Transcript ReadyGen - Children First Network 609 Cluster 6

ReadyGen
Brooklyn Elementary
School Meeting
May 21,2013
Presenters: Maryanne Campagna & Antoinette DiPietro
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Citywide Expectations
2013-2014
Prepare: Set up to meet higher standards
Ensure curricula in Pre-K-9 are aligned to the Common Core
Standards in all content areas.
(QI 1.1, 2.2)
Schools should work toward closing curricular gaps during spring
and summer 2013, whether through purchasing and integrating
publisher-made materials or by adjusting current materials.
Schools must provide dedicated time, resources, and support for
reviewing and revising curricula, using Universal Design for
Learning to ensure access for all learners.
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Quality Review Indicator 1.1
Ensure appropriate, engaging, rigorous, and coherent curricula in all subjects accessible for a
variety of learners and aligned to Common Core and/or Content Learning Standards.
A) School leaders and faculty ensure curricula that are appropriate in
all subjects aligned to CCLS and/or Content Standards, integrate the
instructional shifts and align curricula across grades and subject
areas to close the achievement gap and promote college and
career readiness in all grades.
B) Rigorous habits and higher order skills are emphasized in curricula
and academic tasks are embedded in a coherent way across grades and
subjects so that all learners, including ELLs and SWDs, must
demonstrate their thinking.
C) Curricula and academic tasks are planned and refined using student
work and data so that individual and groups of students, including the
lowest and highest achieving students, ELLs and SWDs, have full access
to the curricula and tasks and are cognitively engaged.
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Quality Indicator 2.2
Align assessments to curricula, use on-going assessment and grading practices, and
analyze information on student learning outcomes to adjust instructional decisions at
the team and classroom levels.
A) Across the vast majority of classrooms, teachers use or create assessments, rubrics
and grading policies that offer a clear portrait of student mastery of the school’s
chosen key standards and curricula, thus providing actionable and meaningful
feedback to students and teachers regarding student achievement.
B) The school uses common assessments to create a clear picture of student progress
toward goals and benchmarks across grades and subjects, track progress, and adjust
curricular and instructional decisions so that all students, including ELLs and SWDs,
demonstrate increased mastery.
C) Across the vast majority of classrooms, teachers’ assessment practices consistently
reflect the varied use of ongoing checks for understanding and student selfassessment so that teachers make effective adjustments to meet all students’ learning
needs and students are aware of their next learning steps.
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Quality Review Indicator 4.2
Engage in structured professional collaborations on teams using an inquiry approach that
promotes shared leadership and focuses on improved student learning
A) The vast majority of teachers are engaged in inquiry-based
structured professional collaborations that has strengthened teachers’
instructional capacity (including CCLS integration), resulting in schoolwide instructional coherence and increased student achievement for all
learners.
B) Teacher teams systematically analyze key elements of teacher work,
including classroom practice, as well as assessment data and student
work for students they share or on whom they are focused, resulting in
shared improvements in teacher practice and mastery of goals for
groups of students.
C) Distributed leadership structures are embedded so that there is
effective teacher leadership and teachers play an integral role in key
decisions that affect student learning across the school.
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Danielson’s Framework for Teaching:
Component 1e, 3b and 3d
1e:
• Learning activities and Instruction designed to engage students and advance them through
the content
• Materials and resources that are appropriate to the learning needs of the students
• Intentionally organized instructional groups to support student learning
• And a clear and sequenced unit structure to advance students’ learning.
3B
• High quality questions/prompts that cause students to think and reflect, to deepen their
understanding and to test their ideas against those of their classmates.
• Discussion techniques that promote learning through discussion
• Teacher uses a range of techniques to ensure all students contribute to the discussion
3D
• There is clear assessment criteria that students are aware of and at the highest level had a
hand in articulating
• Monitoring of student learning that is woven into the lesson
• Timely, constructive and substantive feedback that guides students to improve their
performance.
• Student self-assessment and monitoring of progress
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Periodic Assessment
The DOE’s Periodic Assessment portfolio will continue to help
schools transition to the Common Core and meet citywide
instructional expectations by providing new assessments and
technology for the 2013-14 school year. These new supports will
include:
• Benchmark assessments aligned to Core Curriculum options in
grades 3-8
• Transition from Acuity to SchoolNet, an easy-to-use technology
platform for assessment and instructional materials
management, with data analysis tools
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ReadyGen
1-ReadyGen was developed so that the teachers would have what they need
to achieve the shifts required by the NYS Common core Learning Standards
• a-balancing Informational and literary texts
• b-Knowledge in the Disciplines [science & Social Studies topics that
meet NYS Standards]
• c-Staircase of Complexity; has to get more complex over time
• d-Text-based Answers; making your case from the text you read; higher
level thinking skills
• e-Writing to Sources; (students are bringing their knowledge from one
test to another; substantiating your argument; and writing from/to
multiple texts sources [NY Social Studies & Science standards]
• f-Focus on academic vocabulary to arm student for complex text
2-ReadyGen focuses on authentic text worthy of close reading
3-It is driven by a research based Scope and Sequence of skills and
strategies that are developmentally appropriate [phonics, comprehension
and writing, etc.]
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ReadyGen
Components
Student's components
• Each grade is organized by units of
study
[K -2 has Six and grades 3-5 has Four].
• Each has a focused topic; the targeted
outcome of each unit of study is a core
understanding in the unit of study.
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Each unit of study consists of:
1-Anchor text is usually longer in length--on level, authentic
literature; read over the unit of study; within the grade level
lexile level.
2-supporting texts (2 in upper grades)- topically related
authentic literature within the grade level lexile level.
3-one "supporting text collections" of 5-8 authentic shorter
works of different genres [poems, recipes, letters, biographies,
primary sources, news articles, etc.] within the lexile grade level
band, providing additional topical reading
4-"Sleuth" Close reading workshop support text - include 2
selection per unit [again within the grade level band] the only
piece with contrived literature, written especially for the
program and within the lexile grade level band.
5-other student materials include: Reader's Writer's Journal
6- Phonics kit/ word work kit is optional
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ReadyGen Framework
• A highly flexible 90 minute period per day- to
include reading,writing,speaking and listening.
• ReadyGen works within the Balanced Literacy
Framework(whole group and small group).
• Small group opportunities can be represented
through : Shared, guided, and independent
reading.
• Teacher’s Guide is currently in development,
Writing instruction and assessment is embedded
throughout the Teacher’s Guide.
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• ReadyGen has a Phonics component which is
optional.
• Test prep is embedded for each testing grade
which will focus on Close Reading and Writing to
text evidence.
• ReadyGen Assessments include:
a. Formative assessments throughout the
units.
b. Unit research projects
c. Performance based tasks
d. Remediation
e. Baseline
f. Unit benchmark
g. PARCC –like assessment
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Overview of Grades
• Take a moment and examine the
“Topic Articulation Plan”.
• Look through your grade specific
“Text Sets” for each Unit of Study
• Discussion, Questions, & Noticings…
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Core Curriculum Review
Feedback
• Read the document and think
about additional
resources/supports that may be
needed to meet all students’
needs within the unit.
• Talk to …ReadyGen being a
“Core Curriculum”
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Preparing for September 2013
• Assess your Unit of Study for
September using the assessment
tool .
• Note the strengths and challenges
against the CCLS Dimensions.
• Next steps for Teacher Teams.
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Agenda for Elementary School
Cohort Day 2:
•Next Steps…
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