Back to School Night

1. Back to School Night At Roland Park Elementary 2012-2013

2. Greetings • Welcome and introductions • Message from the PTA • Message from the Roland Park Annual Fund • School updates and information: • Common Core Standards • Curriculum shifts

3. What are the Common Core State Standards? • Aligned with college and work expectations • Building student independence • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research

4. TASKS QUESTIONS FEEDBACK RIGOROUS INSTRUCTION ENGAGED STUDENTS TIMELY INTERVENTIONS STUDENT VOICE

5. Model of Explicit Instruction: Gradual Release of Responsibility 5 5 TEACHER RESPONSIBILITY “I do it” Model Focus Lesson “We do it” Guided Instruction “You do it together” Collaborative Share “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

6. Mission Statement for PreK-12 Literacy Baltimore City Schools will prepare critical and analytical thinkers for the 21st century who read with comprehension and enthusiasm; listen with understanding and empathy; speak with conviction and authority; and write with clarity and purpose. We will achieve this mission by providing and supporting a comprehensive literacy framework for teachers, school leaders, and communities.

7. Common Core State Standards • Full Implementation in grades K-2 • In grades 3 – 5 implementation phased in over multiple years • Shifts in Literacy • Instructional Model • Word Work • Reading Block • Writing Block • What about DI?

15. Common Core State Standards • Shifts in Mathematics • Instructional Model • Traditional blocks in K-2, STEM blocks in 3-5 • Biggest difference? Fewer topics, more time and depth.

16. City Schools’ Model of Highly Effective Mathematics Instruction: Pre-K to 12th grade Assessments 5 minutes Review 10 minutes • Previously taught (and potentially • mastered skills • Prerequisite skills • Homework • Ongoing, informal and daily • Student reflection • Formative assessments to drive • changes in instruction • Summative assessments Automaticity 5 minutes • Automatic recall of basic concepts • and knowledge • Vocabulary • Estimation • Mental math Share Summarize 5 minutes • Connect new learning to • previous learning • High yield summarizing • strategies Teaching New Concepts Pre-K & K: 15-20 minutes Grades 1 to 12: 20 to 35 minutes • Deep conceptual • understanding • Procedural fluency • Problem solving & authentic • real world application • Initial teaching (first teach) can • be either explicit instruction or • student exploration that leads to • conceptual understanding. • Vocabulary – initial • development • All components of “Teaching • New Concepts” may not be • done each day but must be • included within the development • of each concept. Ongoing Learning & Practice Differentiation Pre-K to 2: 15 to 25 minutes Grades 3 to 12: 25 to 35 minutes • Groups with students at different • levels, using different strategies, • and different pacing • Groups are flexible • Pre-teach new concept • Enrichment activities to apply or • deepen students' understanding • ELL support activities provide • language development support for • all students. • Differentiation occurs during • Ongoing Learning time. This time • could occur while students are • working independently or in • groups, doing on-going practice, • fact fluency, assessment, etc. • On-going Practice • Differentiation

17. Changes in Curriculum Scope and Sequence

18. Agenda • Classroom Visits – two sessions; see your printed agenda

19. Let’s Have aGreat Year!