Springfield Public Schools

Springfield Effective Educator Development System (SEEDS) & the Common Core

November 2012

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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

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Agenda

Context and purpose

Curriculum

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Great messages keep coming from the buildings

Messages from August and September

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

Messages from October

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

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The various initiatives fit together with a common purpose of raising student achievement

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

Coach, develop and evaluate educators based on a clear vision of strong instruction

Implement a consistent, rigorous curriculum built on common standards with common unit assessments

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

The work

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Today we will equip administrators for the implementation of the plan and formative assessments

Self Assessment

Analysis, Goal-Setting, & Plan Development

Implementation of the Plan

Formative Assessment /

Evaluation

Summative Evaluation

Continuous Learning Today’s Focus

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Coaching, developing and evaluating educators become more meaningful when:

Coach, develop and evaluate educators based on a clear vision of strong instruction

Implement a consistent, rigorous curriculum built on common standards with common unit assessments

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 the educator

wants to improve.

I understand the standards, sequence and

pacing.

I know which students need

more emotional and

academic support.

I know where students

stand academically.

* Connections between the work and the rubric include but are not limited to these examples.

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Agenda

Context and purpose

Curriculum

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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.

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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.

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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*

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Let’s Take A Closer Look at ELA!

Activity I:

1. Carefully read the ELA PARCC Prototype Assessment Item(s).

2. 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.

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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."

 

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PARCC Prototype – Grade 10 ELA

Grade 10 Prose Constructed Response—Sample #1 from Literary Analysis TaskSample 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. 

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Let’s Take A Closer Look at Math!

Activity II:

1. Carefully read the Math PARCC Prototype Assessment Item(s).

2. 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.

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PARCC Prototype – Grade 4 Math

San FranciscoGiants’ Stadium

41,915 seats

WashingtonNationals’ Stadium

41,888 seats

San DiegoPadres’ Stadium

42, 445 seats

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.

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PARCC Prototype – Grade 7 Math

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PARCC Prototype – High School Math

To be Added

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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)

THEN NOW

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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-ResponseReporting Category: Reading and LiteratureTopic: 13 - Nonfiction

THEN NOW

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.

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.

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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

THEN – Sample Text NOW – Sample Text

2012 Spring Release, English Language Arts - Grade 10, Question 9: Open-Response

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. Thate patented 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.”

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.

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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

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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.

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Changes in Distribution of Literary and Informational Text

Distribution of Literary and Informational

Passages by Grade in The 2009 National Assessment of Educational Progress (NAEP) Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading Framework for 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

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Changes in Text Complexity

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

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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

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Changes in Distribution of Literary and Informational Writing

Distribution of Communicative Purposes by Grade in The 2011 National Assessment of Educational Progress (NAEP)

Writing Framework

Grade To Persuade To Explain

To ConveyExperience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing Framework for 2011 National Assessment of Educational Progress. pre-publication edition: Iowa City, IA: ACT Inc.

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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.

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Mathematical Practices

1. Makes sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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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.

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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.

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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.

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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.

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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.

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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.

Common Unit Assessments

Provided by the district to create shared, high

expectations for all students

Common Unit Plans

Provided by the district to ensure

consistent rigorous standards in every

class every day

Lesson PlansDeveloped by teachers

to allow teachers to plan for and respond to their specific students’ needs

Revision ProcessIncorporated by teachers

and the District to ensure assessments and

plans reflect effective evidence-based teaching

practices

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How we will build and implement a consistent, rigorous, district-wide curriculum

1. Design 2. Introduce 3. Implement

• 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

• 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

• 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

4. Monitor

• 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

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Curriculum Writing Plan

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9/24/2012 First Draft of Pilot Unit Due to Director

11/9/12, 11/14, & 11/16 12 Vetting of Pilot

10/22. 10/23, 10/24, 11/3, OR 11/5 Additional Paid PD on Formative Assessments

11/30/2012 Director Approval of FINAL Pilot Units

12/3/12 - 12/6/12 Town Hall Meetings - For teachers participating in the Pilot

12/10/2012 Pilot Materials Distributed to All Participating Schools

1/16/13, 1/18/13, 1/25/13 Vetting of Unit 1

2/26/2013 Director Approval of FINAL UNIT 1

2/27/2013 Pilot Materials Collected from All Participating Schools

Spring 2013 Additional Paid PD

3/13/13, 3/15/13, & 3/22/13 Vetting of Unit 2

4/23/2013 Director Approval of FINAL UNIT 2

5/15/13, 5/17/13, & 5/24/13 Vetting of Unit 3 or 4 (Whichever not completed as pilot unit)

5/31/2013 Distribute Units 1-2 to Schools for 13-14 School Year

6/18/2013 Director Approval of FINAL UNIT 3

Summer 2013 Units 5 & 6

Curriculum Writing Process and Implementation

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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?

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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

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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.