Summer 2014

Summer 2014

Curriculum and Instruction that Supports High Quality Student Learning

COMMON CORE SHIFTS

ELA/LITERACY: 3 SHIFTS1. Building knowledge through content-

rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

MATHEMATICS: 3 SHIFTS

1. Focus: Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

STANDARDS FOR MATHEMATICAL PRACTICE Make 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

SPEAKING AND LISTENINGAnchor Standards Comprehension and Collaboration:

CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SPEAKING AND LISTENING BIG IDEAS

1. A HUGE part of speaking is listening 2. Students need to know how to talk 3. Structured, regular opportunities to talk in pairs

4. Structured, regular opportunities to talk in small groups

5. Have students talk to the whole class

6. Students should contribute accurate, relevant info to conversations

7. Students should respond to and develop what others have said

8. Analyze and synthesize a multitude of ideas in various domains

9. Use technology to increase speaking / listening opportunities

14-15 STUDENT FOCUS AREASEnglish Language Arts

Comprehend (access) meaningful, on grade level texts

Speak and write in response to meaningful texts

Mathematics

Master priority concepts and practice standards (not just procedures)

Target remedial content that allows faster on grade level practice.

WHAT DOES THE COMMON CORE CLASSROOM LOOK LIKE?

WHAT SHOULD TEACHERS BE DOING? Planning, instruction, & assessing using…

In ELA: On grade level texts daily with ALL students Increasingly challenging questions that help students

comprehend text Increasingly complex tasks that require students write and

speak about text

In Mathematics: Tasks that building conceptual understanding of priority

standards Tasks that require fluency and use of math practices to

master concepts Just enough remediation to help students practice on grade

level content as quickly as possible.

Deeper order thinking should be on show. With CCSS, it’s not enough for students to just memorize how to do something, in many cases they’re expected to know why. Teachers should be challenging students to explain their thinking and to provide proof.

The classroom should be language-rich. It doesn’t matter what you teach anymore language skills are expected to be involved. Reading, writing, and speaking skills should be practiced across the board and every classroom from elementary to high school, from self-contained to subject specific should be reflecting that.

Class time should be maximized. Not that teachers were doing this before, but with CCSS, even more than before, teachers need to be planning for “bell to bell” instruction, which is absolutely necessary to teach the more complex thinking skills associated with Common Core.

The atmosphere should be one of “create and learn,” not “sit and get.” In order to push the thinking skills associated with CCSS, students will need to be engaged in their lessons. If all a student ever does is sit and take notes, they won’t be able to learn how to think.

Technology should be a part of learning. The CCSS specifically call for students to learn how to communicate and collaborate with others using technology. Expect to see a greater push toward blogging, Twitter, and services like Google docs.

ASSESSMENTS

STATE ASSESSMENTS DSC – pre-K and K

Dibels/SRI – K-3

PARCC – grades 3 – 8 ELA and Math

Leap/iLEAP – grades 3 – 8 Science and Social Studies

Explore – grades 8 & 9

Plan – Grade 10

ACT – Grade 11

EOC – Algebra I, Geometry, English II, English III, Biology, and American History

DISTRICT BENCHMARK TESTS

Grades K – 12, ELA and Mathematics Tentative Schedule:

Test 1: August 18 – September 12 Test 2: December 1 – January 16 Test 3: April 20 – May 15

District End of Year Tests – some high school science and social studies courses.

CLASSROOM/SCHOOL PROGRESS MONITORING Teacher and schools are strongly encouraged to use LDOE provided assessment resources including EAGLE.

EAGLE training should be after school starts.

EVALUATION SYSTEM

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Compass Process & Components

Two Components of Evaluation

Student Growth

Measures• Student

Learning Targets

• Value-Added Model data, where available

Professional Practice

Measures• Observations• NIET Rubric

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DISTRICT SLT RESOURCE PAGE

http://www.tangischools.net/ciweb/common%20core/slt/slt.htm

STATE RESOURCES

EDUCATOR SUPPORT TOOLBOX

http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox

LDOE CURRICULAR TOOLS

•K-12 Math Guidebooks•K-12 ELA Guidebooks•PARCC Assessment Guides•Curricular Reviews•K-12 ELA Unit Plan Text List•PreK Plans for Units 7-10

DISTRICT RECOMMENDATIONS

What do I teach?

K-2 ELA Continue with Storytown as the foundation

New Unit assessments Align units to mirror units in DOE guidebooks Develop text dependent questions (Basal Alignment

Project)and Common Formative Assessments (tasks)

3-6 ELA Utilize Storytown in combination with 2 of the units from the

ELA guidebooks. Develop a pacing guide that includes the 2 LDOE units. Schools may substitute anchor texts used for Storytown units. New unit assessments For Storytown units develop text dependent questions (Basal

Alignment Project)and Common Formative Assessments (tasks)

6-12 ELA Utilize current texts and at least 2 LDOE units

Alignment of units and textbooks

Create a pacing chart

K-5 MATHEMATICS Continue to implement Envision Math Textbook

Incorporate Eureka math lessons when appropriate.

Utilize curriculum and intervention support: FasttMath and Fraction Nation

6-12 MATHEMATICS

Develop a pacing guide of standards and units

Use a variety of resources to teach the standards HMH Explorations workbook MathXL Eureka math Current textbook

OTHER GRADES AND SUBJECTS District adopted textbooks

State Standards

http://www.louisianabelieves.com/resources/library/academic-standards

National Standards (in the absence of state standards)

POLICIES AND PROCEDURES

GRADE BOOKS AND GRADING JPAMS - JGRADEBOOK

Grade book Policy

Grading Procedures

LESSON PLANS OnCourse

Lesson plan policy

Lesson plan templates (CCSS Lesson Plan Template and Guide)

Curriculum and Instruction Policies and Procedures

DISTRICT RESOURCES

TEACHER LEADERS

Each school as a teacher leader that has been trained by the state and district to assist with the transition to the common core state standards and new assessments.

Curriculum and Instruction Support Staff

Victoria Ott-FryeElementary Supervisor

Not pictured: Mark Vining, Health and PE; C.C. Lanier, STEM

Jim ReeveDistrict Test Coordinator

Rene’ Durio504 coordinator

Alison AndrewsMagnet Supervisor

Linda BakerLiteracy Coordinator

Lisa FussellSecondary Supervisor/Jumpstart

Keri WickhamEarly Childhood Coordinator

Joanna NewmanSecondary Supervisor

RESOURCES

TPSS Common Core Portal

TPSS Curriculum and Instruction Page

TPSS Blackboard – TPSS Resources

Video Resources Teaching Channel Inside Mathematics PD360

[email protected]