North Syracuse 2012 Core Learning Institute

1. North Syracuse 2012Core Learning Institute Day #2

2. Welcome back!! • Purpose • Ovals 1 and 2 for the institute • Norms • Strategy Recording Form

3. 1st What should students know and be able do? SBE Planning Process: The Ovals 2nd How will the students and I know when they are successful? Task Analysis 3rd What learning experiences will facilitate student success? 4th Based on data, how do I refine the learning experiences?

4. OVAL 1: What should participants know and be able to do? Essential Question: How can building and teacher leaders build capacity around Standards-Based Education? • At the end of the 5 days, participants will be skillful facilitators, presenters, consultants & coaches around Standards-Based Education and the NYS Common Core Learning Standards • At the end of the 5 days, participants will have a shared language and understanding of teaching and learning in Standards-Based Education • At the end of the 5 days, participants will have a repertoire of tools and strategies to foster deeper understanding within their school and/or district around Standards-Based Education and New York State initiatives regarding Common Core Learning Standards and Race to the Top Our Outcomes:Oval 1

5. Our Outcomes: Oval 2 • Oval 2: • How will participants and we know when they are successful? • Participants are applying tools and strategies around the Work of NY and the CCLS. • Participants are using common language and have a shared understanding of the Work of NY and the CCLS. • Participants are planning and facilitating productive groups around the Work of NY and the CCLS.

6. ProfessionalPractice Standards Data Culture

7. Since we Last met… • One thing you have tried • One thing you have thought about • One question you have

8. Line-up • Select a partner from your current table (or go searching!) You will be working with this person today (along with others). • As we form two lines, make sure you remain across from your partner. • Share your Since We Last Met

9. Form Groups • With your partner form groups by combining with two other pairs • Pack and Stack to get to new group

10. Binoculars • Learner: What does this mean for my work with my students? • Facilitator: What does this mean for my work with my colleagues? Hallway Conversation: What do you tell someone in the hallway when they ask you……

11. It’s a Book! Text Investigation

12. What’s in it for me? • Think about our work so far. • Explore the Table of Contents in your copy of Instruction for All Students. • Identify the sections or items in the Table of contents that pique your interest. • Share with your partner what is intriguing to you and why.

13. Framing the Learning • Last time we framed our learning by: • sharing outcomes • setting norms • reviewing pre-assessment data, • discussing star question (essential question)

14. Framing the Learning • Read p 58-61 in Instructional for All • Record your thinking in two columns • What does this mean to me as a learner (my role as a teacher)? • What does this mean to me as a facilitator? • With your partner: What is a take away? Learner Facilitator

15. Yesterday and Today Instruction for All p. 5

17. In your role as Change Agents… • Where do you see teaching and learning in North Syracuse? • How does teaching and learning in North Syracuse align with what you know about the shifts and CCLS, the priorities and APPR?

18. Strategy/Activity Recording Form

19. Break Professional Practice: evidence of shifts

20. Professional Conversation • Count off 1,2,3,4 • Even numbers: 2s form a circle facing outward, 4s form a circle facing the 2s • Odd numbers: ditto! • Share your examples of the evidence of the shifts you’ve seen in your school.

21. Back at your tables • Summarize what you heard. • What patterns or trends did you notice?

22. Introduction to SBE: Standards-Based environment Instruction for All Students

23. Thequestion!

24. Navigation of the nysccls • How will you engage a group looking at the CCLS- both ELA/Literacy and Math?

25. Vocabulary organizer • Refer to packet

26. The NYS PK-12 Common Core Learning Standards

27. Outcomes/Expectations Aligned with college and work expectations Focused and coherent Rigorous content and application of knowledge though high-order skills Internationally benchmarked so students are prepared to succeed in global economy and society Based on evidence and research

28. These standards don’t: Define how teachers should teach Define all that can or should be taught Define interventions needed for student well below grade level Give range of support for English language learners and students with special needs Limit use of Braille, sign language or alternative reading, writing, speaking, listening means Provide everything needed for college and career readiness

29. So what do we have…. Fewer Clearer Higher

30. English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects ELA

31. Design and Structure Three Main Sections: K-5 (cross disciplinary) 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science and Technical Subjects Shared responsibility for student's literacy development ELA

32. Four Strands Reading (Literacy, Informational Text, Foundational Skills) Writing Speaking and Listening Language ELA

33. Anchor Standards Broad expectations consistent across grades and content Based on college and career readiness ELA

34. Grade Level/Grade Band Pre-K-8 are grade specific 9-12 grade bands for course flexibility Designed for cumulative progression of skills and understandings

35. Writing Arguments Informative or explanatory texts Narratives ELA

36. Speaking and Listening Effective communication ELA

37. Language Conventions of standard English Includes acquisition of vocabulary Address in context of other strands ELA

38. Literacy Standards: History/Social Studies, Science, Technical Subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects

39. Mathematics Math

40. Design-Part One Mathematical Practice Carry across all grade levels Habits of mind: reasoning, problem solving, modeling, patterns, precision, decision making, use of tools, Connect with content standards at each grade level Math

41. Design-Part Two Mathematical Content K-8 by grade level Domains that progress over several grades Grade introductions provide main points at each grade level High School organized by conceptual themes Math

42. Organization Domains are larger groups that progress across grades (ex. number and operations in base 10) Content standards- define what students should understand and be able to do at grade level Clusters are groups of related standards- increase in complexity from grade to grade Math

43. High School Flexible for course design At end of grade 7- ready for algebra Math

44. Expert Jigsaw Groups • Count off by 4s • In your packets are 5 tools for navigating the CCLS – we will explore 4 today. • 1. Guided Tour • 2. Concept Splash • 3. Scavenger Hunt • 4. Across and Down (Mining) • 5. Graphic Organizer • Explore with others of the same number

45. Expert Jigsaw Groups • Form a group that contains a person from each expert group inclusive 1-4 • Explain your strategy and how you might use it

46. Hallway Conversation • So what are these Common Core Learning Standards?

47. Strategy/Activity Recording Form

48. Lunch!! • Please enjoy an hour for lunch on your own. • Be back here ready to start at 12:30. Temporal Elegance

49. Paragraph predictions

50. Paragraph predictions • Now read p. 28-30 and p. 34 in Instruction for All • How close were your predictions?