Common Core Curriculum Documents Response to InterventionTeacher Support

Dr. Linda Kennard Director of Curriculum & Instruction

Todd GoforthHumanities Manager

Fonda Booker, LaTisha Bryant, Susan Dold, Kristy Ford, Jocquell Rodgers

Department of Curriculum & Instruction

ELA and Mathematics

Focus Areas• Common Core Aligned Curriculum Documents

• RTI2 Guidelines

• Teacher Support

Today’s Agenda• Curriculum Documents

• RTI2 Literacy Guidelines Time Allotments • Tiered Intervention

• Teacher Support

Literacy Framework

GoalsIncrease % P/AClose GapsRTI2 Implementation

Curriculum (Tier I)

Common Core – Model Content FrameworkNew Curriculum Maps and Pacing Guides

Intervention Tier II Reading Small Group + InterventionTier III Reading Small Group + Intervention

Assessment (Tier I)

Reading Benchmarks, K-9Interim PARCC-Like AssessmentsPerformance Assessment Tasks in Curriculum

Teacher Support (Tier I)

Content Specialist School DeploymentCCSS Ongoing Professional Development Blended Reading Course (Small Group + Online) Elementary Only

Rationale for Curriculum Revision

• To bring consistency across all schools• To more tightly align instruction with the

Common Core State Standards• To better prepare our students for the PARCC

Assessments that are coming in 2014-2015

How Will PARCC Be Different?

For teachers and schools: Computer-based testing will boost

student engagement and access

More efficient than pencil-and-paper tests

Timely data during the year will aid instruction, professional development

Tests will assess the full range of student performance, not just students in the middle

Tests will measure student growth at all levels as well as focusing on proficiency

7

The PARCC Model Content Framework

• Claims

– ELA/Literacy: On track or college- and career-ready, supported by three major claims: reading complex texts (literature, informational texts, vocabulary); writing using and responding to sources (written expression, conventions); research

• Item types focus on framing critical advances in the standards:

– Reading complex texts– Reading a range of texts– Writing effectively when using and/or analyzing sources– Conducting and reporting on research– Speaking and listening– Using knowledge of language effectively when reading, writing,

and speaking

Item Development: ELA/Literacy

3 Steps to Curriculum Success

1. PARCC Planning Guide

2. Pacing Guides

3. Curriculum Map

PARCC Planning Guide

PARCC Planning Guide Q1 Grade 7Reading Complex Text Writing to Texts Research Project

1 Extended Text

3-5 Short texts Routine Writing 4-6 Analysis 1-2 Narratives 1 Research Project

Literature A Christmas Carol Acts I and II(drama)

2-3 Literature texts The Dinner Party (fiction) The Treasure of Lemon Brown (fiction) The Bear Boy (fiction) Rikki-tikki-tavi (fiction) The Third Wish (fiction) The Amigo Brothers (fiction) Zoo (fiction) Ribbons (fiction) from Sorry, Wrong Number (drama) from Dragonwings (drama)1-2 Informational texts Keeping It Quiet (expository) On the Boardwalk (expository) A Christmas Carol (argument) Toned-down Christmas Carol has more spirit

(argument) Charles Dickens’s A Christmas Carol (expository) Veteran Returns, Becomes Symbol (argument) The Wrong Orbit: Senator Has No Legitimate

Business Blasting into Space (argument)

Students must write daily and consistently during reading of short and extended texts to show evidence of their application of inferring, summariz ing, questioning and connecting.

Students must write consistently, during and after reading short and extended texts, and respond to text dependent questions.

Focus on argumentsAnalyses should be written to develop an argu ment based on the evidence, ideas, and facts gathered through the reading of short and extended texts.

Write at least one narrative that conveys real or imagined experiences and reflect the craft of literary elements outlined in Reading standards 2-6.

Writing standards 7-9 should be taught and formatively assessed in each quarter within the writing activities of at least one unit as they build toward the completion of a final argument or informative/ explanatory text.(Writing, Reading, and Speaking and Listening)

For Reading and Writing in Each Module

Cite evidence Analyze content Study and apply grammar Study and apply vocabulary Conduct Discussions Report Findings

Every Quarter

RL/RI.7.1 RL/RI.7.2-9SL.7.2-3

L.7.1-3 SL.7.6 L.7.4-6 SL.7.1 SL.7.4-6

*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.

PARCC ELA Model Content Framework Chart -Grade 9Reading Complex Texts Writing to Texts Research Project

1 Extended Text 3-5 short Texts Routine Writing 4-6 Analyses 1 Narrative 1 Research Project

Q4Module C

World Literature World literature: 2-3

Informational texts: 1-2

Develop and convey understanding

Focus on informing and explaining

Convey experiences, events and/or procedures

Integrate knowledge from sources when composing

For Reading and Writing in Each Module Cite evidence Analyze

contentStudy and apply grammar

Study and apply vocabulary

Conduct Discussions

Report Findings

Every Quarter

RL/RI.9.1 RL/RI.9.2SL.9.2-3

L.9.1-3,SL.9.6

L.9.4-6 SL.9.1 SL.9.4-6

PARCC Planning Guide

English 9 – Quarter 1

Pacing Guides

Curriculum Instructional Maps

Curriculum Instructional Maps

Important Points

• This is the roadmap for Tier I instruction• Instruction is grouped in three-week clusters• Reading and writing must be related• All students must have opportunities to read

appropriately complex text• Writing instruction must take place at all grade

levels• Reading foundational skills should be solid by

the end of third grade

PARALLEL PROGRAMS

MCS LEGACYSCS LEGACY

READING

MATH

Course Recovery/Sum

mer School

Response to Instruction & Intervention - RTI2

K-5 Imagination Station

6-12 Compass Learning

2-5 FasTT Math

3-12 Compass Learning

Compass Learning

K-3 Imagination Station

4--12 Reading Plus*

K-12 Stanford Math*

Virtual School Online Courses

Response to Intervention Guidelines - ReadingTIER I TIER II

In addition to Tier ITIER III

In addition to Tier I

K-3 Integrated L Arts

150 minutes/day

iStation + Small Group

30 minutes day *(3 + 2)*3 days with program and 2 days with a teacher

iStation + Small Group

30 minutes day *(2 + 3)*2 days with program and 3 days with a teacher

4-5 Integrated L Arts

120 minutes/day

Compass + Small GroupReading Plus + Sm Group30 minutes day* (3 + 2)

Compass + Small GroupReading Plus + Sm Group30 minutes day *(2 + 3)

6-8 Integrated L Arts CompassReading Plus120 minutes week

Compass + Sm GroupReading Plus + Sm Group90 min + 135 min week

9-12 English I-IV Intervention Course, 9/10- Compass- Reading Plus

Intervention Course, 9/10- Compass- Reading Plus

Tennessee RTI Model

What is I-station?• I-station is a computer based program that assesses and

monitors student reading comprehension using the five pillars: fluency, vocabulary, phonics, phonemics, and comprehension.

• The program provides K- 3 teachers with data that identifies the areas where the students need reinforcement.

What is Reading Plus?• Reading Plus is a Common Core aligned reading intervention that prepares

3-12 students to engage with complex text by developing all three dimensions of successful readers: capacity, efficiency, and motivation.

What is Compass Learning?

• Compass Learning will occur only in SCS Legacy Schools.

• Compass Learning is an adaptive program that provides ongoing support to help teachers track progress toward individual academic goals in several content areas.

Six Steps to Elementary RTI2

Istation Reading PlusAll students will be screened on Istation during a three-week testing window from September 3 – 19.

Schools will select students who have been identified based on TCAP results, Discovery Assessments, and teacher recommendations. The Office of Planning and Accountability will also assist schools by providing lists of eligible students.

Based on results of Istation screening, students receiving a Tier 2 or Tier 3 score in Istation will be placed in Tier II intervention.

Eligible students will take a placement test in Reading Plus. There will be a 3-week testing window to test students from September 3 – 19.

An identified student is automatically placed in an intervention path immediately after the three-week testing window of September 3-19. Intervention should begin no later than September 23.

Students who have a determined need as identified by Reading Plus should be scheduled in an intervention path. Intervention should begin no later than September 23.

A student receiving Tier II receives a 30-minute session three times weekly using Istation and a face-to -face intervention two times a week with the teacher.

A student receiving Tier II receives a 30-minute session 3 times weekly using Reading Plus and a face-to –face intervention two times a week with the teacher.

A student receiving Tier III intervention receives face-to-face intervention three times a week with the teacher and two 30-minute sessions on I-Station.

A student receiving Tier III intervention receives face-to-face intervention 3 times a week with the teacher and two 30-minute sessions on Reading Plus.

Any student identified as needing Tier II or Tier III in reading must receive Istation reading intervention before Stanford Math.

Any student identified as needing Tier II or Tier III in reading must receive Reading Plus reading intervention before Stanford Math.

Six Steps to Middle/High RTI2

Reading Plus Middle Reading Plus High

Schools will select students who have been identified based on TCAP results, Discovery Assessments, and teacher recommendations. The Office of Planning and Accountability will also assist schools by providing lists of eligible students.

Schools will select students who have been identified based on TCAP results, Discovery Assessments, and teacher recommendations. The Office of Planning and Accountability will also assist schools by providing lists of eligible students.

Eligible students will take a placement test in Reading Plus. There will be a 3-week testing window to test students from September 3 – 19.

Eligible students will take a placement test in Reading Plus. There will be a 3-week testing window to test students from September 3 – 19.

Students who have a determined need as identified by Reading Plus should be scheduled in an intervention path. Intervention should begin no later than September 23.

Students who have a determined need as identified by Reading Plus should be scheduled in an intervention path. Intervention should begin no later than September 23.

A student receiving Tier II receives a 45-minute session 3 times weekly using Reading Plus and a face-to –face intervention two times a week with the teacher.

A student receiving Tier II receives a 45-minute session 3 times weekly using Reading Plus and a face-to –face intervention two times a week with the teacher.

A student receiving Tier III intervention receives face-to-face intervention 3 times a week with the teacher and two 30-minute sessions on Reading Plus.

A student receiving Tier III intervention receives face-to-face intervention 3 times a week with the teacher and two 30-minute sessions on Reading Plus.

Any student identified as needing Tier II or Tier III in reading must receive Reading Plus reading intervention before Stanford Math.

Any student identified as needing Tier II or Tier III in reading must receive Reading Plus reading intervention before Stanford Math.

Sample Elementary Schedule

Sample Middle School Schedule

Sample Schedule High School• TnCore Update #26

Teacher Support Dates

• July 8 Elementary Document Training• July 12 Middle School Pearson• July 15 Middle/High Document Training• July 22 Elementary Document Training• July 24-25 New Teacher • State Common Core Trainings - Ongoing• Upcoming Istation and Reading Plus

Customer Service• Todd Goforth GoforthAT@scsk12.org Humanities Manager

• Fonda Booker BOOKERFB@SCSK12.org High School Instructional Advisor

• LaTisha Bryant BRYANTLL1@SCSK12.org Middle School Instructional Advisor

• Jocquell Rodgers ROGERSJE@SCSK12.org Middle School Instructional Advisor

• Susan Dold DOLDSB@SCSK12.org Elementary Instructional Advisor

• Kristy Ford FORDK1@SCSK12.org Elementary Literacy Advisor