Back to School NightAt Roland Park Middle School

2012-2013Roland Park, an urban elementary middle school,

empowers our diverse community of learners to achieve academic excellence. Teaching and learning at Roland

Park provide a positive, engaging, and challenging environment for creative and critical thinking.

Greetings•Welcome and introductions

•Message from the PTA

•Message from the Roland Park Annual Fund

• School updates and information

What are the Common Core State Standards?

Aligned with college and work expectationsBuilding student independenceInclude rigorous content and application of knowledge

through high-order skillsBuild upon strengths and lessons of current state

standardsInternationally benchmarked so that all students are

prepared to succeed in our global economy and societyBased on evidence and research

TASKS QUESTIONS FEEDBACK

STUDENT VOICE

RIGOROUS INSTRUCTION

ENGAGED STUDENTS

TIMELY INTERVENTIONS

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Higher-level Thinking

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent“You do it alone”

Model of Explicit Instruction: Gradual Release of Responsibility

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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Model

Share

Mission Statement for PreK-12 Literacy

Baltimore City Schools will prepare critical and analytical thinkers for the 21st century who read with comprehension and enthusiasm; listen

with understanding and empathy; speak with conviction and authority; and write with clarity and purpose. We will achieve this

mission by providing and supporting a comprehensive literacy framework for teachers, school leaders, and communities.

 

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Common Core State Standards• Full Implementation in grades K-2

• In grades 3 – 8 implementation phased in over multiple years

• Shifts in Literacy

• Instructional Model

• Text complexity

• Informational text

• Writing about texts

• Research

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Common Core State Standards• Shifts in Mathematics

• Instructional Model

• Automaticity

• Review

• Teaching New Concepts

• On-going learning and Differentiation

• Assessment

• Share Summarize

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Changes in Curriculum Scope and Sequence

• Grades 1 & 2: full implementation• Grades 3 - 5: four topics for deeper development in CCSS that overlap with MSA• Grades 6 - 9 for Agile Mind Schools - full implementation• Stanford, MSA mini lessons; HSA embedded in Agile Mind

Topics in both CCSSM & MSA

SY 2013

Automaticity

5 minutes

TeachingNewConcepts

Pre-K & K: 15-20 minutesGrades 1 to 12: 20 to 35 minutes

Ongoing Learning & Practice

Differentiation

Pre-K to 2: 15 to 25 minutesGrades 3 to 12: 25 to 35 minutes

Assessments

5 minutes

ShareSummarize5 minutes

•Previously taught (and potentially mastered skills·Prerequisite skills·Homework

·Automatic recall of basic concepts and knowledge·Vocabulary·Estimation·Mental math

·Ongoing, informal and daily·Student reflection·Formative assessments to drive changes in instruction·Summative assessments

•Connect new learning to previous learning·High yield summarizing strategies

·Deep conceptual understanding·Procedural fluency·Problem solving & authentic real world application

·Initial teaching (first teach) can be either explicit instruction or student exploration that leads to conceptual understanding.

·Vocabulary – initial development

·All components of “Teaching New Concepts” may not be done each day but must be included within the development of each concept.

City Schools’ Model of Highly Effective Mathematics Instruction: Pre-K to 12th grade

On-going Practice

Differentiation

•Groups with students at different levels, using different strategies, and different pacing

•Groups are flexible

•Pre-teach new concept

•Enrichment activities to apply or deepen students' understanding

•ELL support activities provide language development support for all students.

•Differentiation occurs during Ongoing Learning time. This time could occur while students are working independently or in groups, doing on-going practice, fact fluency, assessment, etc.

Review

10 minutes

PBIS – school-wide behavior management• Ready

• Respectful

• Responsible

• Behavior matrix

• 3 R store (parent volunteer)

Reminders• Drop-off:

• Breakfast begins at 7:30 a.m.

• Homeroom begins at 8:15 a.m.

• Traffic and safety

• Pick-up:

• Students are dismissed at 3:05 p.m.

• MTA buses pick-up in front of school – 44, 61, 27

• Expectations and safety in the community

Meet the Teachers

•Session I:•7:30 – 8:15

•Session II:•8:20 – 8:45

Let’s Have aGreat Year!