Springfield Public Schools

1. Springfield Public Schools Springfield Effective Educator Development System (SEEDS) & the Common Core November 2012

2. Activity – inter-rater reliability practice video Part 1: Evidence collection through scripting • Use a blank piece of paper to script • Watch the video and individually record factual evidence • Compare and contrast scripts with a partner, ensuring that the scripts are factual and evidence-based Part 2: Rubric and Feedback • With your partner, choose 2 or 3 high leverage points to focus on in the rubric • Use the rubric and the evidence to identify the performance rating of the indicators addressed • Write feedback to the educator using language from the rubric • Join another group and practice exchanging feedback to the group

3. Agenda • Context and purpose • Curriculum

4. Great messages keep coming from the buildings Messages from August and September Messages from October • Self-assessments more than once year to build an improvement culture • Educators are starting to ask for help • Goal setting focused on 100% of the students • Building-wide communication and clear expectations about unannounced observations • Thoughtful, evidence-based planning to figure out which educators may need more observations than others to develop • Everyone is taking ownership for improving student learning • Prioritizing one main point for feedback gives evaluator’s credibility • Inter-rater reliability is moving in the right direction through practicing with peers, a deep understanding of the rubric, and a clear focus on evidence • Getting SEEDS right takes time, thoughtfulness, and practice – this is not a one hit wonder

5. The various initiatives fit together with a common purpose of raising student achievement The work Implement a consistent, rigorous curriculum built on common standards with common unit assessments Coach, develop and evaluate educators based on a clear vision of strong instruction • Effective instruction in every class, every day • Shared, high expectations for all students • Students achieve grade level proficiency • Students graduate ready for college and career Strengthen social, emotional and academic safety nets and supports for all students Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district

6. Today we will equip administrators for the implementation of the plan and formative assessments Continuous Learning Today’s Focus

7. Coaching, developing and evaluating educators become more meaningful when: I know where the educator wants to improve. I understand the standards, sequence and pacing. Implement a consistent, rigorous curriculum built on common standards with common unit assessments Coach, develop and evaluate educators based on a clear vision of strong instruction Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district Strengthen social, emotional and academic safety nets and supports for all students I know where students stand academically. I know which students need more emotional and academic support. * Connections between the work and the rubric include but are not limited to these examples.

8. Agenda • Context and purpose • Curriculum

9. Today’s meeting goals • Engage the Principal Leadership Team in developing an understanding of the implications the Common Core Standards will have on both student and teacher performance. • Make evident the clear link between the Springfield Effective Educator Development System (SEEDS) and the Implementation of the Common Core State Standards.

10. The Goals of the Common Core State Standards • We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. • Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. • Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students.

11. The PARCC Assessment MCAS – ELA and Mathematics through Spring of 2014 PARCC (Partnership for Assessment of Readiness for College and Careers ) – Beginning Spring of 2015*

12. Let’s Take A Closer Look at ELA! • Activity I: • Carefully read the ELA PARCC Prototype Assessment Item(s). • Answer the following questions: • What do you see as the fundamental differences between this type of question and the types of questions our students are most often asked to answer (old Anet/DBA/MCAS and more current assessments)? • What types of additional professional development do you anticipate teachers needing to prepare students for these types of changes? • What support could you provide as the leader to help teachers meet the challenge of changing instruction to enable their students to answer this type of question? • 3. Share your thinking with a partner/small group.

13. PARCC Prototype – Grade 3 ELA Grade 3 Sample Item  Read all parts of the question before responding Part A: What is one main idea of “How Animals Live?”  a. There are many types of animals on the planet.  b. Animals need water to live.  c. There are many ways to sort different animals.  d. Animals begin their life cycles in different forms. Grade 3 Sample Item  Read all parts of the question before responding Part B : Which detail from the article best supports the answer to Part A?  a. “Animals get oxygen from air or water."  b. "Animals can be grouped by their traits."  c. "Worms are invertebrates."  d. "All animals grow and change over time."  e. "Almost all animals need water, food, oxygen, and shelter to live."

14. PARCC Prototype – Grade 10 ELA Grade 10 Prose Constructed Response—Sample #1 from Literary Analysis Task Sample Item  Student Directions: Use what you have learned from reading "“Daedalus and Icarus"” by Ovid and “"To a Friend Whose Work Has Come to Triumph"” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.”   As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

15. Let’s Take A Closer Look at Math! • Activity II: • Carefully read the Math PARCC Prototype Assessment Item(s). • Answer the following questions: • What do you see as the fundamental differences between this type of question and the types of questions our students are most often asked to answer (old Anet/DBA/MCAS and more current assessments)? • What types of additional professional development do you anticipate teachers needing to prepare students for these types of changes? • What support could you provide as the leader to help teachers meet the challenge of changing instruction to enable their students to answer this type of question? • 3. Share your thinking with a partner/small group.

16. PARCC Prototype – Grade 4 Math Numbers of stadium seats (grade 4): Part A - Baseball stadiums have different numbers of seats. Drag the tiles to arrange the stadiums from least to greatest number of seats. Numbers of stadium seats (grade 4): Part B - Compare these statements from two students. Jeff said, “I get the same number when I round all three numbers of seats in these stadiums.” Sara said, “When I round them, I get the same number for two of the stadiums but a different number for the other stadium.” Can Jeff and Sara both be correct? Explain how you know. Numbers of stadium seats (grade 4): Part C - When rounded to the nearest hundred, the number of seats in Aces Baseball Stadium is 9,100. What is the greatest number of seats that could be in this stadium?  Explain how you know.

17. PARCC Prototype – Grade 7 Math

18. PARCC Prototype – High School Math To be Added

19. Changes in Types and Rigor of Questions on Benchmark Assessments 5.N.2 Place Value (2004 MA Framework) 5.NBT.1 Place Value (2011 MA Framework)

20. Changes in Types and Rigor of Questions on the 2011 MCAS – Grade 10 ELA 2012 Spring Release, English Language Arts - Grade 10, Question 9: Open-ResponseReporting Category: Reading and LiteratureTopic: 13 - NonfictionStandard: ELA.K-12.R.1.02 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2008 Spring Release, English Language Arts - Grade 10, Question 8: Open-ResponseReporting Category: Reading and LiteratureTopic: 13 - Nonfiction Based on the article, describe the challenges faced by the independent inventor seeking to produce a successful toy. Use relevant and specific information from the article to support your answer. Based on the excerpt, explain why brown rats have been able to thrive in urban areas. Support your answer with relevant and specific information from the excerpt.

21. Changes in Types and Rigor of Questions on the 2011 MCAS – Grade 10 ELA 2008 Spring Release, English Language Arts - Grade 10, Question 8: Open-Response 2012 Spring Release, English Language Arts - Grade 10, Question 9: Open-Response 3 The brown rat’s teeth are yellow, the front two incisors being especially long and sharp, like buckteeth. When the brown rat bites, its front two teeth spread apart. When it gnaws, a flap of skin plugs the space behind its incisors. Hence, when the rat gnaws on indigestible materials—concrete or steel, for example—the shavings don’t go down the rat’s throat and kill it. Its incisors grow at a rate of five inches per year. Rats always gnaw, and no one is certain why—there are few modern rat studies. It is sometimes erroneously stated that the rat gnaws solely to limit the length of its incisors, which would otherwise grow out of its head, but this is not the case: the incisors wear down naturally. In terms of hardness, the brown rat’s teeth are stronger than aluminum, copper, lead, and iron. They are comparable to steel. With the alligator-like structure of their jaws, rats can exert a biting pressure of up to seven thousand pounds per square inch. In 1998, as the last yo-yo craze was winding down, a NASA mechanical designer named Rob Thate put a new spin on the old toy by adding a peg and changing two vowels. His invention, the YaYa, was a cross between a yo-yo and a top. You spun it on the ground and controlled it with a string. Thatepatented the idea and pitched it to toy- makers. But no one nibbled. Five years later,the YaYa is in production. But like the toy itself, there’s a string attached. Thate has put up the money himself. “It’s been a long road and a real learning experience, but well worth all the effort,” says Thate, who works at Goddard Space Flight Center in Maryland. “In a sense, I’d rather design a toy that millions of people play with than a satellite that no one sees.”

22. How will we get there? • Attention to the Content Standards; • Thoughtful planning beginning with the end in mind; • Attention to the selection of evidence based instructional strategies; • Increased Rigor

23. The 6 ELA/Literacy Shifts Balancing Informational and Literary Text - Students read a true balance of informational and literary texts. Building Knowledge in the Disciplines - Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Text-based Answers - Students engage in rich and rigorous evidence based conversations about text. Writing from Sources - Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary - Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

24. Changes in Distribution of Literary and Informational Text Distribution of Literary and Informational Passages by Grade inThe 2009 National Assessment of Educational Progress (NAEP) Reading Framework Source: National Assessment Governing Board. (2008). ReadingFramework for 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

25. Changes in Text Complexity Text Complexity Grade Bands and Associated Lexile Ranges

26. What is Text Complexity? How is it Measured? Qualitative: How complex are the themes and main ideas in the text that students are reading? Quantitative: What is the lexile level of the text that students are reading? Reader and Task: How is the teacher developing a task that appropriately engages students based on the intersection of the lexile and theme ? Consider “Grapes of Wrath” – Grade 2 Lexile, Complex Theme – Appropriate for HS

27. Changes in Distribution of Literary and Informational Writing Distribution of Communicative Purposesby Grade inThe 2011 National Assessment of Educational Progress (NAEP) Writing Framework Source: National Assessment Governing Board. (2007). WritingFramework for 2011 National Assessment of Educational Progress. pre-publication edition: Iowa City, IA: ACT Inc.

28. The 6 Math Shifts • Focus – Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. • Coherence – Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. • Fluency - Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. • Deep Understanding - Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. • Applications - Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. • Dual Intensity - Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

29. Mathematical Practices • Makes sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

30. Major Changes at Grade 1 Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.

31. Major Changes – Fractions, Grades 3–6 • Grade 3: Develop an understanding of fractions as numbers. • Grade 4: Extend understanding of fraction equivalence and ordering. • Grade 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. • Grade 4: Understand decimal notation for fractions, and compare decimal fractions. • Grade 5: Use equivalent fractions as a strategy to add and subtract fractions. • Grade 5: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. • Grade 6: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

32. Major Changes - Statistics and Probability, Grade 6 Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

33. Major Changes - Algebra, Grade 8 Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system. Focus on linear equations and functions in Grade 8 Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

34. Major Changes – High School Conceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability College and career readiness threshold (+) standards indicate material beyond the threshold; can be in courses required for all students.

35. What Guidance will the District Provide? The district will provide high-quality unit assessments and unit plans to teachers, who can tailor the daily instruction based on student need.

36. How we will build and implement a consistent, rigorous, district-wide curriculum 1. Design 2. Introduce 3. Implement 4. Monitor • Introduce to CSOs over several meetings • Introduce to Principals, APs, ILSs during Summer PD • Introduce to teachers over 2 to 3 professional development days and then follow-up in PLCs and PD • Recruit teacher teams to build common unit plans, pacing, and unit assessments • Academic Directors support teacher teams • Academic Directors and CSO ensure high quality materials through careful review • Teachers will develop lesson plans aligned to unit plans and administer common assessments • Principals, APs, Academic Directors, and ILSs will coach teachers to continuously improve • ILTs will monitor that unit assessments are administered and teachers are following pacing • CSOs and Academic Team will monitor and support schools 5. Revise Ongoing revision based on data collection effective evidence-based teaching practices based on data and teacher feedback

37. Curriculum Writing Plan

38. Curriculum Writing Process and Implementation

39. What does common core look like in the classroom? Elementary ELA: • https://www.teachingchannel.org/videos/teaching-guided-reading-groups?fd=1 • Using evidence is a hallmark of the common core, how does the teacher ensure students are using evidence/citing the text in their answers? Secondary ELA: • https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion • Pushing students to lead discussion – demonstrate speaking and listening skills – is central to the common core. How does the teacher in the video support the students in leading the discussion?

40. Keeping it simple – all ELA classes 3-12 should have • A high quality text or texts at the center of the lesson • Questions and tasks are text dependent and text specific • All students are productively engaged in the work of the lesson using evidence

41. Keeping it simple – all math classes 3-12 should have • Utilizing the math block: Every teacher should be implementing the components of Math Instructional Block so there is a balance of teacher guided, student guided/involvement, discussion/summary, and formative assessment. • Engagement: Mathematics is learned best when students are engaged in doing mathematics. • Questioning: Within the instructional block, the questions the teacher should be asking are directly connected to the Common Core Math Practices.