Day #1 NORTH SYRACUSE 2012 CORE LEARNING INSTITUTE 1

Day #1

NORTH SYRACUSE 2012

CORE LEARNING INSTITUTE

1

What does it mean to be a change agent?

ROLES AND RESPONSIBILITIES

BOARDING PASS

3

Personal information What is your favorite vacation spot?

What do you like to do there?

What would you be doing if you had not become an educator?

What is your experience with the NYS CCLS?

BOARDING PASS

FRAMING THE LEARNING: OUTCOMES

Getting StartedFraming the Learning

OutcomesNormsPre-AssessmentCulture

Big Picture: The Work of New York

SBEShifts

TODAY’S AGENDA

SBE PLANNING PROCESS: THE OVALS

3rd

What learningexperiences willfacilitate student

success?

1st

What shouldstudents know

and be abledo?

2nd

How will thestudents and I

know whenthey are

successful?

TaskAnalysis

4th

Based on data,how do I refine

the learningexperiences?

Click icon to add picture

OUR OUTCOMES:OVAL 1

OVAL 1:What should participants know and

be able to do?

Essential Question: How can building and teacher leaders build capacity around

Standards-Based Education?

At the end of the 5 days, participants will be skillful facilitators, presenters, consultants & coaches around Standards-Based Education and the NYS Common Core Learning Standards

At the end of the 5 days, participants will have a shared language and understanding of teaching and learning in Standards-Based Education

At the end of the 5 days, participants will have a repertoire of tools and strategies to foster deeper understanding within their school and/or district around Standards-Based Education and New York State initiatives regarding Common Core Learning Standards and Race to the Top

PLANNING WITH THE END IN MIND…

What end does the boy have in mind?

Click icon to add picture

OUR OUTCOMES: OVAL 2

Oval 2: How will participants and we know when they are

successful?

• Participants are applying tools and strategies around the Work of NY and the CCLS.

• Participants are using common language and have a shared understanding of the Work of NY and the CCLS.

• Participants are planning and facilitating productive groups around the Work of NY and the CCLS.

You've got to be very careful if you don't know where you are going, because you might not get there.

Yogi Berra

http://www.brainyquote.com/quotes/quotes/y/yogiberra124868.html

Strategy/Activity

How to use this strategy/activity?

How might I use this

strategy/activity?

Notes & Details

Agenda

Outcomes

Boarding Pass (Community

Builder)

STRATEGY/ACTIVITY RECORDING FORM

FRAMING THE LEARNING: NORMS

Why do we need to build norms?Norms are important for groups that need to work together over time.

Norms build trust.Norms clarify group expectations of one another.

Norms establish points of reflection to see how the group is doing.

ESTABLISHING GROUP NORMS

1. On your own, answer the first question.2. In your table groups, each person shares

his/her ideas. What ideas do you have in common?

3. Repeat the process for the second and third questions.

4. As a table group, agree on what norms you will share with the whole group.

5. As a whole group, reach consensus on the final set of norms.

ESTABLISHING GROUP NORMS

Strategy/Activity



strategy/activity?

Notes & Details

Agenda

Outcomes


Builder)

Establishing norms


FRAMING THE LEARNING: PRE-

ASSESSMENT

WHAT’S MISSING IN THIS CLASSROOM?

Why we collected this information

PRE-ASSESSMENT DATA

How we collected this information

PRE-ASSESSMENT DATA

Review the questions in your packet.

Make a prediction of what you think you will see in the data.

Discuss your hypotheses with your table groups.

DATA DRIVEN DIALOGUE

MIDDLE SCHOOL DATA: QUESTION #2






As you look at the data:What important points seem to “pop out”?

What are some patterns, categories or trends that are emerging?

What seems to be surprising or unexpected?

What are some things we have not yet explored?

PRE-ASSESSMENT DATA

How might you use SurveyMonkey or Poll Everywhere to gather pre-assessment data?

What are some other ways you could get this information?

PRE-ASSESSMENT DATA

Strategy/Activity



strategy/activity?

Notes & Details

Agenda

Outcomes


Builder)

Establishing norms

Pre-Assessment

Data (SurveyMonke

y)


FRAMING THE LEARNING:

CULTURE

What are these people thinking?

What would you say to them?

THINKING ABOUT CULTURE…

Think about a group of your colleagues that you may be working with (grade level team, department, PLC, faculty)

Look at the survey questions and respond to them through the lens of that group.

THE CULTURE IN OUR SCHOOLS

How would you describe the existing level of experience and knowledge of the group?

How does this level of experience and knowledge need to change? Where would you like your group to be at the end of this work?

THE CULTURE IN OUR SCHOOLS

Existing Stat

e

Desired Stat

e

THE

QUESTION!

Strategy/Activity



strategy/activity?

Notes & Details

Existing Conditions/

Desired State

The Star Question


Standards Profession

al Practice Data Culture

THE WORK OF NY

Building share language and understanding

THE BIG PICTURE

StandardsProfessional

Practice

Data Culture

The Story of Standards

NYCCLS

1970 1980 1990 2000 2010 2020

Compact for

Learning

SCANSReport

Regents Action Plan

NYS Learning

StandardsCCSS

MathPre/postMarch

A NationAt Risk

NYCCLS

2020

ELA/LiteracyMathematics

Six Shifts ELA/Literacy

PK-5: Balancing Informational& Literary Texts

6-12: Building Knowledgein the Disciplines

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Before we continue…

Six Shifts Mathematics

Focus

Coherence

Fluency

Deep Understanding

Applications

Dual Intensity

A Brief Pause…

One “unit”

Each semester

Every teacherevery subjectevery grade

The Commissioner says:– "This year, I’m asking every teacher to try at least one

Common Core-aligned unit each semester. – ELA teachers will provide a thoughtful learning

experience around a particular text that should result in students’ ability to make an argument about that text.

– Math teachers should select one of the priority concepts at the strategic expense of other, less critical topics and go deep in a way they haven’t before.

– Content area teachers can fulfill the “Literacy” aspect of this transformation by providing similar learning experiences built around pivotal texts in their subject area“ (August 2011)

“This Spring semester, we have asked all teachers in the state to teach at least one unit that is aligned to the Common Core. You can work in teams to think through the ways each shift should impact a unit of instruction and plan these learning experiences together. You also could adopt or augment one of our curriculum exemplars. In every math classroom (or any classroom where math plays a significant role), the Common Core calls for us to create classroom time to dive deeply into the math fluencies and applications necessary for every student to reach deep understanding of a priority math concept.

In every ELA classroom (or any classroom where literacy plays a significant role), the Common Core calls for thoughtful learning experiences around rigorous texts – you should conduct close readings of those texts with your students and ask deep and thought-provoking, evidence-based questions about the texts to facilitate evidence-dependent conversations and build students’ ability to marshal arguments about the texts.”

(January 9, 2012)

Stop…Breathe…Reflect

• What is one big take away you have regarding the standards and the group you will be working with?


Practice

Data Culture

Data

It’s always been here…

Unit Tests RegentsUnit Tests Conferences

Quizzes State Tests

JournalsLogs

AttendanceEssay

ChecklistsRubricsHomework

Note

book Pe

rform

ance

Scores

Report Cards

InventoriesLe

tters

Anecdotal

Reports

Performance

Pict

ure

s

Interview

Samples

PET

ITBS

Posttest

Terra

Nova

PretestRCT

It’s not really the data

It isabout

what wedo about

data

CommonInterim

Assessments

makethetest

give thetest

analyzethe

workdo something

about it

every6-8

weeks

Stop…Breathe…Reflect…

• With your table group, think about where you are in your use of data.


Practice

Data Culture

ProfessionalPractice

APPR


Common Language

Cognitive Engagement

21C ReadinessConstructivism

RelevanceContinuous Improvement

Three Priorities


Practice

APPR20%

StudentGrowth

20%StudentAchievement

60%Multiple

Measures

Gro

wth

ove

r tim

e

Compa

red

to

Expec

ted

Gro

wth

Some Variables

Considered

APPR

20%StudentGrowth


60%Multiple

MeasuresMoment in time

Local orPurchasedSom

e Variables

Considered

APPR

60%Multiple

Measures

Knowledge of Students

& Student Learning

Knowledge of Content

& Instructional PlanningInstructionalPractice

LearningEnvironment

Assessment for

Student Learning

Professional Responsibilitie

s

and Collaboration

Prof

essi

onal

Gro

wth

APPR

20%StudentGrowth


60%Multiple

Measures

Knowledge of Students

& Student Learning

Knowledge of Content

& Instructional PlanningInstructionalPractice

LearningEnvironment

Assessment for

Student Learning

Professional Responsibilitie

s

and Collaboration

Prof

essi

onal

Gro

wth

Gro

wth

ove

r tim

e

Compa

red

to

Expec

ted

Gro

wth

Some Variables

Considered

Moment in time

Local orPurchasedSom

e Variables

Considered

APPR

Stop…Breathe…Reflect…

• What connections are you making?


Practice

Data Culture

What should our schools be

like?

Educators working collaboratively… taking

collective responsibility for student learning.

Collaborative learning teams implementing a guaranteed

and viable curriculum.

Collaborative learning teams monitoring student learning through ongoing common

assessments.

Collaborative learning teams using assessment data and

student work to make instructional decisions.

Where students find meaning in what they do.

Where students make decisions about what they learn and how

they learn it.

Where the 4Cs are embedded in the 3Rs.

Where it’s about the student's future rather than the adults’

past.

That’s what our schools

should be like!


Practice

Data Culture

Strategy/Activity



strategy/activity?

Notes & Details

Existing Conditions/Desi

red State

The Star Question

The Work of NY


Please enjoy an hour for lunch on your own.Be back here ready to start at 12:30.

LUNCH!!

Text Investigation

IT’S A BOOK!

Think about our work this morning.Explore the Table of Contents in your copy of Instruction for All Students.

Identify the sections or items in the Table of contents that pique your interest.

Share with your partner what is intriguing to you and why.

WHAT’S IN IT FOR ME?

Strategy/Activity



strategy/activity?

Notes & Details


red State

The Star Question

The Work of NY

What’s in it for me?


Instruction for All p. 5

YESTERDAY AND TODAY

Where do you see teaching and learning in North Syracuse?

With what you already know about the NYS Common Core Learning Standards and the Teaching Standards, how do you think they align with “Today’s” practices?

Share examples of “Today’s” practices that you have seen in your schools.

IN YOUR ROLE AS CHANGE AGENTS…

Strategy/Activity



strategy/activity?

Notes & Details


red State

The Star Question

The Work of NY

What’s in it for me?

Yesterday and Today


Changing ParadigmsSir Ken Robinson

FOR YOUR THOUGHTFUL CONSIDERATION…

Instruction for All Students

INTRODUCTION TO SBE: STANDARDS-

BASED ENVIRONMENT

PARAGRAPH PREDICTIONS

Now read p. 28-30 and p. 34 in Instruction for All

How close were your predictions?

PARAGRAPH PREDICTIONS

SBE PLANNING PROCESS: THE OVALS

3rd

What learningexperiences willfacilitate student

success?

1st

What shouldstudents know

and be abledo?

2nd

How will thestudents and I

know whenthey are

successful?

TaskAnalysis

4th

Based on data,how do I refine

the learningexperiences?

Strategy/Activity



strategy/activity?

Notes & Details

Paragraph Predictions

The Ovals


NYS CCLS

INSTRUCTIONAL SHIFTS

Big themes of the CCLSChanges in what students need to know and be able to do in ELA and Math

INSTRUCTIONAL SHIFTS

Choose a shift card.When the music starts, walk briskly (but safely) around the room, trading cards with the people you pass by.

When the music stops, share the shift you have with the person next to you.

Repeat!

SHIFT SHUFFLE

Line-up!Count off by 12sFind your partner(s)

LINE-UP

Each group will be assigned one of the 12 instructional shifts.

With your partner(s), investigate your shift.For your shift:

Decide on a key word or words that will represent your shift.

Describe how this shift relates to instructional practice in your class and in your school.

Come up with a question you still have about your shift.

Create a visual that will help your colleagues understand your shift.

INVESTIGATE A SHIFT

Use the Save the Last Word for Me questions to process the information for each of the ELA and Math shifts.

GALLERY WALK

Each group will have 1-2 minutes to show their work and share their thinking.

Use the Save the Last Word for Me questions to take notes.

SHOW AND SHARE

Which shifts are going to impact me the most?

Which shifts are going to impact my school the most?

How will the shifts require more professional collaboration around our content and our practice?

How will the shifts impact students' learning to be College and Career Ready?

QUESTIONS TO THINK ABOUT…

SAVE THE LAST WORD FOR ME

Using notes from the Gallery Walk, the first person shares his/her answer to one of the questions, but does not say why s/he had that particular answer.

Then, the other participants each have 1 minute to respond to the question — saying what it makes them think about, what questions it raises for them, etc. There is no discussion.

The first person then has 3 minutes to explain his/her answer and to respond to — or build on — what s/he heard from his/her colleagues.

The same pattern is followed until everyone in the group has had a chance to be the presenter and to have “the last word.”


Using notes from Show and Share, the first person shares his/her answer to one of the questions, but does not say why s/he had that particular answer.

Then, the other participants each have 1 minute to respond to the question — saying what it makes them think about, what questions it raises for them, etc. There is no discussion.

The first person then has 3 minutes to explain his/her answer and to respond to — or build on — what s/he heard from his/her colleagues.

The same pattern is followed until everyone in the group has had a chance to be the presenter and to have “the last word.”


Strategy/Activity



strategy/activity?

Notes & Details

Paragraph Predictions

The Ovals

Shift Shuffle

Small Group Jigsaw (Shifts)

Creating a Visual


Strategy/Activity



strategy/activity?

Notes & Details

Gallery Walk

Save the Last Word for Me


REFLECTION

What group are you thinking about working with?

What content area are you thinking of working with?

What are some tools and strategies you can use?

What are some tools and strategies that you’ll need?

What is next for you?

REFLECTION

Be on the lookout for evidence of one of the instructional shifts. Be ready to share what you have observed when next we meet.

Think about an upcoming topic or unit that you will be teaching/working with sometime in the next couple of months.

See you next time!

FOR NEXT TIME…

Documents

Day #1 NORTH SYRACUSE 2012 CORE LEARNING INSTITUTE 1