Establishing a Plan to Meet the Bar for Every Student 2014 Leadership Institute Day 3

1. Establishing a Plan to Meet the Bar for Every Student2014 Leadership Institute Day 3

2. Please connect to the internet using the Leadership Institute network. Network ID: BCPS Password: baltimorecityschool$ If you have not already downloaded today’s materials, please go to the conference website and download the documents for the appropriate day and grade level. Website: 365.bcpss.org/leadership

3. Agenda Session Outcome Activities We will develop a plan for establishing systems and structures within our schools to ensure students meet the bar. • Preparing students to be college and career ready • Review past and future instructional shifts in core content areas • Discuss programmatic goals for scheduling and collaborative planning

4. Group Norms • Understand that those who work, learn. • Recognize that everyone has expertise. • Phrase questions for the benefit of everyone. • Challenge ideas, not people. • Share talk time

5. Session 1 Organizing Content and Collaborative Structures

6. Session Objectives Participants will understand that: • Students must be well-rounded in order to thrive in the 21st century world; • Past and future shifts in instructional programming in response to demands of standards; and • Expectations regarding programmatic goals, scheduling, and collaborative planning.

7. Classroom to Boardroom: Creating Successful 21st Century Citizens • Let’s imagine we are employers interviewing prospective candidates for a position at an energy conservation corporation. • Use the graphic organizer to identify the characteristics of a successful candidate.

8. Making the Connection As you watch the video: • How does this interpretation align with your expectations of a successful candidate? • What classroom practices are being challenged in this video?

9. I Choose C…

10. Our students deserve:

11. Literacy Expectations We MUST 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. Source: CCSS Instructional Shifts

12. Instructional Model of Effective Literacy Instruction – Grades 3-5 Recommended Daily Instructional Time for Literacy = 150 minutes Word Study & Language Acquisition 20-30 min • Fluency Practice • Systematic Phonics (grade 3) • Spelling & Grammar • Vocabulary Whole Group Reading Instruction 10-30 min • Focus Lessons • Interactive Read-Alouds • Shared Reading • Close Reading • Book Talks Whole Group Writing Instruction 10-20 min • Focus Lessons • Interactive Writing • Shared Writing • Book Talks (emphasis on author’s purpose and craft) Small Group, Guided & Independent Reading Practices 30-40 min • Small Group Instruction: Guided Reading, Shared Reading, Strategy Groups, Literature Circles • Reading Conferences • Independent Reading • Response to Text Small Group, Guided & Independent Writing Practices 30-40 min • Small Group Instruction: Guided Writing, Shared Writing, Strategy Groups • Writing Conferences • Independent Writing: Writing Process (Plan, Draft, Revise, Edit, and Publish) Whole Group Reading Instruction 5-10 min • Group Share • Reteach • Check for Understanding • Final Wrap-Up Whole Group Writing Instruction 5-10 min • Group Share • Reteach • Check for Understanding • Final Wrap-Up Vocabulary development is embedded in all experiences throughout the day.

13. Instructional Model of Effective Literacy Instruction – Grades 6-8 Recommended Daily Instructional Time for Literacy/ELA = 60 minutes • Whole Group 10-15 min • Focus lessons • Explicit teaching/modeling • Strategy demonstration • Activate prior knowledge • Shared reading • Shared writing • Discussion • Writing process • Anticipatory guides/sets - Text annotation • Books/author talks - Think aloud • Cornell Notes - Think/pair/share • Close reading • Questioning the Author (QtA) • Question-Answer-Relationships (QAR) Word Study 5-10 minutes systematic phonics – spelling and grammar - vocabulary • Guided Practice/ Independent Practice 30-45 min • -Teacher-facilitated group discussion • Student or teacher-led collaboration • Student conferencing • Re-teaching or intervention • Individual practice • Discussion • - Writing process • Anticipatory guides/sets • Book talks • Close reading • Cornell Notes • Independent writing • Independent reading/writing related to whole group/guided practice structures • Literature circles • QAR • QtA • Reading conferences • Reciprocal teaching • Strategy groups • Think/pair/share • Writing conferences • Whole Group 5-10 min • Wrap up and next steps • Restatement of teaching focus/lesson objective • Reconnect lesson to ‘big ideas’ (unit themes and objectives)

14. Instructional Model of Effective Literacy Instruction – Grades 9-12 Recommended Daily Instructional Time for Literacy/ELA = 60 minutes • Whole Group • Focus lessons • Explicit teaching/modeling • Strategy demonstration • Activate prior knowledge • Shared reading • Shared writing • Discussion • Writing process • Anticipatory guides/sets - Text annotation • Books/author talks - Think aloud • Cornell Notes - Think/pair/share • Close reading • Questioning the Author (QtA) • Question-Answer-Relationships (QAR) Teach, Study, and Apply Vocabulary and Grammar • Guided Practice/ Small Group • -Teacher-facilitated group discussion • Student or teacher-led collaboration • Student conferencing • Re-teaching or intervention • - Writing process • Anticipatory guides/sets • Book talks • Close reading • Cornell Notes • Literature circles • QAR • QtA • Reading conferences • Reciprocal teaching • Strategy groups • Think/pair/share • Writing conferences • Independent Practice • Individual practice • Discussion • Writing process • Anticipatory guides/sets • Cornell Notes • Independent writing • Text annotation • Independent reading • QAR • QtA • Reading conferences • Writing conferences • Independent reading/ writing related to whole group/ guided practice structures

15. Literacy Context SY 2010-12 – • Building a PreK-12 Literacy Plan • Laying the Foundation: Introduction to the Common • Core for School Leaders and Teachers SY 2011-12 – • Gathering Data: Implementation of • Common Diagnostic Assessments SY 2012-13 - • Delivering Effective Instruction: Instructional Models for Literacy PreK-12 SY 2011-current – • Shifting Curriculum to Align with the Common Core • Revising, Aligning, & Expanding Curricular Guidance

16. Literacy Reflections Discuss literacy strategies that would improve student outcomes at your school for the upcoming school year? As a school team, use the note catcher to record your strategies.

17. Mathematics Expectations We MUST prepare critical and analytical thinkers for the 21st century who: • Solve mathematical problems with confidence and perseverance • Investigate mathematical situations by reasoning abstractly and quantitatively • Model mathematical concepts and processes with precision • Construct viable arguments and critique the reasoning of others Source: Standards of Mathematical Practice

18. City Schools’ Model of Effective Mathematics Instruction: Pre-K to 12th grade Review 10 minutes • Previously taught (and potentially • mastered skills) • Prerequisite skills • Homework Assessments 5 minutes • 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

19. Mathematics Context SY 2010-12 – • Building a PreK-12 Mathematics Plan • Laying the Foundation: Providing professional development on the Common Core for school leaders and teachers SY 2012-13 – • Delivering Effective Instruction: Instructional Models for Mathematics PreK-12 SY 2011-current – • Shifting Curriculum to Align with the Common Core • Revising, Aligning, & Expanding Curricular Guidance

20. Math Reflections Discuss mathematics strategies that would improve student outcomes at your school for the upcoming school year. As a school team, use the note catcher to record your strategies.

21. Science Expectations We MUST prepare critical and analytical thinkers for the 21st century who: • Experience and practice authentic science; • Use evidence in order to validate their claims and/or validate or refute the claims of others; • Apply scientific knowledge in unknown situations; and • Understand that science is an ongoing process. Source: K-12 Framework for Science Education

22. Instructional Shifts in Science - Moving to Next Generation Science Standards • Incorporating the Science and Engineering Practices and Cross-cutting Concepts into daily planning. • Continued integration of literacy and mathematics where natural connections exist through problem-based learning. • Provide students with opportunities to engage in design challenges and investigations that align deeply with the NGSS.

23. Instructional Model-Science The BSCS 5E Instructional Model has been used to provide a framework that allows teachers increase opportunities for students to become more independent in their use of inquiry: Source: Biological Science Curriculum Study 5E Instructional Model

24. Science Instructional Model and Gradual Release Explain Engage Explore Elaborate Student Centered Evaluate Level of Control Teacher Facilitated Guided Instruction Independent Learning Source: Adapted from STEMscopes Gradual Release of Inquiry Model

25. Science Reflections Discuss science strategies that would improve student outcomes at your school for the upcoming school year. As a school team, use the note catcher to record your strategies.

26. Social Studies Expectations We MUST prepare critical and analytical thinkers for the 21st century who: • Are informed citizens of the world and their own communities • Effectively engage in the democratic process • Employ data analysis, collaboration, decision-making, argumentation and problem-solving skills Source: National Council for Social Studies

27. Instructional Shifts in Social Studies - Moving to College, Career, & Civic Life (C3) Framework • Crafting questions that matter. • Establishing a collaborative context to support student inquiry. • Integrating content and skills meaningfully. • Articulating disciplinary literacy practices and outcomes. • Providing tangible opportunties for taking informed action. Source: College, Career, & Civic Life (C3) Framework

28. Instructional Model-Social Studies Source: Stanford History Education Group

29. Social Studies Reflections Discuss Social Studies strategies that would improve student outcomes at your school for the upcoming school year. As a school team, use the note catcher to record your strategies.

30. Timing Options for Science and Social Studies at Grades 1-5 Source: Science and Social Studies Guidance Documents

31. Example Schedule 1 – Non-Departmentalized Board Policy IKEB requires that promotion to 5th and 6th grade requires separate and passing grades (60%) for science and social studies

32. Example Schedule 2 –Departmentalized Math • Board Policy IKEB requires that promotion to 5th and 6th grade requires separate and passing grades (60%) for science and social studies

33. Example Schedule 3 –Departmentalized ELA • Board Policy IKEB requires that promotion to 5th and 6th grade requires separate and passing grades (60%) for science and social studies

34. Secondary Scheduling • Per Board Policy IKEC: To be promoted to grades 7, 8, or 9 a student must receive a passing grade (60%) in the following courses: • ELA • Mathematics • Science • Social Studies • Federal law requires that all teachers of core content areas are highly qualified, meaning: • Full certification/licensure • Bachelor’s degree • Demonstrated competence in subject matter (i.e. passing PRAXIS)

35. Middle Grades/School Scheduling – Science and Social Studies Source: Science and Social Studies Guidance Documents

36. High School Scheduling • HSA aligned courses must be scheduled for a full year. • HSA Mastery courses must be scheduled for students who have passed the HSA course, but failed the HSA test. This should occur the semester immediately following the notification of failure. They do not have to be scheduled for the full year. • Advanced Placement courses must be scheduled for a full year. • All courses with a roman numeral in the name must be successfully completed in sequential order. • Align scheduling for students with disabilities and ELL based on student specific needs (e.g. IEP/hours of service)

37. Collaborative Planning Structures • All schools must provide an opportunity for teachers to collaboratively plan for at least 45 min per week. • Should be goal-oriented, data-driven and focused on student achievement. • Effective protocols for this time include: • Looking at Student Work • Analyzing Content Standards (i.e. Unpacking and Vertical Articulation Protocols) • Vertical Slice.

38. Table Talk: Schedule Options After reviewing the proposed options for schedules: • Discuss your thoughts on the schedule options. • What opportunities does this present for your school? • What challenges do you foresee? • What additional supports might you need?

39. Completing the Connection • Review the graphic organizer from the beginning of this session. • What actions can you and your team take to ensure that our students are prepared for the future they deserve?

40. Thank You! If you have questions about this presentation, contact: Dr. Nakia Hardy Executive Director of Teaching and Learning NHardy@bcps.k12.md.us

41. Session 2 Ready to Lead: Building an effective School Performance Plan

42. Session Objectives: • Increase awareness of the relevance of data and its impact on leadership, teaching, and learning • Reinforce the importance of collecting both cause and effect data • Apply the Decision Making for Results: Data-Driven Decision Making process to monitor leadership, teaching, and learning • Implement the Decision Making for Results: Data-Driven Decision Making process to monitor school improvement

43. Reflection It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data Doug Reeves

44. Ready to Lead: Building an Effective School Performance Plan School Performance Plan principles: • Supports principals and school leadership teams in improving overall school performance, with an emphasis on instruction and student achievement. • Acts as an anchor in a year-round inquiry process that relies on data-informed decision making to drive documented school-level strategic planning. • Meets federal, state and district compliance requirements. • Serves as an essential means of “knowing our schools.”

45. Monitoring: Ask Yourself These Questions… When will the Instructional Leadership Team monitor your School Performance Plan? How will you celebrate incremental results? How and when will you make midcourse corrections? What process will you use to make any necessary revisions of your School Performance Plan? How often will the monitoring process be used to adjust/correct the School Performance Plan?

46. The Leadership & Learning Matrix

47. Are You Ready To Lead:? Improvement cycles require leadership follow-up and relentless efforts to maintain the focus on data if decisions are truly going to be driven by informed data. White, 2005 The value of the data emerges only when analysis provides insights that direct decisions for students. Author Unknown

48. Decision Making For Results and Instructional Data Teams Step 6: Monitor and Evaluate Results Inquiry; Develop Questions The Decision Making for Results Six-Step Process Data Teams Process

49. Framing the School Performance Plan Components of the School Performance Plan: • Gather data • Analyze Data to Prioritize Needs • Establish SMART Goals • Select Specific Strategies • Determine Results Indicators • Monitor and Evaluate Results

50. Is Your Team Data Driven? Reflection: How are you currently embracing a data-driven decision making process that leads to results?