pre-K-2nd grade Core Knowledge Language Arts New York edition (CKLA NY edition) Pre-K-2nd grade materials need to address with equal strength: - foundational reading skills and the development of academic language (vocabulary and syntax) - background knowledge and engaged reading Pre-K-2nd grade Core Knowledge Language Arts New York edition (CKLA NY edition) curriculum is designed to do these things and to ensure that children entering third grade are able to learn from grade level complex text with proficiency

  8. COMMON CORE CURRICULUM ELA Grades 3-5 What Is Expeditionary Learning • Expeditionary Learning (EL) is a non-profit organization that partners with schools, districts, and states to continuously improve education for all students. • In conjunction with Student Achievement Partners, EL designed and is delivering 3-5 ELA modules

  9. COMMON CORE CURRICULUM COMMON CORE CURRICULUM – • Tri- State Quality Review Rubric for Lesson & Units: Grades 3-5 (Refer to pages 17 and 18 in the 2013-2014 Work Book.) • Evidence for Planning and Practice in a Single lesson (Refer to pages 22-28 in the 2013-14 Work Book.) • Looking at student work Protocol Expeditionary Learning: Grades 3-5 ELA Curriculum Map (Refer to pages 5 and 6 in the Resource Packet.)

  10. COMMON CORE CURRICULUM Grade 6- 12What is Odell Education Odell Education is an advisory firm around English language arts and literacy in US public education. OE partners with schools, states and organizations to meet the current need for specialized expertise in K-12 college-and-career-ready education. OE has currently focused its efforts on the successful nationwide implementation of the CCSS. OE is developing four series of 6-12 model units (shorter than modules) for New York to help teachers interpret the CCSS at the instructional level. Making Evidence-Based Claims is one of these series.

  11. COMMON CORE CURRICULUM Grade 6-12 • Instructional Practice Evidence Guide for CCSS (Grade 6-12) • Tri-State Quality Review Rubric for Lessons & Units (Grades 6-12) (Refer to pages 17 and 18 in the 2013-14 Work Book.) • Network Team Meeting –February 2013 • Participants will be able to implement, or support others to implement, the instructional and learning processes central to the Common Core. • Create close reading questions and guide students to do the same in order to build content understanding • Use multiple approaches (text dependent questions, series of related texts, word parts, multiple meanings, word families) to teach academic vocabulary • Write assessments that measure the attainment of Common Core skills • Teach students to have evidence-based discussions about text • Participants will be able to create actionable steps for moving Common Core implementation work forward in their classrooms, schools

  12. Mathematics

  13. COMMON CORE CURRICULUM A Story of Units (K-5) A Story of Units is written in alignment with the Instructional Shifts required by the CCLS. All standards for each grade have been carefully included in the module sequence. The P-5 modules are designed with deliberate coherence to capitalize on the learning progressions that are embedded in the CCLS, and lessons are designed to highlight important mathematical connections. The activities promote a careful balance of fluency practice, conceptual understanding, and application, which aligns with the instructional shift, rigor.

  14. COMMON CORE CURRICULUM Grade 6-8 A Story of Ratios The Curriculum Map and Overview of a Story of Ratios provides teachers with a clear picture of the modules at each grade level from Grade 6 to 8. The following are detailed for each grade level - a summary of the year - the rationale for the module sequence - the major emphasis clusters - an alignment chart which provides the length of each module and the associated standards

  15. COMMON CORE CURRICULUM COMMON CORE CURRICULUM – • Tri- State Quality Review Rubric for Lesson & Units: Grades 3-5 (Refer to pages 19and 20 in the 2013-2014 Work Book.) • Instructional Evidence Guide for Common Core Standards: Mathematics, Grades K-8 (Refer to pages 29-32 in the 2013-14 Work Book.)

  16. COMMON CORE CURRICULUM Please be aware of the following updates to Engage NY A comprehensive list of all modules and their latest status can be found at http://www.engageny.org/resource/curriculum-modules-updates Engage NY has updated the “Contact Us” form at the top of their page (see http://www.engageny.org/content/contact-us) to include a drop-down form so users/educators can provide targeted feedback about specific parts of the site.

  17. DATA DRIVEN INSTRUCTION AND INQUIRY

  18. Data Driven Instruction and Inquiry Data Driven Instruction and Inquiry (DDI) is a precise and systematic approach to improving student learning throughout the year. The inquiry cycle of data-driven instruction includes assessment, analysis, and action and is a key framework for school-wide support of all student success.

  19. Data Driven Instruction and Inquiry We are in a paradigm shift – but we are not abandoning everything! Think of a paradigm shift as a change from one way of thinking to another. It’s a revolution, a transformation, a sort of metamorphosis. It just does not happen, but rather it is driven by agents of change.” Thomas Kuhn, 1962, The Structure of Scientific Revolutions

  20. Data Driven Instruction and Inquiry FOUR KEYS : • Assessments - (Interim, Transparent, Aligned, Re-Assess) • Analysis – (Quick, User Friendly, Teacher Owned, Deep) • Action – (Action Plan, Ongoing, Accountability, Engaged) • Data Driven Culture (Refer to page 33-35 for the Implementation Rubric in the 2013 -14 Work Book.)

  21. Data Driven Instruction and Inquiry ANALYSIS/ ACTION – • Quotes for Discussion and Analysis (Refer to the handout in Resource Packet pages 7-8.) • Increasing Rigor Throughout the Lesson: Data-Driven Classroom Practices (Refer to the handout in Resource Packet pages 9-11.)

  22. APPR

  23. APPR The following guidelines must be present to implement standards – based, evidence focused evaluations: • Model – evidence collected must match the teacher’s practice • Accuracy in scoring teacher practice – valid criteria must match valid evidence • Inter-rater reliability – is attained when the observers accurately assess practice against the criteria being used. This is also when the rating given by observers aligns with the rating experts would assign to the teacher to make it reliable. • Inter-rater agreement – is attained with the observers in a district when they observe practice, and agree upon the level of practice using the descriptors in the criteria.

  24. APPR Teacher Evaluation Purposes: Quality Assurance Professional Learning – Improving Teacher Quality Observations and Evaluations will focus on performance not on compliance!

  25. APPR “Teacher evaluation can be an opportunity for genuine professional learning. When organized around clearly established and accepted standards of practice, teacher evaluation offers an opportunity for educators to reflect seriously on their practice, and promote learning.” Charlotte Danielson, The Handbook for Enhancing Professional Practice

  26. APPR Overview of teacher APPR (Refer to page 36 in the 2013-2014 Work Book.) Overview of Measures of Student Growth (Refer to pages 37 and 38 in the 2013-14 Work Book.) Multi-State SLO Rubric Draft Criteria/Standards for SLO Approval (Refer to page 39 in the 2013-14 Work Book.)

  27. RESOURCES

  28. RESOURCES • Data Driven Instruction – Paul Bambrick – Santoyo • Leverage Leadership – Paul Bambrick – Santoyo • Mindsets – Carol Dweck (Refer to pages 40 – 42 in the 2013-14 Work Book.) • SWITCH – Chip Heath and Dan Heath (Refer to pages 43 – 44 in the 2013-14 Work Book.) • Observation Tracker – NORTH STAR - Paul Bambrick -Santoyo • New York State Impactful Professional Development Rubric (Refer to page 47 in the 2013-14 Work Book – Adapted from Paul Bambrick-Santoyo and Tom Guskey.)

  29. RESOURCES • 2013-14 New York State Metrics and Expectations - For Local Superintendents, Principals, Network Teams, and District Superintendents (Refer to pages 2-6 in the 2013-14 Work Book.) • How Will We Know – What Can Be Measured? (Refer to pages 7-8 in the 2013-14 Work Book.) • Self- Assessment of Progress on 2013-14 New York State Metrics and Expectations - For Local Superintendents, Principals, Network Teams, and District Superintendents (Refer to pages 9-16 in the 2013-14 Work Book.)

  30. RESOURCES www.engageny.org

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