Transcript Principals’ Conference - Children First Network 609

Principals’ Conference
Network 609
October 4, 2012
Mathematics
Citywide Instructional
Expectations for 2012-2013
A. In grades PK-5, students will experience four Common
Core-aligned units of study: two in math and two aligned to
the literacy standards in ELA, social studies, and/or science.
B. In grades 6-12, students will experience eight Common
Core-aligned units of study: two in math, two in ELA, two in
social studies, and two in science
C. In grades PK-8, schools will use guidance from the DOE
to review their scope and sequence and:
Reorganize math content to teach fewer topics and allow
for more time to focus on the major work of the grade.
Implementation Guidance for the 20122013 Citywide Instructional expectations
The city has composed a timeline for schools to
serve as a model for implementing and gauging
progress regarding the implementation of the CIE.
Schools can use this document with consideration
of their unique needs.
The bullets relating specifically to the math are
highlighted in red.
http://schools.nyc.gov/Academics/CommonCoreLibrary/About/InstructionalExpectations/default.htm
2012-2013 Citywide Instructional Implementation
Guidelines
May-August 2012:
 Evaluate successes and challenges of 2011-12 work and plan for
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implementation in 2012-13:
Analyze resulting student work from 2011-12 Common Core-aligned units;
Review points of access for all students and opportunities for student
representation and engagement.
Universal Design for Learning (http://www.cast.org/udl/index.html) may be a
helpful framework;
Identify areas where teacher practice improved and areas that will need greater
focus moving forward.
Plan for professional development that strengthens teacher practice to meet
the demands of the Common Core. In K-5, plan for Response to Intervention
(RTI)1 implementation.
In PK-8, revise school’s current math scope and sequences to teach fewer
topics and allow for more time to focus on the major work of the grade.
In PK-8, identify texts that reflect a combination of literary and informational
texts.
In grades 9-12, focus on student work from this year and what it shows about
gaps to be addressed for next year. Pay attention to the discipline-specific gaps
in ELA, science and social studies.
Plan an assessment strategy that includes ongoing assessments aligned to key
standards and curriculum.
September 2012 – January 2013:
 Continue to deepen shared understanding of Danielson’s Framework for
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Teaching;
Launch regular cycles of formative observation and feedback aligned to
Danielson’s Framework and in support of Common Core alignment;
Identify and support pivotal teaching strategies that will help move students
toward mastery.
Launch collaborative inquiry focused on analyzing student work:
Administer baseline assessments to understand what students do and do
not know;
Implement the first round of Common Core-aligned units for the school
year;
Analyze resulting student work to inform next round of unit planning;
Based on analysis of student work, identify aspects of teacher practice that
could help address student gaps. Adjust professional development plans to
address identified teacher needs.
February – June 2013:
 Continue to deepen shared understanding of Danielson’s
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Framework for Teaching.
Continue regular cycles of formative observation and feedback
aligned to Danielson’s Framework and in support of Common Core
implementation;
Support pivotal teaching strategies that will help move students
toward mastery.
Continue collaborative inquiry focused on analyzing student work:
Implement the second round of Common Core-aligned units.
Analyze resulting student work to inform future work;
Based on analysis of student work, identify aspects of teacher
practice that could help address student gaps in knowledge.
Continue to adjust professional development plans to address
identified teacher needs.
From NYC Implementation Guidance
Network plan for support aligned
to the implementation guidance
Planning Day 1:
Elementary: October 10, 2012 @ PS 179
Middle School: October 11, 2012 @ IS 141
Content:
CIE: What are they?
Danielson/Quality Review Connections
Pacing: What does this mean for our school and
curriculum? How can we organize our resources to align
to the major work of the grade.
Two Common Core Aligned Units: Where will these fall
according to our pacing and what resources will we
use?
Impact and effect of this work.
November 6, 2012
Planning Day 2:
Content:
½ day Planning Session
Examining new resources
Collaborating and analyzing
December – March 2013
Institute for Learning, University of Pittsburgh
Professional Development Support.
Series of 2/3 focused and iterative workshops
Dates: TBA
Topics to be covered:
 Examining our vision of CCSS-aligned instruction
 Deepening our understanding of the content standards related to
fractions and ratios and proportional relationships within the
context of a lesson.
 Learning about assessing and advancing questions
 Learning and applying accountable Talk Moves to the share,
discuss and analyze phase of a lesson
 Understanding performance-based assessment & practice
creating instruction tasks (Strategies for modifying textbook tasks
to increase the cognitive demand of the tasks.)
 Facilitator moves
Quality Review Connection
A vast majority of indicators on the Quality
Review Rubric relate to the work being done
by teacher teams. There is a direct
correlation between this work with common
core aligned units of study and frequent,
informal classroom visits with feedback on
instructional practices.
Quality Review 1.1, 1.2, 2.2
Quality Review Rubric 4.2,5.1
Some things to know when planning
and using available supporting
documents…
EDM Guidance Documents
New York City Department of Education
Core Curriculum Alignment Guidance
2012-13 School Year
Everyday Mathematics (© 2007) – Grade 3
Cross check document with standards and recommendations
Lesson
4-9
Lesson Title
Estimating Distances
with a Map Scale
Pages
288–293
4-10
A Coin-Toss
Experiment
4-11
Progress
Check 4
5-1
Place Value
Through Ten- Thousands
318–322
5-2
Reading,
Writing, and
Ordering
Numbers
Place Value
to Millions
323–329
5-3
Version 6.21.2012
294–299
CCSS
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3.OA.1, 3.OA.7,
3.OA.9, 3.MD.6,
3.MD.7a
SMP2, SMP3,
SMP4, SMP6,
SMP7,
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3.MD.6,
3.MD.7b, 3.MD.7d
SMP2, SMP3,
SMP6,
_________
3.MD.3
300–303
330–335
Online Content for CCSS
Alignment2
here so that the new
standards are covered
more fully
Teacher’s Lesson Guide
Lesson 4-9 [3.MD.7b and
3.MD.7d]
Teacher’s Lesson Guide
Lesson 4-10 [3.MD.3];
Math Masters,
page 118A
Teacher’s Lesson Guide
Progress Check 4
Assessment Handbook,
page 164
Chapter 5
SMP5, SMP6,
SMP7
SMP2, SMP4,
SMP5, SMP7,
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3.MD.3
SMP2, SMP5,
SMP6,
Cluster Emphases &
Recommendations
Based on Standards
Addressed
Teacher’s Lesson Guide
Lesson 5-2 [3.MD.3]
Major: Consider
augmenting or upgrading
here so that the new
standards are covered
more fully
Supporting: Consider
implementing as is
Consider omitting lessons
only covering
Mathematical Practices
Supporting: Consider
implementing as is
Consider omitting lessons
only covering
DOE Scope and Sequence Support
Pacing, Assessments, Major work of the grade
Online Administration Window
Sept 5 – Nov 9
Sept 10 – Jun 14
Last Day to Order
Nov 6
Jun 11
Additional Materials
Document Retrieval Windows
https://portal.nycenet.edu/Accountability/Assessment/PeriodicAssessments/Calendar/&AuthResend1908BC235
Sep 14 – Nov 16
N/A*
0124b5095AB75012FA405BA
Key
Dates
for
Acuity
Administrations
Key Dates for Acuity
Administrations
2012-13
(Tuesday
and Friday pickups)
Key Dates for Acuity Administrations2012-13
2012-13
Periodic Assessment Schedule
G3-8 Math
Fall
Baseline
HS Window 1
HS
FallGrade 9
ITA
Diagnostic
Sep 19 – 21
terials Delivered
MaterialsSep
Delivered
6 ––10Oct 2
26
Paper/Pencil
Paper/Pencil
SepOct125––Nov
Sep 24 – Jun 14
Nov99
nistration Window Administration Window
SeptSept5 –5 Nov
dministration
Sept 10Window
– Jun 14Online Administration
–Window
Nov9 9
Last Day to Order
st Day to Order
Nov
Jun 11
Nov6 6
Additional Materials
itional Materials
nt Retrieval Windows Document Retrieval Windows
SepOct
149––Nov
N/A* (Tuesday and
Nov1616
Friday
pickups)
y and Friday pickups)
2 WinterHS Window 2
ITA
G3-8
WinterWindow 2
Benchmark
HSHSGrade
Fall Regents
Fall9Math
Regents G3-8 Math
G3-8
WindowHS11Window 1 G3-8
G3-8
HS Window
HS FallHS
Regents
Window
2
Winter
Diagnostic
Year Predictive
YearBaseline
Predictive Baseline Benchmark
ITA ITA Year
Predictive
Benchmark
24Sep2 26 – Oct 2 Oct
Jan 1810Oct––24
SepSep
6Oct
– 101918––21Materials
– 21SepOct2618– –Oct
1816– 24
24 Sep 19Delivered
Spanish: Dec 10 – 11
Spanish: Feb 25 – 26
G3-8HSWindow
11 2
G3-8
Window
Window
Benchmark
Benchmark
ITA
Oct 1818– –2424
Oct
7 – 13
Spanish: Feb
Dec
Spanish:
Dec1010– 11– 11
SepSep
12 –24Nov
Sep 24 – JunOct
14 295 – Nov
29Mar
– Nov
OctFeb
2929––25
DecDec–21Mar
Oct
211921
Oct
21 19
Oct
29 –9Jun
Nov1421Paper/Pencil
DecOct
219 5 – Nov 9 Oct
Jan 2922Oct––Nov
Administration Window
Oct 2222––DecDec21 21
Oct
–– Dec
219 5 – Nov 9 Jan
Mar
SeptSept
5 – 10
NovOnline
Sept 10 – JunOct
14225Window
8 – 21
Nov1921
Jun 2114Administration
Sept
NovSept
Oct 14
8 –Oct–Nov
Oct
8 –9Nov
Spanish:Jan
Nov
21 2119
Nov19219––Dec
–Mar
Dec
Spanish: Nov 19 – Dec 21 Spanish: Feb 21 – Mar 19 Spanish:
Nov Jun
6Nov1116 Last DayJunto11 Order
Nov186 Nov 6
Nov
Dec
Mar16Nov
14 16
Additional Materials
Document
Sep 14Oct– Nov
N/A* Oct
30Mar
– Nov
930– –Nov
272227
30N/A*
–16Nov 27 Retrieval
OctWindows
JanOct164 9 – Nov 16 Oct
Jan 3025Oct––Nov
(Tuesday and Friday pickups)
G3-8HS
Window
2 2 HS Window 2
Window
Please
Benchmark
ITA Note: ITA
Note:
PleasePlease
Note:
Dec
1818 14
DecMar
OctFeb3030–26–JanJan
Oct
4 22
–4 Mar
HS Spring Regents Year Predictive
Units of study can be:
 Instructional Bundles
 Augment existing curriculum units of study
 Contexts for learning K-5: supplement or
exchange. These small units include big
ideas, multiple strategies, ample space for
developing student discourse. Crosswalk
document exists suggesting which lessons
can be replaced by a unit (purchased
through Heineman)
Units include:
 Content and skills students need to know and be able to perform that
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align to three to six primary standards to be assessed by a culminating
task;
A pre-assessment that helps to surface students’ understanding of the
concepts and where understanding ends/breaks down. The preassessment should delineate the linguistic and content needs of ELLs;
A series of learning experiences that build students toward accomplishing
the goals of the unit and that reveal a conceptual progression and
connection to relevant previously learned and future concepts;
A culminating task that assesses the unit’s primary standards;
A mix of explicit teaching and student investigation;
Explicit teaching of academic vocabulary;
Access for all students through multiple means of representation, action
and expression, and engagement (refer to
http://www.cast.org/udl/index.html);
Instructional supports, as needed, for ELLs (refer to these ELA and Math
resources).
Compliance or Change?
Think-Reflect-Share
What is the potential impact of this work with
the citywide expectations on teachers,
students and the school as a whole?
How can that potential be nurtured?
What would you like to see as a result of this
work for your teachers, students, school?
Beginning of the year Checklist
 All staff understand the Citywide instructional
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Expectations.
Pacing decisions have been made informed by the
major work of the grade and the DOE supporting
guidance documents.
Baseline assessments have been administered.
Reflection on last year’s work on the CIE has
informed decisions and plans for 2012-2013.
Key players have been identified for engaging in this
work.
Plan for development and implementation of the CIE
has been identified.
There are only three ways to
improve student learning at scale:
You can raise the level of the content that students
are taught. You can increase the skill and
knowledge that teachers bring to the teaching of
that content. And you can increase the level of
students’ active learning of the content.
…Schools improve through the complex and
demanding work of teaching and learning.
-Richard Elmore
Improving the Instructional Core
Thank you for your
attention.