STRATEGIC PLAN
Tennessee Department of Education
Common Core Leadership Course
Class 1
Welcome to the Common Core Leadership
Course (101)
Let’s begin with introductions…
• INSERT YOUR NAMES AND EMAIL ADDRESSES HERE
1
Mission of the Common Core Leadership Course
Support collaborative leadership learning focused
on increasing student achievement in the transition
to Common Core State Standards.
2
What this course is and is not
What it is
What it is not
Peer led leadership learning
Information updates from TDOE or expertdelivered training
Content focused – we will dive deep in
understanding the expectations
Generic discussion of leadership strategies
Focused on sharing ideas you can
implement immediately while also
covering content of summer trainings
Mandating implementation of a recipe for
instant success
Dependent on you having done anything
specific thus far
Focused on student achievement
Focused on compliance
3
This course was designed around 8 key questions
Math:
1) Are teachers spending time on the right content?
2) Are students getting regular practice with demanding
tasks?
3) Are teachers asking questions that require students to
talk about the meaning of mathematical ideas and
debate and critique the reasoning of their peers?
4) Are teachers monitoring and advancing the progress of
all students towards mastery of all standards and
practices?
4
Literacy
5a. (K-5) Are all students receiving
sufficient direct, explicit instruction
supporting mastery of the
foundational literacy skills?
5b. (6-12) Are all literacy teachers
(including science, social studies, technical
subjects and English teachers) regularly
engaging students in appropriately
demanding literacy assignments ?
6. Are students receiving daily
practice citing evidence in
conversation, writing and/or
research?
7. Are teachers selecting
appropriately complex texts that
reflect the needed balance of
informational text and fiction?
8. Are students receiving regular
practice with and feedback on
their writing?
5
The Leadership course focuses on 8 key questions, but
for the 101 course we will focus on the following:
Math:
1) Are teachers spending time on the right content?
2) Are students getting regular practice with demanding
tasks?
3) Are teachers asking questions that assess and advance
student understanding?
ELA
6) Are students receiving daily practice citing evidence in
conversation, writing and/or research?
7) Are teachers selecting appropriately complex texts that
reflect the needed balance of informational text and fiction?
8) Are students receiving regular practice with and feedback
on their writing?
6
Every session will include
Authentic practice with content exercises
Video clips wherever possible to demonstrate what this
looks like in action
Bridge to practice homework assignment (submitted to
group leaders and discussed at opening of next class)
Time for discussion and sharing ideas with peers in small
groups
7
A few notes
• This course will bring up questions about PARCC. We will
provide some information about PARCC in this session and it
will be a bigger focus in Leadership Course 202.
• We are in the middle of transition and this means there is a
range of experience with the standards right now – in this
room and among our teachers.
• Some of the content in this course was covered (as is) at
summer training, some was not. Similarly, not all of the
summer training content can be covered in the Leadership
Course.
8
Classes 1-3 Outline
Class 1
Class 2
Class 3
ELA
ELA
ELA
Orientation to the ELA
Text Complexity and Text
Common Core Standards &
Text-Based Questions
Writing in Common Core
Math
Math
Math
Orientation to the Math
Common Core Standards
& Math Focus
Math Instructional Tasks
Assessing and Advancing
Question
ELA Wrap –Up
Math Wrap-Up
9
Agenda for Day 1
Time
8:30-8:45
8:45-9:30
9:30-11:30
Session
Opening
Orientation to the ELA Standards
Key Question 6: Text-Based Questions
(with a break)
11:30-12:30
12:30-1:00
Lunch
Orientation to the Math Standards
1:00-3:00
Key Question 1: Focus in Math
(with a break)
3:00-3:30
Closing
10
Norms
• Keep students at the center of focus and decision-making
• Be present and engaged – limit distractions, if urgent matters come up, step
outside
• Monitor air time and share your voice - you’ll know which applies to you!
• Challenge with respect – disagreement can be healthy, respect all intentions
• Be solutions oriented – for the good of the group, look for the possible
• Risk productive struggle - this is safe space to get out of your comfort zone
• Balance urgency and patience - we need to see dramatic change and change
will happen over time
• Any other norms desired to facilitate your learning?
11
Core Beliefs
Earning a living wage has never
demanded more skills. This
generation must learn more than
their parents’ to do as well.
All children are capable of
learning and thinking at a high
level. Children in Tennessee are as
talented as any in the country and
often capable of more than we
expect.
Our current education results
pose a real threat to state and
national competitiveness and
security. Improving the skills of
our children is vital for the future
of Tennessee and America.
Tennessee is on a mission to
become the fastest improving
state in the nation. Doing so will
require hard work and significant
learning for all. We must learn to
teach in ways we were not taught
ourselves.
There is no recipe that will deliver
a successful transition. Preparing
for Common Core will demand
effective leadership focused on
student growth.
PARCC is coming. We need to use
the transition wisely to make sure
our students and our state are
ready.
12
Class 1 : Learning Goals
By the end of this class you will:
– Understand the structure of the Common Core State
Standards, the instructional shifts and strands.
–Key Question 6: Understand the importance of text-based
work in ELA/Literacy and the role of teacher questioning
–Key Question 1: Understand the importance of focus in
mathematics
13
Agenda for Class 1
Time
8:30-8:45
8:45-9:30
9:30-11:30
Session
Opening
Orientation to the ELA Standards
Key Question 6: Text-Based Questions
(with a break)
11:30-12:30
12:30-1:00
Lunch
Orientation to the Math Standards
1:00-3:00
Key Question 1: Focus in Math
(with a break)
3:00-3:30
Closing
14
Organization of Materials
•For this class you will need the following materials:
•Session 3 Booklet
•Session 1 Booklet
•White Booklet
•Post-Its
15
Organizing Materials (Continued)
•Please take your post its and locate and locate the sections we will
use today
• Session 3 booklet, Tab 4, Pg. 1, label it - “Key Question #6
• Session 1 booklet, Tab 2, Pg. 1 - label it - “Key Question #1”
• White Book, Tab 2, Pg. 1 – label it – “ Math Standards”
• White Book, Tab 2, after pg. 93, – label it –”ELA/Literacy Standards”
• White Book, Tab 3, pg. 1, – label it – “PARCC Math Framework”
• White Book, Tab 3, pg. 1, after pg. 94 – label it - “PARCC ELA/Literacy
Framework”
16
Literacy in Tennessee
• Almost 1 in 3 of adult Tennesseans living in poverty have not achieved a high
school diploma or equivalency. “S1501: Educational Attainment, 2009-2011 American Community
Survey, 1-Year Estimates: Tennessee.” American FactFinder. US Census Bureau, 2010.
• 53 percent of adult Tennesseans are in the lowest two levels of adult literacy. 2004
Study from the State of Tennessee Comptroller of the Treasury
• Nearly 16 percent of adults 25-years-old and older had less than a high school
education.
http://factfinder2.census.gov/faces/tableservices/jsj/pages/productiveview.xhtml?pid=ACS_11_1YR_S0201&prodTy
pe=table
• More than 70 percent of Tennessee's eighth-graders read at or below the basic
level of proficiency for that grade.
http://www.comptroller.tn.gov/Repository/RE/CriticalMissionReading.pdf
17
Persistence of Achievement Gaps in Tennessee
Average Reading Scale Score
2011 Reading Scores
300
250
Free and
Reduced-Priced
Lunch Eligible
200
150
Not Eligible
100
50
0
4th Grade
8th Grade
18
Impact of Literacy
• 70 percent of prisoners fall into the lowest two levels of reading proficiency. National Institute for
Literacy, 1998
• 85 percent of all juveniles who interface with the juvenile court system are functionally
illiterate. National Assessment of Adult Literacy (NAAL)
• Penal institution records show that inmates have a 16 percent chance of returning to
prison if they receive literacy help, as opposed to 70 percent who receive no help.
http://www.begintoread.com/research/literacystatistics.html
• People with low literacy are more likely to report having poor health, and are more likely
to have diabetes and heart failure, than those with adequate literacy.
http://www.nejm.org/doi/full/10.1056/NEJMp058328
19
The Common Core State Standards are based on sound research
about how students learn to read.
The standards are anchored in a research-based, meaningful vision of
what students need to know and be able to do to be college and
career ready.
20
For an introduction to the ELA/Literacy Standards
we will examine several key pieces of information
• Instructional Shifts – A summary of the largest changes
• The Common Core State Standards themselves
• The structure of PARCC: how will we assess the Standards?
• The PARCC Model Content Frameworks: curriculum guidance to
prepare students for the expectations as assessed by PARCC
• TN Curriculum Guidance Document: how to get started this year?
21
ELA Instructional Shifts
Please find the narrative of the instructional shifts in TAB 1
of your White Books.
1. Building knowledge through content-rich nonfiction and
informational texts
2. Reading and writing grounded in evidence from text
3. Regular practice with complex text and its academic
vocabulary
22
Structure of the Standards
•Turn to Tab 2, after pg. 93 in your White Book.
•Identify how many sets of ELA & Literacy standards apply to our
grade band.
•Put a star next to each sets of standards.
23
Standards Walkthrough
TCAP Reading and Language Arts
CCSS English Language Arts & Literacy
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Language
Communication
Writing
Research
Logic
Informational Text
Media
Literature
Reading Literature
Reading Informational Text
Reading Foundational Skills
Writing
Speaking & Listening
Language
24
5th Grade Writing Standards Comparison
Common Core State Standards
SPIs
W.5.1 Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.5.1a Introduce a topic or text clearly, state
an opinion, and create an organizational
structure in which ideas are logically
grouped to support the writer’s purpose.
W.5.1b Provide logically ordered reasons
that are supported by facts and details.
W.5.1c Link opinion and reasons using
words, phrases, and clauses (e.g.,
consequently, specifically).
W.5.1d Provide a concluding statement or
section related to the opinion presented.
SPI 0501.3.2 Identify the purpose for writing
(i.e., to entertain, to inform, to share
experiences, to persuade, to report).
SPI 0501.3.5 Select an appropriate
concluding sentence for a well-developed
paragraph.
SPI 0501.3.6 Rearrange sentences to form a
sequential, coherent paragraph.
SPI 0501.3.7 Select details that support a
topic sentence.
SPI 0501.3.11 Rearrange paragraphs from a
narrative writing selection in sequential and
chronological order.
SPI 0501.3.9 Choose the sentence that best
supports the topic sentence and fits the flow
of ideas in a paragraph.
25
Literacy Standards
•The Common Core State Standards include English language
arts AND Literacy. The literacy standards apply to Science, CTE
and Social Studies.
•The literacy standards begin on page 60
•Read writing standard 1 on page 64 across grade bands. What
do you notice?
26
PARCC Subjects
CURRENT TCAP SUBJECTS
MATH
2014-2015 ASSESSMENT
ALIGNMENT
PARCC
READING
WRITING
SCIENCE
TCAP
SOCIAL STUDIES
27
PARCC Goals
1. Determine whether students are college- and career-ready or on
track
2. Assess the full range of the Common Core Standards, including
standards that are difficult to measure
3. Measure the full range of student performance, including the
performance high- and low-performing students
4. Provide data during the academic year to inform instruction,
interventions and professional development
5. Provide data for accountability, including measures of growth
6. Incorporate innovative approaches throughout the assessment
system
28
PARCC will have two components
Performance
Based
Assessment
(75%)
End of Year
/ End of
Course
(90%)
29
PARCC Assessment Overview
PBA
3 Parts Literacy
• Research Simulation
• Literary analysis
• Narrative writing
2 Parts Math
• Short and extended
response questions
• Focus on conceptual
knowledge and skill
and modeling and
reasoning standards
EOY
2 Parts Literacy
• 4-5 texts (literary and
informational including
social science,
scientific, and technical
texts at grades 6-11)
• Short-answer
comprehension and
vocabulary questions
2 Parts Math
• short-answer questions
focusing on conceptual
knowledge, skills, and
understandings
30
ELA PARCC Advances
Better standards require better tests – and the shifts in the
standards call for critical advances in assessment quality.
In ELA/Literacy assessments, this means PARCC will include:
• Texts worth reading: The assessments will use authentic texts
worthy of study instead of artificially produced or
commissioned passages.
• Questions worth answering: Sequences of questions that
draw students into deeper encounters with texts will be the
norm (as in an excellent classroom), rather than sets of
random questions of varying quality.
31
PARCC Summary ELA
•3 Parts Literacy on PBA
–Research Simulation
–Literary analysis
–Narrative writing
•2 Parts Literacy on EOY
–4-5 texts (literary and
informational including social
science, scientific, and
technical texts at grades 6-11)
–Short-answer comprehension
and vocabulary questions
What do you notice to be similar and different about PARCC versus
TCAP?
32
Standards Crosswalk
• Review the list of dropped SPIs on Book 3, Tab 3, Page 9.
•What do you notice about the kind of SPIs being removed?
•What do you notice about the SPIs remaining?
33
PARCC Model Content Framework
Please turn the page titled, “PARCC Model Content Frameworks:
English Language Arts/Literacy” located in the White Book, Tab 3,
after Pg. 94.
Take 5 full minutes to read through the ELA framework for one grade:
•Grade 4: 22-30
•Grade 8: 58-66
•Grade 10: 77-86
Circle questions & Underline key points
34
PARCC Model Content Framework
With a small group of 3-4:
• What questions did this raise?
• What did you learn?
• How do you think this could be used to support planning?
35
Turn to Book 3, Tab 3, page 22 and find the Curriculum Planning
Considerations document.
A few notes:
• We created this document to give teachers and leaders a place to
start in thinking about planning for the coming year. This is not
required or “state guidance,” it was created by leadership coaches.
•This does not represent a recipe for success but a minimum starting
point.
•This document does not translate neatly to 4x4 block and leaders in
this context should feel free to adjust the guidance to fit.
36
Take 2 minutes to read through this document privately.
Take 5 minutes to discuss your reaction to this document with your
small group. Specifically:
• What do you think of these considerations? (Do you agree?)
• What would need to change in your building / district to achieve it?
37
Agenda for Day 1
Time
8:30-8:45
8:45-9:30
9:30-11:30
Session
Opening
Orientation to the ELA Standards
Key Question 6: Text-Based Questions
(with a break)
11:30-12:30
12:30-1:00
Lunch
Orientation to the Math Standards
1:00-3:00
Key Question 1: Focus in Math
(with a break)
3:00-3:30
Closing
38
Key Question #6
Are students receiving daily practice citing evidence
in conversation, writing and/or research?
39
Shift number two
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
40
Text-dependent questions
•The best way to accomplish shift #2 is through practice reading,
writing, and speaking
•“Text-dependent questioning” is an easily observable quick
proxy for Common Core-aligned instruction
41
“Close reading” and “text-dependent questions”
• Close Reading, from Shanahan on Literacy (Tim Shanahan’s blog,
March 13, 2013):
“Close reading is an outcome. You want students to be able to read
texts—without a lot of external information from teachers or
publishers—getting what the text says, how it works, and what it
means…since we want our kids to be close readers, it makes sense
that in some of our reading lessons we would have students engage
in such practices; if you never do it, how will you get good at it? The
idea is to engage students in such practices so that they will carry the
practices forward.”
http://www.shanahanonliteracy.com/
42
What are text-dependent questions?
• Tab 4, Page 1: Student Achievement Partners Guide
to Creating Text-Dependent Questions
• www.achievethecore.org
43
What are text-dependent questions?
•Questions that can only be answered with evidence from the
text
•Can be literal but can also involve inference, analysis, synthesis,
and evaluation
•Focus on word, sentence, and paragraph as well as larger ideas,
themes, or events
•Focus on difficult portions of text in order to enhance reading
proficiency
44
Text-dependent questions
1. In “Casey at the Bat,” Casey
strikes out. Describe a time when
you failed at something.
2. In “Letter from a Birmingham
Jail,” Dr. King discusses
nonviolent protest. Discuss, in
writing, a time when you wanted
to fight against something that
you felt was unfair.
3. In “The Gettysburg Address”
Lincoln says the nation is
dedicated to the proposition that
all men are created equal. Why is
equality an important value to
promote?
What makes Casey’s experiences
at bat humorous?
What can you infer from King’s
letter about the letter that he
received?
“The Gettysburg Address”
mentions the year 1776.
According to Lincoln’s speech,
why is this year significant to the
events described in the speech?
45
Why use text-dependent questions?
• CCSS focuses on gathering evidence:
– Anchor Standard for Reading #1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
– Anchor Standard for Writing #9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
• Need to spend more time inside the text, less time outside
• Going outside the text privileges those who have that experience
• It is easier to talk about our experiences than to analyze the text
46
Examples of text-dependent questions
1. Read the excerpt from Because of Winn Dixie
2. With a partner or in a small group, go through the list of
discussion questions and identify those that are textdependent
3. Whole group: go over each question, evaluating for textdependency
4. Experience text-dependent questions in practice
47
Writing-to-sources
Text-dependent questions can be broadened and turned into
essay writing prompts:
•The title of this selection is Because of Winn-Dixie. Using your
answers from the questions above and class discussion, explain
why this is an appropriate title for the selection. Be sure to
clearly cite evidence from the text for each part of your answer.
48
Continuing with TDQ: Creating Questions
•The second page of the Student Achievement Partners Guide
to Creating Text-Dependent Questions includes:
– Steps for creating questions
– Student Achievement Partners Checklist for Evaluating Question Quality
Guide located in Book 3, Tab 4, pg. 6-7
49
Continuing with TDQ: Creating Questions
•The second page of the Student Achievement Partners Guide
to Creating Text-Dependent Questions includes:
– Steps for creating questions
– Student Achievement Partners Checklist for Evaluating Question Quality
• Turn and talk:
– Overall impressions
– What is already happening in your building you can leverage?
– What will be the hardest transition for teachers?
50
Text-Dependent Questioning Example
• Tab 4, Page 7: Checklist for Evaluating Question Quality
• Blank piece of paper for scripting questions
http://commoncore.americaachieves.org/
•Play: The Wonders of Nature Video
51
Text-Dependent Questioning Example
• Working in pairs, look at your scripting of questions against the
evaluating questions guide.
– Where did the instructor align well to the criteria?
– Which criteria did we not observe or could the questions be improved?
52
Text-Dependent Questioning Example
•In table groups, discuss:
- How is the teaching in these videos different from or similar to
current practices in your district or school?
- What support would teachers need to move from current practice to
greater alignment with the shifts?
53
A few concluding thoughts…
•
There is no one right way to have students work with text
dependent questions.
•
Providing for the differing needs of students means providing
and scaffolding supports differentially - not asking easier
questions or substituting simpler text.
•
Listening and speaking should be built into any sequence of
activities along with reading and writing:
•
•
“Re-read it, think it, talk it, write it”
The CCSS require ALL students to read and engage with
grade appropriate complex text regularly. This requires new
ways of working in our classrooms.
54
54
Key Question #6 Reflection
Are students receiving daily practice citing evidence in
conversation, writing and/or research?
• What is the impact if the answer is ‘no?’
•Do I have the information to answer this question for my building
(or district)?
– What would I need to collect or learn in order to answer this question?
•What actions can I take or have I taken as a leader that would move
us toward answer ‘yes?’
55
Key Question #6 Overview
•Look at Key Question #6 document
– Key Leadership Actions
– Specific Ideas to Consider
– Available Resources
•What ideas does this spark for you? Which key leader action is
most important for your work?
•What other ideas do you have about ways you can move your
building to yes?
56
LUNCH
57
This course will focus on 8 key questions
Math:
1) Are teachers spending time on the right content?
2) Are students getting regular practice with demanding
tasks?
3) Are teachers asking questions that require students to
talk about the meaning of mathematical ideas and debate
and critique the reasoning of their peers?
4) Are teachers monitoring and advancing the progress of
all students towards mastery of all standards and
practices?
58
Objectives
Leaders will be able to…
•Identify the instructional shifts in math and find evidence of the
shifts in the standards, PARCC sample items and PARCC Model
Content Frameworks
•Identify leader actions that can support success in Key Question 1
59
Agenda
Time
Session
1:00-1:10
Opening reflection on Key Question 1
1:10-1:30
Instructional Shifts
1:30-1:50
Standards for Mathematics Walk Through & Discussion
1:50-2:15
PARCC Model Content Frameworks
2:15-2:20
Break
2:20-2:45
PARCC Overview and Sample Items
2:45-3:15
Discussion on Key Question #1
3:15-3:30
Closing
60
For an introduction to the math Standards we will
examine several key pieces of information
• Instructional Shifts – A summary of the largest changes
• The Common Core State Standards themselves
• The structure of PARCC: how will we assess the Standards?
• The PARCC Model Content Frameworks: curriculum guidance to
prepare students for the expectations as assessed by PARCC
• TN Curriculum Guidance Document: how to get started this year?
61
Three major shifts in mathematics
Math:
1. Focus strongly where the Standards focus
2. Coherence: think across grades, and link to major
topics within grades
3. Rigor: require conceptual understanding,
procedural skill and fluency, and application with
intensity.
62
Take five minutes to closely read the instructional shifts
overview document.
Underline key points. Circle phrases that raise questions for you.
63
Instructional Shifts Discussion
In small groups discuss the following questions:
•What are the key points you underlined? What questions do
you have?
• What do you think will be the most challenging shifts to realize
in your school?
•These shifts are based on evidence about what students need
to be successful in college and career. We don’t want to
change instruction just because it is a new fad. Why do you
think these shifts matter?
64
Turn to page 2 in the math standards, the table of contents.
What do you notice?
Now read pages 3-4, Towards greater focus and coherence…
Discuss in small groups your reaction to this section.
65
•Pages 6-8 walk through the standards for mathematical
practices. These were a significant place of focus this summer.
•We will touch on these again later today, but to begin - let’s all
read MP1.
•What do you notice about the practices? How would you see
evidence of these practices in action?
66
Scavenger hunt!
•Turn to page 27 (Fourth Grade).
•Read the front page. In your own words, how would you
describe the most important work of the grade?
•Turn to page 29.
• How many clusters are there in fourth grade? Can anyone
identify the focus clusters?
67
Scavenger Hunt!
•With a partner, look for 2-3 examples of each of the following:
– Procedural skill and fluency
– Conceptual understanding
– Application with intensity
68
PARCC Math Priorities
In mathematics, this means PARCC will include:
• Problems worth doing: Multi-step problems, conceptual
questions, applications, and substantial procedures will be
common, as in an excellent classroom.
• Focus: Instead of randomly sampling a mile-wide array of
topics, PARCC assessments will have a strong focus where the
standards focus. This will reinforce the concept of “going
deep” rather than simply "covering topics.” 75% of PARCC will
focus on the major work of the grade, defined by the MCFs.
69
Math Item Types
PARCC mathematics assessments will include three types of tasks.
70
Task Type
Description of Task Type
I. Tasks assessing
concepts, skills and
procedures
•
•
•
•
Balance of conceptual understanding, fluency, and application
Can involve any or all mathematical practice standards
Machine scorable including innovative, computer-based formats
Will appear on the End of Year and Performance Based Assessment
components
II. Tasks assessing
expressing
mathematical
reasoning
•
Each task calls for written arguments / justifications, critique of
reasoning, or precision in mathematical statements (MP.3, 6).
Can involve other mathematical practice standards
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
III. Tasks assessing
modeling /
applications
•
•
•
•
•
•
•
Each task calls for modeling/application in a real-world context or
scenario (MP.4)
Can involve other mathematical practice standards.
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
For more information see PARCC Item Development ITN Appendix D.
70
Grade 4 Illustrative Sample Item
71
71
•Remember Key Question #1: are teachers spending time on the
right content?
•That question is partially answered in the PARCC Model
Content Frameworks.
72
PARCC Model Content Framework (math)
•Begin with the opening – Page 5- 6
•Each grade (3-8) has same categories of information. Let’s look
at grade 4 as an example (page 19).
– Key Advances
– Fluency Expectations
– Within-Grade Dependencies
– Connections among Standards, Clusters, or Domains
– Examples of Opportunities for In Depth Focus ; Connecting Math Content and
Practices
– Content Emphases by Cluster
73
•Take 10 minutes with a partner to walk through rest of the
PARCC Model Content Framework for math in Grade 4 and
discuss how this might be used in your school
74
10 minute BREAK
When we return we will look at Key Question #1 more deeply.
75
This course will focus on 8 key questions
Math:
1) Are teachers spending time on the right content?
2) Are students getting regular practice with demanding
tasks?
3) Are teachers asking questions that require students to
talk about the meaning of mathematical ideas and debate
and critique the reasoning of their peers?
4) Are teachers monitoring and advancing the progress of
all students towards mastery of all standards and
practices?
76
Opening Reflection
Are teachers spending time on the right content?
• Why does this question matter? If the answer is no, what
would that mean for students?
• What have you done or could you do in your school to tackle
this question and what are you finding?
77
Curriculum Coverage
• The Tennessee Department of Education has released information
regarding curriculum coverage (dropped SPIs and Focus Clusters)
• Video 2: Content Focus
– This video is available on www.tncore.org
78
Curriculum Coverage
In small groups, discuss:
•What questions does this raise for you?
•What is one element of the curriculum transition that you feel
confident in or are excited about? What is one challenge you
expect?
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Materials Walkthrough
We are going to go through multiple documents behind Book 2, Tab
2 that provide information on what was discussed in the videos and
in particular on curriculum coverage for Math.
Everything that we will be discussing in terms of curriculum coverage
for Math is for the 2013-14 school year.
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Materials Walkthrough
•Documents: Book 2, Tab 2
– Standards Table – page 2
– TNCore Focus Clusters and Dropped SPIs Update – page 7
– Key Instruction Shifts – page 11
– Major Work of the Grade for K-8 – page 12
– Required Fluencies in K-6 – page 13
– PARCC Model Content Frameworks for K-8 – page 14-22
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Turn to page 7, TNCore Focus Clusters and Dropped SPIs Update
Let’s take a walkthrough of the table:
•What is one of the new focus clusters for 4th grade?
•What is one of the newly dropped SPIs for 7th grade?
•What is a focus cluster for Algebra I in 2013-14 school year?
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Fourth Grade Standards Table (Page 2)
Let’s take a walkthrough of the table.
•Dropped SPIs
• Focus Clusters
• Other Content
Read through the focus standards with the SPIs for the grade level.
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For the 2013-2014 school year, it is recommended
that
60-75% of time be dedicated to the
focus clusters, depending on the grade.
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Fourth Grade Standards Table (Page 2)
•Read through the Focus Clusters
– Read the Common Core State Standards
– Read the SPIs on associated topics
• In small groups discuss what you notice reading across a row
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Curriculum Coverage Exercise
Turn to page Page 22, Curriculum Calculator Exercise worksheet
Goal of this exercise is to get a high level picture of how a teacher
spends time in the classroom
– Not an exercise in precision
– Not judgmental nor making assumptions
– Not just one way to approach curriculum coverage
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Curriculum Calculator Exercise (Page 22)
1. Have the Standards Table and Fourth Grade Artifact in front of you
2. Go through the scope and sequence categorizing the SPIs into:
Dropped SPIs, Focus Clusters, or Other Content
3. Count the number of days spent on each category
4. Calculate the percent of time on each category
•Take 15 minutes to complete the exercise in pairs
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Reflection on Curriculum Calculator
•Take 10 minutes to share out at your table:
– What answers did you get?
– What did you notice?
– What questions do you have?
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Bridge to Practice
•Your first Bridge to Practice assignment is going to ask you to find an
artifact from your school or district and complete this calculator
exercise. You can do this alone or collaborate with a trusted staff
member. Write a one paragraph reflection of your findings,
reactions, and questions.
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Key Question #1
• Do I have the information to answer this question for my
building (or district)?
• What would I need to collect or learn in order to answer this
question?
• What actions can I take as a leader that would move us toward
answering ‘yes?’
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Key Question #1
• Take 5 minutes to discuss in small groups:
– What evidence do you have to answer this question, and what evidence do you
need?
– What could you do to move your building to confidently answer “yes?”
– Why is this question important? What would it mean for students if we were not
able to answer “yes?”
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Key Question #1
Located: Book1, Tab 4, pg. 2
Reflections from Leadership Coaches
-Key Leadership Actions
-Specific Ideas to Consider
-Resources Available
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Closing for Class 1
• Turn to Book 1,Tab 4, Page 1
• Closing Reflection:
– 3 Things you would like to know more about
– 2 Commitments before the next session
– 1 Outstanding question
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Discussion
• Largest takeaways from today’s class
• 2 commitments
• What do you want to know more about?
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Bridge to Practice
•Calculator Exercise: Find an artifact from your school or district and
complete this calculator exercise. You can do this alone or
collaborate with a trusted staff member. Write a one paragraph
reflection of your findings, reactions, and questions.
•Script ELA Questions: Observe/attend a lesson that discusses a text.
Script the questions the teacher asks and analyze whether the
questions are text-based or not. Write and bring in a one paragraph
reflection of your observations
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Bridge to Practice
•Literacy Text: Bring a text that is used for instruction in your
building. Make sure to note in which class the text was used.
•Math Tasks: Bring 4 examples of math tasks used for instruction in
your building. Make sure to note the grade-level the text was used.
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Core Beliefs
Earning a living wage has never
demanded more skills. This
generation must learn more than
their parents to do as well.
All children are capable of
learning and thinking at a high
level. Children in Tennessee are as
talented as any in the country and
often capable of more than we
expect.
Our current education results
pose a real threat to state and
national competitiveness and
security. Improving the skills of
our children is vital for the future
of Tennessee and America.
Tennessee is on a mission to
become the fastest improving
state in the nation. Doing so will
require hard work and significant
learning for all. We must learn to
teach in ways we were not taught
ourselves.
There is no recipe that will deliver
a successful transition. Preparing
for Common Core will demand
effective leadership focused on
student growth.
PARCC is coming in two years. We
need to use the transition wisely
to make sure our students and
our state are ready.
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Closing
• You will be receiving a follow up e-mail with:
– Bridge to Practice Instructions
– Online Survey
• My facilitators today were _______________________ and _______________________.
•Please bring all of your packets and white book to the next session.
• Thank you!
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