Principals’ Conference Network 609

October 4, 2012Mathematics

Citywide Instructional Expectations for 2012-2013

A. In grades PK-5, students will experience four Common Core-aligned units of study: two in math and two aligned to the literacy standards in ELA, social studies, and/or science.

B. In grades 6-12, students will experience eight Common Core-aligned units of study: two in math, two in ELA, two in

social studies, and two in science

C. In grades PK-8, schools will use guidance from the DOE to review their scope and sequence and:

Reorganize math content to teach fewer topics and allow for more time to focus on the major work of

the grade.

Implementation Guidance for the 2012-2013 Citywide Instructional

expectations

The city has composed a timeline for schools to serve as a model for implementing and

gauging progress regarding the implementation of the CIE.

Schools can use this document with consideration of their unique needs.

The bullets relating specifically to the math are highlighted in red.

http://schools.nyc.gov/Academics/CommonCoreLibrary/About/InstructionalExpectations/default.htm

2012-2013 Citywide Instructional Implementation Guidelines

May-August 2012: Evaluate successes and challenges of 2011-12 work and plan for

implementation in 2012-13: Analyze resulting student work from 2011-12 Common Core-aligned

units; Review points of access for all students and opportunities for student

representation and engagement. Universal Design for Learning (http://www.cast.org/udl/index.html) may be a

helpful framework; Identify areas where teacher practice improved and areas that will need greater

focus moving forward. Plan for professional development that strengthens teacher practice to meet the

demands of the Common Core. In K-5, plan for Response to Intervention (RTI)1 implementation.

In PK-8, revise school’s current math scope and sequences to teach fewer topics and allow for more time to focus on the major work of the grade.

In PK-8, identify texts that reflect a combination of literary and informational texts.

In grades 9-12, focus on student work from this year and what it shows about gaps to be addressed for next year. Pay attention to the discipline-specific gaps in ELA, science and social studies.

Plan an assessment strategy that includes ongoing assessments aligned to key standards and curriculum.

September 2012 – January 2013:

Continue to deepen shared understanding of Danielson’s Framework for Teaching;

Launch regular cycles of formative observation and feedback aligned to Danielson’s Framework and in support of Common Core alignment;

Identify and support pivotal teaching strategies that will help move students toward mastery.

Launch collaborative inquiry focused on analyzing student work:

Administer baseline assessments to understand what students do and do not know;

Implement the first round of Common Core-aligned units for the school year;

Analyze resulting student work to inform next round of unit planning;

Based on analysis of student work, identify aspects of teacher practice that could help address student gaps. Adjust professional development plans to address identified teacher needs.

February – June 2013: Continue to deepen shared understanding of Danielson’s

Framework for Teaching. Continue regular cycles of formative observation and

feedback aligned to Danielson’s Framework and in support of Common Core implementation;

Support pivotal teaching strategies that will help move students toward mastery.

Continue collaborative inquiry focused on analyzing student work:

Implement the second round of Common Core-aligned units. Analyze resulting student work to inform future work; Based on analysis of student work, identify aspects of teacher

practice that could help address student gaps in knowledge. Continue to adjust professional development plans to address

identified teacher needs. From NYC Implementation Guidance

Network plan for support aligned to the implementation guidance

Planning Day 1: Elementary: October 10, 2012 @ PS 179 Middle School: October 11, 2012 @ IS 141

Content:CIE: What are they?

Danielson/Quality Review ConnectionsPacing: What does this mean for our school and

curriculum? How can we organize our resources to align to the major work of the grade.

Two Common Core Aligned Units: Where will these fall according to our pacing and what resources will

we use?Impact and effect of this work.

November 6, 2012

Planning Day 2:Content:

½ day Planning SessionExamining new resources

Collaborating and analyzing

December – March 2013

Institute for Learning, University of PittsburghProfessional Development Support.

Series of 2/3 focused and iterative workshops Dates: TBA

Topics to be covered:  Examining our vision of CCSS-aligned instruction Deepening our understanding of the content standards

related to fractions and ratios and proportional relationships within the context of a lesson.

Learning about assessing and advancing questions Learning and applying accountable Talk Moves to the

share, discuss and analyze phase of a lesson Understanding  performance-based assessment &

practice creating instruction tasks (Strategies for modifying textbook tasks to increase the cognitive demand of the tasks.)

Facilitator moves

Quality Review Connection

A vast majority of indicators on the Quality Review Rubric relate to the work being done by teacher teams. There is a direct correlation between this work with common core aligned units of study and frequent, informal

classroom visits with feedback on instructional practices.

Quality Review 1.1, 1.2, 2.2

Quality Review Rubric 4.2,5.1

Some things to know when planning and using

available supporting documents…

EDM Guidance Documents Cross check document with standards and recommendations

DOE Scope and Sequence SupportPacing, Assessments, Major work of the grade

Periodic Assessment Schedulehttps://portal.nycenet.edu/Accountability/Assessment/PeriodicAssessments/Calendar/

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Units of study can be: Instructional BundlesAugment existing curriculum units of

study Contexts for learning K-5:

supplement or exchange. These small units include big ideas, multiple strategies, ample space for developing student discourse. Crosswalk document exists suggesting which lessons can be replaced by a unit (purchased through Heineman)

Units include: Content and skills students need to know and be able to perform that

align to three to six primary standards to be assessed by a culminating task;

A pre-assessment that helps to surface students’ understanding of the concepts and where understanding ends/breaks down. The pre-assessment should delineate the linguistic and content needs of ELLs;

A series of learning experiences that build students toward accomplishing the goals of the unit and that reveal a conceptual progression and connection to relevant previously learned and future concepts;

A culminating task that assesses the unit’s primary standards; A mix of explicit teaching and student investigation; Explicit teaching of academic vocabulary; Access for all students through multiple means of representation, action

and expression, and engagement (refer to http://www.cast.org/udl/index.html);

Instructional supports, as needed, for ELLs (refer to these ELA and Math resources).

Compliance or Change?Think-Reflect-Share

What is the potential impact of this work with the citywide expectations on teachers, students and the school as a

whole?

How can that potential be nurtured?

What would you like to see as a result of this work for your teachers, students,

school?

Beginning of the year Checklist

All staff understand the Citywide instructional Expectations.

Pacing decisions have been made informed by the major work of the grade and the DOE supporting guidance documents.

Baseline assessments have been administered. Reflection on last year’s work on the CIE has

informed decisions and plans for 2012-2013. Key players have been identified for engaging in

this work. Plan for development and implementation of the

CIE has been identified.

There are only three ways to improve student learning at scale:

You can raise the level of the content that students are taught. You can increase the skill

and knowledge that teachers bring to the teaching of that content. And you can increase

the level of students’ active learning of the content.

…Schools improve through the complex and demanding work of teaching and learning.

-Richard ElmoreImproving the Instructional Core

Thank you for your attention.