TEACHING AND TEACHERS ELEVATING CELEBRATING EFFECTIVE

WELCOME! Agenda Participants will be: introduced to Common Core introduced to the Framework for Teaching Lesson Planners (FFT) introduced to Student Learning Outcomes (SLOs) Use our new Crosswalk documents to create a lesson plan aligned to Common Core and FFT

COMMON CORE

English Language Arts Building knowledge through content-rich nonfiction and informational text Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary Mathematics Focus strongly where the Standards focus Coherence: think across grades, and link to major topics within grades Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity

TRANSITION TO COMMON CORE

PGCPS COMMON CORE LINK PGCPS Common Core Portal is under construction See your handout schools/ schools/ parent-portal/ parent-portal/ portal/ portal/

COMMON CORE IN MARYLAND Mathematics

COMMON CORE IN MARYLAND Mathematics Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School: Number & Quantity High School: Algebra High School: Functions High School: Modeling High School: Geometry High School: Statistics & Probability

COMMON CORE IN MARYLAND Reading/ELA Frameworks Reading Literature Reading Informational Text Reading Foundational Skills Writing Speaking and Listening Language Literacy for History/Social Studies, Science & Technology Frameworks

COMMON CORE IN MARYLAND Reading/ELA Frameworks Reading Literature Reading Informational Text Reading Foundational Skills Writing Speaking and Listening Language Literacy for History/Social Studies, Science & Technology Frameworks

COMMON CORE AND MARYLAND SCHOOL REFORM

Understanding Student Learning Objectives (SLOs) FEBRUARY 2013 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS

TODAY’S OUTCOMES Recognize how SLOs align with the goals for Maryland’s RTTT Initiative Develop a shared understanding of the purpose for using SLOs Become familiar with the SLO vocabulary, development and implementation process Create an SLO from using your student data Plan for key considerations in pilot implementation of SLOs

MARYLAND CLASSROOM 15 What new information is presented about teacher evaluation? What aspects will remain the same? What training do you think you need to fully understand and implement the processes mentioned? What are some potential technological glitches? Do you see any conflicts with existing efforts? What are they? How does this information align with the other responsibilities?

STUDENT LEARNING OBJECTIVE FRAMING Curriculum & Instruction Common Core Student Learning Objectives Data Usage & Assessment Student Learning Objectives are not a disconnected initiative. Rather, they bring together all the essential aspects of instruction. Curriculum, standards, instruction, assessment and data review, inform high quality SLOs Instructional Coherence

Maryland Educator Effectiveness Committee: Mandated more robust evaluation tools for teachers and administrators who receive Race to the Top funding

State Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice Student Growth Planning Preparation 12.5 % Instruction 12.5 % Classroom Environment 12.5 % Professional Responsibilities 12.5 % Elementary/Middle School Teacher Two Content Areas 10 % - Reading MSA (Class) 10 % - Math MSA (Class) 20 % - Student Learning Objectives (S.L.O.s) 10 % - School Performance Index (SPI) Elementary/Middle School Teacher One Content Area ELA 20% - Reading MSA (Class) 20% - Student Learning Objectives (S.L.O.s) 10% - School Index (SI) or MATH 20% - Math MSA (Class) 20% - Student Learning Objectives (S.L.O.s) 10% - School Performance Index (SPI) Elementary/Middle School Teacher Non-Tested Subject 35% - Student Learning Objectives (S.L.O.s) 15% - School Performance Index (SPI) High School Teacher 35% - Student Learning Objectives (S.L.O.s) 15% - School Performance Index (SPI) 50 % Qualitative Measures 50 % Quantitative Measures or Rev SPI = Achievement Growth Gap Reduction College and Career Readiness

State Principal Evaluation Model Professional Practice Student Growth School Vision School Culture Curriculum, Instruction, and Assessment Observation/Evaluation of Teachers Integration of Appropriate Assessments Use of Technology and Data Professional Development Stakeholder Engagement Elementary/Middle School Principals 10% - Reading MSA (School) 10% - Math MSA (School) 10% - School Performance Index 20% - Student Learning Objectives (SLOs) High School Principals 30%* - Student Learning Objectives (SLOs) 20%* - School Performance Index *Amendment submitted to USDE to change to: 35% - Student Learning Objectives (SLOs) 15% - School Performance Index Other Principals (e.g., Special Center, PreK-2) 35% - Student Learning Objectives (SLOs) 15% - School Performance Index 50% Qualitative Measures 50% Quantitative Measures or School Operations and Budget Effective Communication Influencing the School Community Integrity, Fairness, and Ethics 12 Domains Each 2-10 %

PILOT Content Areas/Grades R/ELA (ESOL) Grade 2, 6, 9 Science Grade 5, Grade 7 AP Government Vocal/General Music CosmetologyBusinessSpanish I Head Start/MMSR Health, Grade 7 Grade 7 Math/Algebra I Integrating the Sciences

A STUDENT LEARNING OBJECTIVE (S.L.O.) IS… … an instructional goal… for specific students…for a specific time interval Focused on the most valuable learning Based on the most current student data Aligned to current curriculum standards Specific and measurable Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

SLO Components Data Review Statement of Objective Aligned Standards Rationale Student Population Baseline Evidence Interval of Instruction Target/Evidence of Growth Scoring Instructional Strategies for Attaining Objectives Professional Development

ANATOMY OF A STUDENT LEARNING OBJECTIVE Student Learning Objectives include: Statement of Objective Rationale Aligned Standards Student Population Interval of Instruction Baseline Evidence Target Rationale for Target(s) Evidence of Growth Scoring Priority of Content Rigor of Target Quality of Evidence

SLO RESOURCES PGCPS Template Guidance Documents SLO Checklist

SLO GOOGLE SITE

SLO CREATIVE ARTS

SLO REVIEW Step 1: – Review Sample SLOs Step 2: – Work in pairs to discuss the evidencepresented in each component Step 3: – Record findings on checklist training tool – Step 4: Report Out – How will you start the process forcompleting each component?

SLO REVIEW What do you see in the sample SLO that meets the requirements of this component? How will you start the process for completing this component? Analysis of Sample SLOPre-Planning for Your Work

SLO REVIEW Review exemplars from your content area slo/

CREATING YOUR OWN SLO: CLASS DATA Insert your data here

CONSIDERATIONS FOR PILOT IMPLEMENTATION: MAKING THE CONNECTIONS Frame evaluation process as part of the continuous improvement process Align State – District - School goals with SLO goals Connect SLO process with other aspects of good teaching Integrate SLO training with Common Core and other curricular training Integrate SLO development with existing data review/analysis processes 31

CONSIDERATIONS FOR PILOT IMPLEMENTATION: MAKING THE CONNECTIONS Use existing structures and processes to support SLO implementation School Improvement Planning Professional Learning Communities Department Chairpersons/Teacher Coordinators Grade Level Teams Action Research Performance Assessment

TIMELINE OF THE SLO PROCESS February 2013 Develop SLOs for implementation during second semester Submit SLOs for approval and revise as needed LATE SPRING Track SLO progress and adjust as needed Submit student learning data for scoring Provide feedback on the SLO process

ON-GOING PROFESSIONAL DEVELOPMENT AND REFLECTIVE PRACTICE Identify Total Student Population (Beginning of year) Implement Data Review and Document Baseline Evidence Classroom Focused Improvement Process (CFIP) Identify Complexity Factors Identify Learning Objective (s) for student population (s) Develop Rationale and Growth Target(s) Identify Professional Development Needs Receive Professional Developme nt Implement Instructional Strategies Monitor Progress Mid Interval Progress Check Evaluate Effectiveness Reaching Targets Identify Professional Development Needs Continue Professional Development 34 AUGUST OCTOBER NOVEMBER - MAY JUNE/JULY SEPTEMBER ON-GOING PROFESSIONAL DEVELOPMENT & REFLECTIVE PRACTICE

STEP 1 - Data Review STEP 2 – SLO Development STEP 3 - Review and Approval Conference STEP 4 - Mid-Interval Conference STEP 5 - Final SLO Review STEP 6 – Integration of SLO Results STEP 7 – Professional Development STEP 8 – Next steps SLO Process

FRAMEWORK FOR TEACHING (FFT)

A CLOSER LOOK AT FFT

PGCPS AND FFT  Components of Professional Practice  Domain 1: Planning and Preparation  6 Components  Elements  Domain 2: Classroom Environment  5 Components  Elements  Domain 3: Instruction  5 Components  Elements  Domain 4: Professional Responsibility  6 Components  Elements 2 Components

PGCPS AND FFT  Let’s look at our documents on the Professional Development Wiki  Lesson Planner Rough Draft  Lesson Planner Outliner  Lesson Planner for Formal Lesson Plan Writing  development.wikispaces.com/Framework+for+Teaching+%28FF T%29 development.wikispaces.com/Framework+for+Teaching+%28FF T%29  Daily Resource Planner

PGCPS AND FFT  Domain 1: Planning and Preparation  Component:  1c: Setting Instructional Outcomes  Elements:  Value, sequence and alignment  Clarity  Balance  Suitability for diverse learners Are your outcome(s) on target?

PGCPS AND FFT  Domain 1: Planning and Preparation  Component:  1e: Designing Coherent Instruction  Elements:  Learning activities  Instructional materials and resources  Instructional groups  Lesson and Unit structure Is your instruction designed for optimum learning?

PGCPS AND FFT  Domain 2: Classroom Environment  Component:  2b: Establishing a Culture for Learning  Elements:  Importance of the content  Expectations for learning and achievement  Student pride in work Is your instruction aligned with Common Core and Classroom Content? Passionate?

PGCPS AND FFT  Domain 1: Planning and Preparation  Component:  1c: Setting Instructional Outcomes  Elements:  Value, sequence and alignment  Clarity  Balance  Suitability for diverse learners Are your outcome(s) on target?

PGCPS AND FFT  Domain 1: Planning and Preparation  Component:  1e: Designing Coherent Instruction  Elements:  Learning activities  Instructional materials and resources  Instructional groups  Lesson and Unit structure Is your instruction designed for optimum learning?

PGCPS AND FFT  Domain 2: Classroom Environment  Component:  2b: Establishing a Culture for Learning  Elements:  Importance of the content  Expectations for learning and achievement  Student pride in work Is your instruction aligned with Common Core and Classroom Content? Passionate?

PGCPS AND FFT  Domain 2: Classroom Environment  Component:  2b: Managing Student Behavior  Elements:  Expectations  Monitoring of student behavior  Reponses to student behavior Is you behavior management plan linked to the school’s plan? Do you have seating charts? Procedures? Are they working?

PGCPS AND FFT  Domain 3: Instruction  Component:  3b: Using Questioning and Discussion Techniques  Elements:  Quality of questions  Discussion techniques  Student participation Do you ask open ended questions? Do students share their thoughts? (Dispositions In Action)

PGCPS AND FFT  Domain 3: Instruction  Component:  3c: Engaging Students in Learning  Elements:  Activities and assignments  Grouping of students  Instructional materials and resources  Structure and pacing Teacher Directed Activities, Teacher-Monitored Activities, Extension, Refinement, and Practice Activities, Assessments

PGCPS AND FFT  Domain 4: Professional Responsibilities  Component:  4a: Reflecting on Teaching  Elements:  Accuracy  Use in future teaching How do you reflect on your teaching after the lesson?

PGCPS AND FFT  Domain 4: Professional Responsibilities  Component:  4c: Communicating with Families  Elements:  Information about the instructional program  Information about individual students  Engagement of families in the instructional program How do you communicate with the school community?

FRAMEWORK FOR TEACHING LESSON PLANNER Formal Lesson Planner (14 pages) Lesson Planner Outliner (7 pages) Lesson Planner Rough Draft (2 pages )  Multiple key questions to assist you to create your lesson plan aligned with FFT Components for evaluation.  Blank formats with few instructions to rough out and write your lesson plan.

LESSON SEED BASICS  Standards for the 21 st Century Learner  National Common Core Standards  Crosswalk of Common Core Standards and the Standards for the 21 st Century Learner, 2009

LESSON SEED BASICS  Crosswalk of Common Core Standards and the Standards for the 21 st Century Learner (AASL) Grade-Level BENCHMARKS? What does this look like in Maryland’s classrooms?

LESSON SEED BASICS  PGCPS Curriculum Connections Crosswalks for English Language Arts (K-12) Skills with benchmarks (2, 5, 8, 10, 12) Dispositions in Action (Sample Behaviors/Stages of Development) Responsibilities (Sample Behaviors/Stages of Development) Self Assessment Skills

PGCPS CURRICULUM CONNECTIONS CROSSWALKS (K-12) Frameworks:  Reading Literature  Reading Informational Text: 9-10 Reading Informational 7  Reading Foundational Skills  Writing: K-2 Writing 8  Speaking and Listening  Language

QUESTION  In which English/LA framework do library media standards appear most? Writing Speaking and Listening Reading Informational Text

PGCPS CROSSWALKS  Download a version of the crosswalk to review.  development.wikispaces.com/Curriculum+Crosswal ks development.wikispaces.com/Curriculum+Crosswal ks  OLMS Google Page

PLANNING OUR LESSON Common Core Standard: K-2 Writing 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

K-2 ASSIGNMENT LESSON Common Core Standard: K-2 Writing 8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Grade 2, Topic B. Geographic Characteristics of Places and Regions. Classify places and regions in an environment using geographic characteristics Identify natural/physical features and human made features using maps and photographs Describe and classify regions using climate, vegetation, animal life, and natural physical features Classify places as rural and urban (suburban) Describe how geographic characteristics determine choices, such as climate guides decisions about food, clothing, and shelter.

K-2 ASSIGNMENT Natural, Physical Human-made Maps, Photographs Climate, Vegetation Animal life Rural, Urban, Suburban Food, Clothing, Shelter

K-2 ASSIGNMENT LESSON

K-2 ASSIGNMENT

WHAT WOULD YOUR LESSON INCLUDE? Connect to own interests Keywords Simple notetaking Citing Quotations marks Writing information in own words Opportunity to share own experiences Technology

MAPPING OUT A SUCCESSFUL PLAN BUILDING A LESSON

Content Knowledge: Topic Pedagogical Knowledge: Strategies Library Media Standards

Content Knowledge: Topic Pedagogical Knowledge: Strategies Library MediaStandards

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Library Media Standards Scenario: Real Life Experience

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Select the most appropriate resources Standards Library Media

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Select the most appropriate resources What product can students make that would demonstrate an understanding for the Content and Library Media Standards? StandardsLibrary Media

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Select the most appropriate resources What product can students make that would demonstrate an understanding for the Content and Library Media Standards? Background Knowledge What do students already know? Standards Library Media

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Select the most appropriate resources What product can students make that would demonstrate an understanding for the Content and Library Media Standards? Background Knowledge What do students already know? Engagement StandardsLibrary Media

Content Knowledge: Topic Pedagogical Knowledge: Strategies Begin your resource hunt…. What do we have to teach this? Print resources, electronic resources, databases, etc. Select the most appropriate resources What product can students make that would demonstrate an understanding for the Content and Library Media Standards? Background Knowledge What do students already know? Engagement InstructionActivity Closure Standards Library Media

What product can students make that would demonstrate an understanding for the Content and Library Media Standards? Background Knowledge What do students already know? Engagement InstructionActivity Closure

Engagement Instruction Activity Closure Dispositions in Action Responsibilities Self-Assessment Strategies

LESSON SEEDS Choose a standard Think about strategies to teach this standard and the resources available Consider a real-life scenario to hook students’ interest Think through the lesson’s structure: engagement, introductory activity/developmental, guided practice, independent activity, assessment Product Fine-tune with AASL Benchmarks, Dispositions in Action, Responsibilities, and Self-Assessment Skills

LESSON SEEDS

CREATE! Get in groups Brainstorm the parts of your lesson using the FFT lesson planning documents Write your lesson on poster paper Share with the group