Agenda 1.Setting the context; 2.Identifying the scope of the
work 3.Logistics
Slide 3
District Mission All students in the Fall River Public Schools
will graduate from high school career and college ready with the
academic knowledge, motivation, aspiration, and social
consciousness necessary for personal and professional success. FRPS
District Improvement Plan 2010
Slide 4
Our Goal Massachusetts Definition of College and Career
Readiness Approved by Massachusetts Board of Elementary and
Secondary Education on February 26, 2013; Massachusetts Board of
Higher Education on March 12, 2013. Massachusetts students who are
college and career ready will demonstrate the knowledge, skills and
abilities that are necessary to successfully complete entry-level,
credit-bearing college courses, participate in certificate or
workplace training programs, and enter economically viable career
pathways.
Slide 5
Hope
Slide 6
Slide 7
Slide 8
FRPS Instructional Priorities Instructional Shifts 101
Instructional Shifts 201 Academically Fragile Build knowledge
through content rich non-fiction Reading, writing and speaking
grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language Posing
complex questions of complex text at the story, paragraph,
sentence, phrase, and word level Hold all students accountable for
grappling with that complex question (e.g., evidence from the text,
academic discourse) Provide feedback and scaffold student thinking
of the response to that complex question. Retell/WIDA Academic
Language Social Emotional Learning Skills RTI (Academic &
Non-Academic Needs)
Slide 9
PARCC PARCC is based on the core belief that assessment should
work as a tool for enhancing teaching and learning. Because the
assessments are aligned with the new, more rigorous Common Core
State Standards (CCSS), they ensure that every child is on a path
to college and career readiness by measuring what students should
know at each grade level.Common Core State Standards (CCSS)
https://www.parcconline.org/
Slide 10
MCAS Multiple Choice GRADE 5 ELA Which conclusion about a
burned-over forest is supported by information in the section
titled Changes over the Years? A. It will eventually recover and
grow again. B. It faces increased risk of a second forest fire. C.
It provides poor living conditions for all wildlife. D. It becomes
an attractive spot for tourists and researchers.
Slide 11
PARCC Multiple Choice Part A Question: What is the purpose of
the braces described in paragraph 6 of the article? a. They fix
broken tree limbs, so a tree house will not fall down. b. They lock
several trees together, so almost any kind of tree can be used. c.
They join two trees into one unit, so a tree house looks secure. d.
They help trees hold up a tree house, so the trees will not break.
Part B Question: Which two details from the article help support
the answer to Part A? a. Designing unique tree houses may sound
tough, but Jonathan says it's no sweat. b. "Hardwoods such as oak,
maple, or hickory make the best trees for houses but I did once
build a wonderful tree house in a crabapple tree. c. My tree house
is in two treesan oak and a firand has three posts to support the
weight. d. As a certified arborist, Jonathan tries to never harm
the trees. e. "The tree's center of gravity is at the top and the
ends of its branches, so I build a house down at the center of the
tree... f. "The tree grows over the artificial limbs, and they
become part of the tree,...
Slide 12
MCAS Open Response
Slide 13
PARCC Performance Based Assessment
Slide 14
MCAS Multiple Choice
Slide 15
PARCC Multiple Choice
Slide 16
PARCC vs. MCAS
Slide 17
Slide 18
Slide 19
Should We Administer PARCC SY14-15? Pros 1. Schools are held
harmless for accountability status SY 14-15. 2. Students get an
additional year of practice taking PARCC prior to SY15-16 which is
the anticipated date of using PARCC for accountability. 3. Teachers
get an additional year to analyze student performance on PARCC
prior to SY15-16 which is the anticipated date of using PARCC for
accountability. Cons 1. MCAS is a more consistent measure of
progress for schools. 2. Students would be taking an assessment
they have little familiarity with given that district benchmarks
will begin transition to PARCC in SY14-15. 3. Teachers will be
preparing students to take an assessment they are just beginning to
understand and is not fully supported by district benchmark
system.
Slide 20
Timeline
Slide 21
Historical Perspective Recovery Plan Develop a viable
curriculum that is aligned with the MA DESE Curriculum Frameworks
to be completed by August 2010. Accelerated Improvement Plan (AIP)
Improve quality and consistency of curriculum through the alignment
to 2011 MA Curriculum Frameworks (CCSS) and the establishment of
cycle of continuous curriculum review and refinement. Curriculum
Work Groups Enhance and Refine the effectiveness of curriculum
through teacher feedback to ensure readiness of all students for
college and careers as measured by PARCC and other assessments
(e.g., DDMs).
Slide 22
Current Curricula and Instructional Priorities
Slide 23
What makes a curriculum good? ?
Slide 24
Assessment Goals Teachers Clarify outcomes for student learning
(Translate Standards into Learning Tasks) Identify students who are
on track to be successful and those who are struggling Identify
knowledge and/or skills that students have mastered and those
students are still struggling with; Diagnose individual student
learning deficiencies Assess progress of students to meeting
learning goals Student Provide opportunities to apply knowledge
Receive feedback on what knowledge and/or skills they have mastered
and which they havent Provide opportunities to achieve a learning
goal Parents Inform the parent whether or not his/her child is on
track to be college and career ready Provide information on what
knowledge and/or skills their child has mastered and which ones
they are struggling with Inform the parent on the progress of their
child
Slide 25
Scope and Sequence: Not all Standards are Created Equal
Slide 26
Scope and Sequence Goals Teacher Provide a hypothetical
learning trajectory based on research Allocate a greater emphasis
on high priority Standards Vertical Coherence across grade levels
Provide some guidance on when to move on
Slide 27
Curriculum Resources Goals Teacher High order thinking Research
on how children learn Rigor matches that of Standards
Slide 28
The fact that the material you are dealing with has meaning
does not guarantee that the meaning will be remembered. If you
think about that meaning, the meaning will reside in memory. If you
don't, it won't.
Slide 29
We remember what we think about. The goal of any lesson plan is
to get students to think.
Slide 30
Effective Teaching = Effective Learning The goal of any lesson
plan is to get students to think. Students are thinking when they
grapple with and persevere through complex tasks.
Slide 31
Guidance for Struggling Learners Do the curriculum maps provide
guidance to teachers on how to support the learning of academically
fragile and/or diverse learners so that they successfully grapple
and persevere through complex tasks?
Slide 32
FRPS Instructional Priorities Instructional Shifts 101
Instructional Shifts 201 Academically Fragile Build knowledge
through content rich non-fiction Reading, writing and speaking
grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language Posing
complex questions of complex text at the story, paragraph,
sentence, phrase, and word level Hold all students accountable for
grappling with that complex question (e.g., evidence from the text,
academic discourse) Provide feedback and scaffold student thinking
of the response to that complex question. Retell/WIDA Academic
Language Social Emotional Learning Skills RTI (Academic &
Non-Academic Needs)
Slide 33
Choosing the Scope of the Work
Slide 34
What does your group want to tackle? Assessments Transition to
PARCC Eliminate, revise, or shorten existing Create more formative
Scope and Sequence Revise Pacing Add units/lessons to address any
GAPs Remove units of study Core Resources Add or replace existing
lesson resources Create model units Include more engaging resources
(e.g., videos, blended learning, etc.) Support for Academically
Fragile Add targeted resources (e.g., Word Generation to build
academic language; Math Centers that target fractions) Embed WIDA
rubrics into assessments Create model lessons/ units of studies for
Ells (RETELL) in content areas Embed scaffolds for struggling
learners that provide improved access to core content (e.g.,
graphic organizers, tasks that support multiple entry points,
etc.
Slide 35
Logistics 1.Team Facilitator 2.Track Hours on Time Sheet (up to
30 hours per person) 3.Final Products due on August 15 th 4.Lead
Supports
