Summer 2014

Curriculum and Instruction that Supports High Quality Student Learning

COMMON CORE SHIFTS

ELA/LITERACY: 3 SHIFTS1. 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

MATHEMATICS: 3 SHIFTS

1. Focus: Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

STANDARDS FOR MATHEMATICAL PRACTICE Make sense of problems and persevere in solving them

Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others

Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

SPEAKING AND LISTENINGAnchor Standards Comprehension and Collaboration:

CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SPEAKING AND LISTENING BIG IDEAS

1. A HUGE part of speaking is listening 2. Students need to know how to talk 3. Structured, regular opportunities to talk in pairs

4. Structured, regular opportunities to talk in small groups

5. Have students talk to the whole class

6. Students should contribute accurate, relevant info to conversations

7. Students should respond to and develop what others have said

8. Analyze and synthesize a multitude of ideas in various domains

9. Use technology to increase speaking / listening opportunities

14-15 STUDENT FOCUS AREASEnglish Language Arts

Comprehend (access) meaningful, on grade level texts

Speak and write in response to meaningful texts

Mathematics

Master priority concepts and practice standards (not just procedures)

Target remedial content that allows faster on grade level practice.

WHAT DOES THE COMMON CORE CLASSROOM LOOK LIKE?

WHAT SHOULD TEACHERS BE DOING? Planning, instruction, & assessing using…

In ELA: On grade level texts daily with ALL students Increasingly challenging questions that help students

comprehend text Increasingly complex tasks that require students write and

speak about text

In Mathematics: Tasks that building conceptual understanding of priority

standards Tasks that require fluency and use of math practices to

master concepts Just enough remediation to help students practice on grade

level content as quickly as possible.

Deeper order thinking should be on show. With CCSS, it’s not enough for students to just memorize how to do something, in many cases they’re expected to know why. Teachers should be challenging students to explain their thinking and to provide proof.

The classroom should be language-rich. It doesn’t matter what you teach anymore language skills are expected to be involved. Reading, writing, and speaking skills should be practiced across the board and every classroom from elementary to high school, from self-contained to subject specific should be reflecting that.

Class time should be maximized. Not that teachers were doing this before, but with CCSS, even more than before, teachers need to be planning for “bell to bell” instruction, which is absolutely necessary to teach the more complex thinking skills associated with Common Core.

The atmosphere should be one of “create and learn,” not “sit and get.” In order to push the thinking skills associated with CCSS, students will need to be engaged in their lessons. If all a student ever does is sit and take notes, they won’t be able to learn how to think.

Technology should be a part of learning. The CCSS specifically call for students to learn how to communicate and collaborate with others using technology. Expect to see a greater push toward blogging, Twitter, and services like Google docs.

ASSESSMENTS

STATE ASSESSMENTS DSC – pre-K and K

Dibels/SRI – K-3

PARCC – grades 3 – 8 ELA and Math

Leap/iLEAP – grades 3 – 8 Science and Social Studies

Explore – grades 8 & 9

Plan – Grade 10

ACT – Grade 11

EOC – Algebra I, Geometry, English II, English III, Biology, and American History

DISTRICT BENCHMARK TESTS

Grades K – 12, ELA and Mathematics Tentative Schedule:

Test 1: August 18 – September 12 Test 2: December 1 – January 16 Test 3: April 20 – May 15

District End of Year Tests – some high school science and social studies courses.

CLASSROOM/SCHOOL PROGRESS MONITORING Teacher and schools are strongly encouraged to use LDOE provided assessment resources including EAGLE.

EAGLE training should be after school starts.

EVALUATION SYSTEM

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Compass Process & Components

Two Components of Evaluation

Student Growth

Measures• Student

Learning Targets

• Value-Added Model data, where available

Professional Practice

Measures• Observations• NIET Rubric

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DISTRICT SLT RESOURCE PAGE

http://www.tangischools.net/ciweb/common%20core/slt/slt.htm

STATE RESOURCES

EDUCATOR SUPPORT TOOLBOX

http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox

LDOE CURRICULAR TOOLS

•K-12 Math Guidebooks•K-12 ELA Guidebooks•PARCC Assessment Guides•Curricular Reviews•K-12 ELA Unit Plan Text List•PreK Plans for Units 7-10

DISTRICT RECOMMENDATIONS

What do I teach?

K-2 ELA Continue with Storytown as the foundation

New Unit assessments Align units to mirror units in DOE guidebooks Develop text dependent questions (Basal Alignment

Project)and Common Formative Assessments (tasks)

3-6 ELA Utilize Storytown in combination with 2 of the units from the

ELA guidebooks. Develop a pacing guide that includes the 2 LDOE units. Schools may substitute anchor texts used for Storytown units. New unit assessments For Storytown units develop text dependent questions (Basal

Alignment Project)and Common Formative Assessments (tasks)

6-12 ELA Utilize current texts and at least 2 LDOE units

Alignment of units and textbooks

Create a pacing chart

K-5 MATHEMATICS Continue to implement Envision Math Textbook

Incorporate Eureka math lessons when appropriate.

Utilize curriculum and intervention support: FasttMath and Fraction Nation

6-12 MATHEMATICS

Develop a pacing guide of standards and units

Use a variety of resources to teach the standards HMH Explorations workbook MathXL Eureka math Current textbook

OTHER GRADES AND SUBJECTS District adopted textbooks

State Standards

http://www.louisianabelieves.com/resources/library/academic-standards

National Standards (in the absence of state standards)

POLICIES AND PROCEDURES

GRADE BOOKS AND GRADING JPAMS - JGRADEBOOK

Grade book Policy

Grading Procedures

LESSON PLANS OnCourse

Lesson plan policy

Lesson plan templates (CCSS Lesson Plan Template and Guide)

Curriculum and Instruction Policies and Procedures

DISTRICT RESOURCES

TEACHER LEADERS

Each school as a teacher leader that has been trained by the state and district to assist with the transition to the common core state standards and new assessments.

Curriculum and Instruction Support Staff

Victoria Ott-FryeElementary Supervisor

Not pictured: Mark Vining, Health and PE; C.C. Lanier, STEM

Jim ReeveDistrict Test Coordinator

Rene’ Durio504 coordinator

Alison AndrewsMagnet Supervisor

Linda BakerLiteracy Coordinator

Lisa FussellSecondary Supervisor/Jumpstart

Keri WickhamEarly Childhood Coordinator

Joanna NewmanSecondary Supervisor

RESOURCES

TPSS Common Core Portal

TPSS Curriculum and Instruction Page

TPSS Blackboard – TPSS Resources

Video Resources Teaching Channel Inside Mathematics PD360

danny.williams@tangischools.org

TEACHER EXPECTATIONSThe Power of High Expectations on Student Achievement

MINDSETPlease indicate whether you agree or disagree with each statement.

You have a certain amount of intelligence, and you can’t really do much to change it.Your intelligence is something about you that you can’t change very much.No matter who you are, you can significantly change your intelligence level.To be honest, you can’t really change how intelligent you are.You can always substantially change how intelligent you are.You can learn new things, but you can’t really change your basic intelligenceNo matter how much intelligence you have, you can always change it quite a bit.You can change even your basic intelligence level considerably.You have a certain amount of talent, and you can’t really do much to change it.Your talent in an area is something about you that you can’t change very much.No matter who you are, you can significantly change your level of talent.To be honest, you can’t really change how much talent you have.You can always substantially change how much talent you have.You can learn new things, but you can’t really change your basic level of talent.No matter how much talent you have, you can always change it quite a bit.You can change even your basic level of talent considerably.

MINDSET VIDEOS

http://youtu.be/o8JycfeoVzg

http://youtu.be/NWv1VdDeoRY

IMPLICATIONS FOR THE CLASSROOM 1. Praise the process. Parents and teachers ascribe labels to children

all the time (you are smart, pretty, fast, creative etc.) It seems like an innocent (even loving) practice, but consistently placing labels on children contributes to fixed mindset attitudes. They become scared to try things and lose their labels! Change fixed mindsets by changing the way you praise children. Praise processes instead of character. Check out the examples below. (You’ll notice that growth mindset praise is more specific and may take a bit more effort, but practice makes perfect!)

Fixed mindset praise: “You are so talented!” (character praise)

Growth mindset praise: “You’re getting good at passing the ball in high-pressure situations.” (process praise)

2. Mindsets are a choice. Teach your children that adopting a fixed or growth mindset is a choice. Next time an opportunity presents itself, make a 2-column list of what a fixed mindset individual might think and what a growth mindset individual would think about the situation. Help your children make a choice to think with a growth mindset!

Promotes a Fixed Mind Set Promotes a Growth Mind-Set

Praising pupils for being smart Praising effort and strategies

Formative comments that emphasis achievement

Formative comments that emphasis effort and application

Praising students for achievements that come easily

Building robust self confidence

Spending time documenting intelligence and ability

Spending time developing intelligence and ability

Directing pupils to which tasks to complete

Giving pupils a strong voice in the learning process and a sense of purpose

Boosting self esteem Providing constructive criticism

Place importance on grades / levels rather than learning

Place importance on learning rather than grades / levels

HIGH EXPECTATIONS FOR ALL - MARZANOStep 1: Identify students for who you have a low expectations.

Step 2: Identify similarities in students.Step 3: Identify differential treatment of low-expectancy students.

Step 4: Treat low-expectancy and high-expectancy students the same.

http://youtu.be/fD1512_XJEw

HIGH EXPECTATIONS AND THE COMMON CORE STANDARDSThink-Pair-Share