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CIICouncil for Instructional Improvement

San Mateo County Office of EducationFriday, March 14, 2014

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Welcome, Review Agenda

State/Federal Updates

PLC’s, PLN’s, TLC’s, Coaching – Utilizing Collegial Models for Sustained Professional Development – 3 ModelsCCSS Standards Based Report CardsFair Education ActSBAC Field Test

Agenda

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State and Federal Updates

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Sustained Professional Development

• PLC (Professional Learning Community)• PLN (Professional Learning Network)• TLC (Teacher Learning Circle)• Coaching Based Teams• Department/Grade Level Meetings

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What is a Professional Learning Community?

• Focus on Learning

• Culture of Collaboration

• Focus on Results

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Critical Answers• What do we expect students to learn?

– Identify essential learnings, power standards, etc and set a SMART goal.

• How will we know when they have learned it?– Common Assessments

• How will we respond when they don’t learn?– Develop a systematic response with additional time

and support for both students and teachers.

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Professional Learning NetworkPLC

• More informal• Specific intent (CCSS)• Contributes to professional

development and knowledge

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Collegial Learning Structures

• TLC – Teacher Learning Circles• Coaching model• Department/grade level meetings

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Professional Learning NetworksBelmont – Redwood Shores School District

SMCOE in collaboration with Belmont-Redwood Shores School District

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Setting the stage

Dr. Michael Milliken, SuperintendentBelmont – Redwood Shores School District

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PLN Structures

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District Level Professional Learning Networks

•Principals and District Administrators• Superintendent• Directors• Principals

•District Leadership Team• Teachers• Resource Teacher• Principals•Teacher Leaders• Encouraged by site leaders• Agreement to learn content and deliver PD

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School Level Professional Learning Networks

• Grade Level• Teachers meet with grade level

colleagues across district to receive PD and share ideas

• School Site • Principals meet with their staff to solicit

feedback and provide additional support

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Implementation Experience

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Disciplined Pursuit of Less

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Sweep or Keep Texts

Modify or Magnify Practices

Is it worth the buzz?

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TASK Choices

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Questions…

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CCSS ELA Instructional Shift Review and

“Close Analytical Reading” Demonstration

South San Francisco School District

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Goals for Today Staff Meeting• Understand the Purpose of a Close Analytical

Reading Lesson• See the connection between this lesson and

the CCSS Instructional Shifts for ELA• See the potential value of this tool in your

instructional tool belt• Begin to view the texts we have available as

sources for potential Close Reading lessons

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What is the difference between teaching a text and analyzing a text?

• Talk to your group and discuss some of the different connotations of “teaching a text.”

• Share out what are some things that come to mind with Teaching a Text

• Talk to your group and discuss some of the different connotations of “analyzing a text.”

• Share out some of the images and phrases that arise from Analyzing a Text

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Analogy for Analysis

• A master carpenter craftsman teaches his apprentice to analyze the construction of a piece of furniture- A throne from the 1700s

• Focus on Appreciation and Understanding of the artisan who created it.

1. Look for details that show what they did2. Look for clues as to how they may have done it?3. Think about and explain why you think they may

have made those decisions.

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CCSS Instructional Shift Review1. Increase reading of Informational text2. Text Complexity3. Academic Vocabulary4. Text-Based Questions/Answers-Collaborative

Conversations5. Increased writing from Sources6. Literacy Instruction in all Content Areas

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Purpose for Close Analytic Reading• Gives students chances to struggle with and analyze a new

complex text • Gives time to go deeper into a text• Trains students to look for significant decisions the author made to

reveal herself (Person, Purpose, and Point)• Includes the major instructional shifts and the new emphasis on

depth vs coverage• Provides a safe investigation of textual clues and their significance. • Provides all students (Els, at, above, and below grade level

Readers) the chance, the modeling, and the language to engage with text complexities.

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Close ReadingPossible teaching pointsFor deeper Comprehension Vocabulary

and Language

Author’s Purpose

TextStructure

and Features

Meaning or

Message

BackgroundKnowledge

Big Idea

Collaboration Session• Analyze your Text• What are the complexities?• Which challenge would you

teach into first, how and why?

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My Brothers’ Flying Machine By Jane Yolen

A Close Read Lesson for Grade 4 pg.510-12 Lesson Objectives:

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and

explain how it is supported by key details; summarize the text.

I can explain how important details show the author’s main idea that she

wants to teach us.

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New Kind of Lesson

• Small part of a Text• Read several times• Talk about what we think-learn from each

other• Reading with a pencil • Learn that an Author wants to reveal

important lessons about life

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Review Lesson Rules

• Quiet Signal• Pair Share • Face the Speaker and Listen, thinking if I

agree, disagree, or have something else to add• Done???? Keep working to understand the

Author’s significant lessons for us

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Annotation Symbols

• Confusing or unknown words• Surprising point or perspective !• Questions about the text ?• Most Valuable Point MVP• Identified an example EX.• Connections between texts

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“1st Read: Slow for the Flow”

• Circle any words you don’t know or are strange to you, underline words or sentences that seem important

• Pair Share, Group share• Choral Read

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Add our thinking to the text clues• Use your double entry T chart to record the

textual clues and your thinking. What the text says What the text shows

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Text Dependent Question #1 Reread our sections for character strengths

• Where and how does the author, Jane Yolen, show the Strengths of the characters? Label the clues with S and write to explain what strength is shown.

• I’ll do one and then you find the rest.• Pair/Share Strongest Strength clue for two

characters• Whole Class Share-out

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Text Dependent Question #2

Reread our sections for the Roles of each main character.

• Where and how does the author, Jane, reveal the Role (job) of each member of the family?

• I’ll do one and then you find the rest.• Pair/Share Strongest Role clue for two

characters• Whole Class Share-out

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Text Dependent Question #3• Jane Yolen chose to have the sister act as

narrator of these facts. How and where in the text does that choice contribute to our learning about these famous men? – Vs. typical disconnected Narrator who does

research and tells us all about the men and their accomplishments

– Vs. Orville and Wilbur Wright telling their own story

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Text Dependent Question #4• Knowing that these men ended up becoming

famous for inventing the 1st airplane, which fact from today’s reading do you think is the most significant fact leading to that success and why do you think it is most significant?

• Cite your fact from the text and write to try to convince your partner to your way of thinking.

• Pair Share – Whole Class exit ticket-Logical??

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Goals for Today’s Staff Meeting• Understand the Purpose of a Close Analytical

Reading Lesson• See the connection between this lesson and

the CCSS Instructional Shifts for ELA• See the potential value of this tool in your

instructional tool belt• Begin to view the texts we have available as

sources for potential Close Reading lessons

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Thank you for your Patience• Talk to your Grade level partners and talk about

possible Close Analytical Reading lesson applications/modifications for a reading lesson at your grade level

• If you are interested we could analyze a text together and practice developing a close reading lesson

• If you are interested in team teaching or seeing a demonstration lesson, please feel free to ask.

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PLC’s and the Common Core: A Case Study

Genevieve ThurtleAragon High School, San MateoEnglish Teacher/PD Coordinator

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The History

Aragon teachers were asked to form “learning teams” in the mid-aughts

• no discussion of theory/foundational work of PLC• lots of calendaring (“What are you doing next week?”)• little embedded time

o Late-start Wednesdayso Faculty meetings, department meetings and

twice-a-month LT meetings (45 minutes)

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The Shift

SMUHSD Adult Learning Initiative (Fall 2011)• Professional Development Coordinators• Instructional Technology Coordinators• Assessment and Data Coordinators

o both school-site and district level coordinatorso councils for each adult learning group -- meet

monthly

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The Shift cont...

• Training for sites in the fundamentals of PLC work (SMUHSD PLC Institute June 2012)

• Common Core standards becoming more of a reality

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Common Core Implementation through PLCs

Some systemic changes that have helped our PLCs with CCSS implementation:

• moved from traditional schedule → modified block

embedded much more collaboration time• all teachers on one PLC only• faculty meetings used for PD that supports PLC work in their

CCSS implementation

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The Proposal ( of

Aragon’s TOSA team made this proposal to department chair group:• to take all school-site PLCs through the cycle of inquiry with one

high-leverage CCSSo Writing Standard #1: Argumentative Writing

Math PLCs did Mathematical Practice Standard #3: Construct viable arguments and critique the reasoning of others

o Essential part of the ELA Performance Task

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What it Looked LikeFall of 2013

Spent time training PLCs in• what the standard was• looking at models• identifying terms and common definitions

o claim, counterclaim, evidence• how the graphic organizer could be used• how to use the SBAC rubric

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What it Looked Like cont...

Fall of 2013established benchmark dates for PLCs to• teach• assess (formatively)• score• examine the data• reteach

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For Spring

PLCs are expected to go through the cycle of inquiry again with another unit designed around a CCSS

• document their work on district CCSS siteo identify key lessons, formative assessments,

summative assessment for this unithttps://sites.google.com/a/smuhsd.org/common-core-

resources/unit-of-study-cover-sheet

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Plans for 2014-2015

After conducting a school-wide CCSS gap analysis with the Reading/Writing standards, we will determine a scope and sequence that will guide PLCs in their curriculum-alignment for next year.

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What’s been critical to our PLC work

• a faculty that values collaboration (over autonomy)

• involvement of department chairs in discussions of PLC support and work

• an administration that makes PLC work a part of the school vision

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Faculty Reflections: PLC Benefits

“I love the structure of PLC time because my partner and I are producing assignments that will be used in the immediate future. Pedagogical discussions are always necessary, but implementation and revision are a welcomed change to these meetings.” (Social Studies teacher)

“Creates a professional working relationship with colleagues that allows you to share and generate new ideas, try new curricular approaches, and really focus on the student outcomes of curriculum. It has helped with integration of common core, especially in the area of developing rubrics to evaluate student work. The PLC emphasis on skill development, formative assessment, evaluation of student work, and then editing curriculum to better develop skills with students has been effective.” (Social Studies teacher)

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PLC Benefits

Strong PLCs positively impact student learning. I think one reason we have such a high 9th grade pass rate is the PLC work (and the great supports -- SES, guided studies, and a separate intensive class). PLCs are most effective when they are small, everyone has one PLC, there is a common prep, and teachers share similar teaching philosophies. I've found all of these in the 9th grade PLC which has made me willing to try new technologies and strategies. (English teacher)

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PLC Benefits"In my experience the PLC is beneficial because I can get a lot of support from my

PLC members. Teachers need a great deal of support, which should be tailored according to the individual teacher’s need. The PLC group provides an opportunity for teachers to target their requests. We share our best practices with each other and discuss how to organize our curriculum to facilitate students’ learning.” (World Language teacher)

“We are able to have time to work in our cohesive groups on CCSS curriculum. We have been able to complete PD work as a unified team with the help of PD coordinator, tech coordinator and other teachers. After attending our state conference this past weekend, physical education teachers realized we are above and beyond most schools in the state regarding incorporating CCSS. I think this is due to our hard work and persistence, as well as having a supportive team and the time to dive into our focused projects.” (Health/PE teacher)

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PLC Benefits“For the first time, the VAPA department was like every other departments

at AHS, working together as a PLC to develop lessons that implement the content standards and overlay the Common Core State Standards.” (VAPA teacher)

The PLC's are holding each other accountable for common curriculum and standards. The time is great for implementing Common Core Standards. The materials involved for projects is intensive. Time allowed for organizing cycle of inquiry units. (Math teacher)

PLC's have been a huge benefit to help teachers communicate and work together to change classes and improve student understanding. (Science teacher)

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PLC Challenges“Time is definitely one - always needing more. Also, it has been tough this

year to only be on one official PLC - now I know that is of course meant to help with the time issue but it has meant more after school meetings in order to make up for missed PLC time for other areas. I fear it also might have made many teachers really focus on improving/challenging their teaching in only the one curricular area that they are on with their PLC.” (Social Studies teacher)

Time! That is our main challenge. Finding time to meet outside our normal PLC meeting time in order to get all the work completed. It has been a huge task, and one meeting per month isn't enough time. (Health teacher)

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PLC Challenges

One of the major challenges the VAPA PLC faced was finding a common ground in order to work as an effective team. (VAPA department chair)

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The Takeaways

• Coherent school-wide implementation of CCSS requires functioning PLCs.

• Teachers must first find value in collaboration.• This is hard work.• School-site leadership must be open to an

evolution of this work.

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Common Core Report CardsDanni Tsai, Ed.D.Educational ServicesMarch 14, 2014

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Objective

1. Align report cards to CCSS2. Provide understanding of the process3. Provide support to SMC districts

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Purpose of CCSS Report Cards

• Consistent educational standards• More visible• Accountability• Clear expectations

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Stages of Development

• Discussion• Planning• Developing• Piloting• Refining• Implementation

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Discussion

• Aware of district/school needs• Reviewed sample report cards• Preliminary discussions with stakeholders

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Planning Stage

• Form committee/task force• Identify goals/tasks• Establish a timeline• Establish communication channels

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Developing Stage

• Components Core Subjects Specialty Subjects Process Learning Goals Narratives

Assessments Rubrics Handbook

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Piloting

• Which grades• Gathering

Feedback• Communication

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Refining

• Addressing issues• Clarifying components• Finalizing language

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Implementation

• School-wide and district-wide implementation

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Fair Education ActSB 48

Kevin Wooldridge, CoordinatorNetworks for SuccessMarch 14, 2014

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Bill Number: SB 48

The Fair, Accurate, Inclusive and Respectful (FAIR) Education Act amends the education code to require schools to integrate factual information about social movements, current events and history of people with disabilities and LGBT people into existing social studies lessons. It also prevents the State Board of Education from adopting instructional materials that discriminate.

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• A Mother’s Voice

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Discussion • What thoughts or ideas did the video prompt?

• In your role as an educator, have you experienced supporting students who felt like they didn’t belong?

• What is the role of our schools in creating the kind of safe community the mother talks about?

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A colleague shares….

• Dr. Shawnterra Moore Thomas, Assistant Superintendent, South San Francisco Unified School District

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Moving ForwardAwareness

Review BillStart conversation about identity and equityExamine school/district cultureReview student data by sub-groupIdentify all stakeholders

Transition

Identify needs and resourcesEngage Student GroupsEngage Curriculum Task ForceBegin to integrate the history/experience of members under-represented communities into the curriculumReview Health Kids Survey Results

Deep Implementation

Develop curriculum plan for full integration Maintain engagement of all stakeholdersCreate on-going systems to monitor program progress and implementationSet metrics

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Resources• FAIR Education and AB1266 Resources • Model Gender Non-Discrimination Policy• Research Briefs • CA Safe Schools Coalition • LGBT Student Safety: Steps Schools Can Take• Research Reports• Lessons that Matter: LGBTQ Inclusivity and School Safety• Implementing Lessons that Matter: The Impact of LGBTQ-In

clusive Curriculum on Student Safety, Well-Being, and Achievement

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• LGBT-Inclusive Lessons and Disability-Inclusive Lessons:• www.gsanetwork.org/fair• www.faireducationact.com• Social Content Review Standards• www.cde.ca.gov/ci/cr.cf/documents/socialcontent2013.doc• • Welcoming Schools• www.welcomingschools.org• Welcoming Schools offers professional development tools,

lessons aligned with the Common Core State Standards, and many additional resources for elementary schools on:

• Embracing family diversity• Avoiding gender stereotyping and affirming gender• Ending bullying and name-calling.