February 18, 2013
Common Core Professional Development Day - Facilitators’ Guide
Overall Notes:
o The morning PD session is planned for 3 hours, including two 10-minute breaks.
o The morning PD session should begin at 8:30 so that the lunch break begins at 11:30. Start
earlier if there are “other” agenda items to cover.
o The morning PD session is planned for all certified instructional staff (teachers, administrators,
counselors, and media coordinators).
o Afternoon sessions will begin at 1:00 and will end at 4:00.
o The afternoon session will vary, depending on subject/grade:
o Elementary Principals – Reading 3d – Kenansville Elementary Computer Lab– 24pm…Elementary Assistant Principals will facilitate afternoon PD at school
o All High School Math Teachers and Middle School Algebra I Teachers – James Kenan High
School Room 72
o K-12 Visual Art Teachers – East Duplin High School
o ESL Teachers and Assistants - Warsaw Middle School
o Media Coordinators – EE Smith Training Lab
o PreK-12 EC Teachers and Assistants – Duplin Commons
o Middle School and High School CTE Teachers – Wallace Rose Hill High School
o PreK Teachers and Assistants – TBD
o Nurses and Social Workers – TBD
o Guidance – TBD
o All other certified instructional staff should remain in their school for the afternoon PD
activities.
o Schools will be responsible for submitting an attendance record and absentee roster form to Mr.
Powers and for making up the morning PD for those that miss. For that reason, we recommend
that you remind all personnel that this is a mandatory day and hold them accountable for that
requirement.
o Extra-curricular activities, including athletic practices, should not begin before 4:30 on these
days.
Morning (8:30-11:30)
Share with teachers: The PD for this day includes a study of the two remaining Common Instructional
Framework strategies Writing to Learn and Scaffolding. At the conclusion of this day, teachers will have
studied all of the six Common Instructional Framework strategies and should be able to implement
them during instruction. The curriculum staff is working to create a page on the Duplin County Schools
website that has all the Common Instructional Framework activities completed by teachers during the
last two years in one location for easy access. Also today, teachers will continue to learn how to
support students after instruction through interventions and remediation and learn of additional
curriculum resources that will help them provide the most up-to-date information to students and
parents regarding the new state curriculum.
Show teachers the Common Core PD website for this day and review the “I can” statements.
1. Writing to Learn (60 minutes)
o Writing to Learn PowerPoint
 Slides 2-4: Use slides and notes to give teachers a brief introduction to Writing to
Learn and high- and low-stakes writing.
 Slide 5: Provide teachers with a copy of the Writing for Learning article by Peter
Elbow. Ask them to highlight key points and make notes for connections made.
Give them a full 17 minutes to read the article. After reading the article, ask
teachers to individually record their responses to the 3-2-1 Protocol.
 Slide 6: Complete the Group Brainstorm activity as a whole group. Allow one
person to record the examples on chart paper, separated by high-stakes and lowstakes writing activities. Tell teachers they may refer back to these charts during
the afternoon session.
 Slide 7: Principals should share expectations for using Writing to Learn in their
school. Refer back to January principals meeting when principals were asked to
draft an email to teachers outlining expectations for using Writing to Learn.
Challenge teachers to use a few of the low-stakes writing activities listed on chart
paper in their instruction in the coming days and weeks with a focus on
stimulating learning, not demonstrating learning. Show teachers other Writing to
Learn resources listed on website for today’s professional development.
2. Break (10 minutes)
3. Scaffolding (40 minutes)
o Scaffolding PowerPoint
 Slide 2: Pass out Anticipation/Reaction Guide and allow teacher 4 minutes to
agree or disagree with each statement. Upon completion, explain that the
“answers” come from the two articles posted on the website for today’s session.
It is not necessary to print these articles for teacher, but you should pull them up
on screen to show teachers how to access them later. In respect of time, tell
teachers that you will summarize the article (one scaffolding technique that
should be used sparingly) in the next 15 minutes or so.
 Slide 3: Pose question to whole group and have them popcorn respond to activate
learning (another scaffolding activity).
 Possible responses…… to become problem solvers, think critically, be
productive citizens, become independent learners, work well with others,
etc.
 Scaffolding is an instructional strategy that helps build these skills in
students and helps students find academic success in what often may be
difficult content or situations. Scaffolding helps student become
independent thinkers and problem solvers.
 Slides 4-7: Use slides and notes to introduce Scaffolding to teachers and to
summarize what they would have read in the articles posted on the website.
 Slides 8-11: Share examples of Scaffolding activities from slides and notes.
 Slide 12: Allow one person to record the examples of Scaffolding on chart paper.
Tell teachers they may refer back to these charts during the afternoon session.
 The sample Scaffolding activities listed on the PowerPoint are included on
a document on the website. Print this for participants.
 Slide 13: As a way to bring closure to the new learning on Scaffolding, allow
teachers to review their responses to the Anticipation/Reaction Guide to see if
their initial responses were accurate.
 Slide 14: Allow teachers a chance to ask questions they may have.
4. Break (10 minutes)
5. Supporting Students After Instruction Through Interventions and Remediation (60 minutes)
This session will focus on the training conducted at the Principals’ meetings in December 2012
and January 2013. The first part will focus on providing struggling students with interventions
during instruction. The second part will focus on remediation for struggling students after
instruction.
o Slides 1-2: The focus needs to be on the key components of setting up a proactive
intervention plan. Stress the five bullets on slide 2.
o Slide 3: Put teachers in groups of 4 and have them read The Case Study: Systematic
Interventions Versus and Educational Lottery. Have each group to develop a plan for
solving Principal Mathers problem and share. Case study is on website.
o Slide 4: Go to the book Learning by Doing page 98 and share what principal Mathers
decision was.
o Slide 5: Discuss the difference between effective support and support that is not
effective. Discuss why the non-effective supports are not effective.
o Slide 6-7: Discuss the rules for developing effective classroom interventions.
o Slide 8: Discuss how to monitor and gradually remove the supports.
o Slide 9: Explain to the staff that they can go to the Duplin County Website
Departments
Race to the Top
Common Core Day February 18th
Click on Systemic Interventions and you will open a packet of suggested interventions
you can use in your classroom.
o Slide 10: Discuss the importance of planning interventions as part of the lesson planning
process.
o Slide 11: Slide represents the change from classroom interventions to remediation in the
training.
o Slide 12-13: Have the teachers in their groups of four. Give each group a copy of the
problem and the categorizing sheet. Give them time to discuss why students continue to
struggle and to put each reason they decide on in either the academic category or
Remediation and behavior management category. Have each group to share.
o Slide 14: Discuss what remediation is.
o Slide 15: Discuss who you remediate.
o Handout to the staff the Corrective Actions by Robyn Jackson and discuss these
strategies.
o Slides 16-22: Take each of these slides one at a time and discuss the remediation strategy
explained on the slide. Have teachers share ways they have used these.
Lunch (11:30-12:30)
Afternoon (1:00-4:00)
1. Curriculum Resource Sharing (30 mins)
o Parent Resources: A new parent resource has been added under the Parent tab on
Duplin’s home page as well as under the Parent tab on each school’s web page. Parent
Success Guides from the National PTA are grade level guides to what children are
learning in Language Arts and Math under the new Common Core Standards. The guides
are available in English and Spanish. In addition to the standards, parents will also find
tips for parent conferences and how to help their child at home. This resource may be
helpful for school-wide parent nights or for individual parent conferences. Consider
announcing this new resource through Connect Ed or weekly newsletters. We will
continue to add to this site to educate and inform parents. Please email
ssellers@duplinschools.net if you have any suggestions for additions to this site.
o LiveBinder: Based on the handout given to you at the administrator’s meeting last week,
summarize the contents of LiveBinder for your staff. (Curriculum Guides and Pacing
Guides by content area and grade span; what is complete, incomplete, and not started
yet.) There is no need to make copies of this for everyone. There is a link on the agenda
webpage if you want a visual aid or you can just talk about it. Remind teachers that these
were written by teachers for teachers! Kindergarten through twelfth grade Math and
Language Arts were written as a multi-county collaborative effort through Southeast
Education Alliance and were not completed. We are communicating with SEA to
determine if this multi-county group will reconvene this summer or if Duplin will
complete our own. Most Science, Social Studies, Health, PE, Art, Music, World Language
guides were completed last summer. There are some high school courses for which we
were unable to secure teacher-writers; therefore, they have not even been started yet.
The reason for sharing this now is two-fold: 1) teachers should be aware of what is
available and using it and 2) we will soon begin asking for teachers to help this summer
with completing and/or revising these documents as we prepare for year two of
Common Core/Essential Standards implementation.
o Math Grades 5-8 and Algebra I Gridded Response Test Items: EOG/EOCs this year will
consist of your typical four response option multiple choice questions and a maximum of
8 gridded response items. Gridded response items require students to bubble in their
numerical answer, whether it is a whole number, negative number, fraction, or decimal.
For example, a student may have to bubble in 240, -128, 21/43, or .675. Students need to
practice this new bubbling frequently between now and testing. You may provide your
Math teachers a hard copy of the practice grids or they can find them electronically
under the Teacher Toolbox – Curriculum Resources – Math page. Third and fourth grade
EOGs will not contain gridded response items. Common exams for non-EOC high school
math courses will not contain gridded response items; however, they will contain
constructed response items that require students to show their work, record and
possibly explain their answer.
o Teacher Toolbox – Curriculum Resources: In an effort to make resources and information
as easy for teachers to access as possible, we have created another resource page – this
time by content area – to help teachers access multiple resources from one location –
LiveBinder, Duplin’s Google Resource Site, DPI Wikispaces, DPI testing info, and more…all
in one location….listed under your content area! Go to the Staff tab on Duplin’s
homepage and click on Teacher Toolbox. Next click on the tile called Curriculum
Resources. Next click on your content area to find your resources. (Principals please click
around the page to show teachers the variety and plethora of information to be found
here.) Please use some time now or this afternoon back in your classrooms to peruse this
information. You may find some nuggets! If you have any suggestions for additions to
this page, please email ssellers@duplinschools.net.
2. Tuning a Lesson Plan (60 minutes)
o Predetermine groups, including presenters and facilitators.
o For each group, choose one but not both of the following focus questions and post the
focus question for all to see (chart paper or SmartBoard):
Focus Question: What evidence of Scaffolding exists in this lesson plan and how can I build
more Scaffolding into it?
OR
Focus Question: What evidence of Writing to Learn exists in this lesson plan and how can I
build more Writing to Learn activities into it?
3. Planning Time (Remainder of afternoon – until 4pm)
o Principals may plan school specific activities during this time.
and/or
o Teachers by grade level, content group, or individually, consider the following activities:
 Check your Duplin County pacing guide on LiveBinder – are you on track?
 Visit the Duplin Google Resource Site to check for new resources your colleagues
may have posted since your last visit. Add any resources (webpages, units,
PowerPoints, handouts, videos) that you have found or created that others may
use.
 Check out the new content specific curriculum resource shared today under
Teacher Toolbox.
 Study the data from your last common assessment (Reading 3d, K-2 Math,
ClassScape or teacher-created) …OR…plan your next common assessment.
 Plan for the upcoming weeks. Remember to include and label CIF strategies in
your lessons.
To Copy:
Writing for Learning article by Peter Elbow
Sample Scaffolding Activities
Remediation Categorizing Activity (1 per group)
Grade 5 Math Practice Gridded Res. (Grade 5 Math)
Tuning a Lesson Plan Protocol
Anticipation/Reaction Guide
The Case Study
Corrective Actions Tip Sheet
Grade 6-8 & Alg. 1 Practice Gridded Res. (6, 8, Alg.1)