Angela Stockman Fall 2011

 Today’s Agenda  Framing Your World

My dog wears one of those Invisible Fence collars. There’s a wire around our small yard, and if she gets near it, her collar buzzes. If she goes a bit further, she gets a small shock. (I think she’s been shocked exactly once). The dog associates the buzz with the shock and never goes near the edge. The thing is, the wire broke a year ago, so the system doesn’t work. But my dog now associates the collar with the behavior and now only leaves the yard if we take the collar off. The boundary is in her head, not in the system. Poke the Box

 Provide us inspiration, foundation, and rationale for who we are and what we do.  They provide us a with a structure in which to organize, prioritize, and plan.  They present us natural boundaries for our thinking and our work.

To what extent might the boundaries of your frame be inhibiting your success? To what extent might the boundaries of your frame be limiting the vision you have for the children you serve? How can other frames help us see beyond the limitations of our own? --Adapted from the work of Joanne Picone-Zochhia, 2011

COURAGE AND INITIATIVE INTELLECTUAL PERSEVERANCE SEEKING UNDERSTANDING REFLECTIONCOLLEGIALITY SHARED EXPERTISE Communities for Learning: Leading Lasting Change

COURAGE AND INITIATIVE 1-3 INTELLECTUAL PERSEVERANCE SEEKING UNDERSTANDING 7-9 REFLECTION 4-6 COLLEGIALITY SHARED EXPERTISE The Dispositions of Practice: ©Communities for Learning: Leading Lasting Change®

 $4.35 billion United States Department of Education program designed to spur reforms in state and local district K-12 education  Funded by the ED Recovery Act as part of the American Recovery and Reinvestment Act of 2009  Announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009

Great Teachers and Leaders Improving teacher and principal effectiveness based on performance Ensuring equitable distribution of effective teachers and principals Providing high-quality pathways for aspiring teachers and principals Providing effective support to teachers and principals Improving the effectiveness of teacher and principal preparation programs

State Success Factors Articulating State's education reform agenda and LEAs' participation in it Building strong statewide capacity to implement, scale up, and sustain proposed plans Demonstrating significant progress in raising achievement and closing gaps

Standards and Assessments Developing and adopting common standards (from the Common Core State Standards Initiative) Supporting the transition to enhanced standards and high-quality assessments Developing and implementing common, high- quality assessments

Turning Around the Lowest-Achieving Schools Turning around the lowest-achieving schools Intervening in the lowest-achieving schools and LEAs

Data Systems to Support Instruction Fully implementing a statewide longitudinal data system Using data to improve instruction Accessing and using State data

 Aligning to a common set of standards  Improving teacher and leader effectiveness  Creating and leveraging structures for data- driven instruction

Our Charge: Teaching with the Common Core Standards

Common Core State Standards Federally Endorsed National Standards Document coordinated at the State level by the National Governor’s Association and the Chief Council of State School Officers in collaboration with teachers, administrators, and content experts Endorsed by the Federal Race to the Top Initiative, which provides monetary reward to states and districts who commit to improving conditions relevant to student, teacher, and administrator performance. CCSS Common Core Learning Standards The New York State Common Core Standards Fully aligned to the CCSS Inclusive of 15% more content, articulated as 2 additional standards: 1 in Reading for Literature Multicultural and varied in form 1 in Writing Using varied media to respond to and connect with text CCLS

Mission of the Common Core Initiative: The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.

CORE COMPONENTS 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 students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

READING Including Foundational Reading Skills WRITING SPEAKING AND LISTENING LANGUAGE Core Components:

Internationally Benchmarked Scaffolding of skills RIGOROUS

College and Career Readiness: Backwards design Scaffolding and alignment Consistent expectations across content areas

Shifting Our Thinking in 6 BIG Ways

Shifts in Thinking 1. PK-5, Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

Shifts in Thinking 2. Grades 6 – 12 Knowledge in the Disciplines Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

Shifts in Thinking 3. Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

Shifts in Thinking 4. Text-Based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Shifts in Thinking 5.Writing From Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

Shifts in Thinking 6. Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

Common Core Implementation 1.Balancing Informational and Literary text 2.Building knowledge in the Disciplines 3.Staircase of Complexity 4.Text-based Answers 5.Writing from Sources 6.Academic Vocabulary 1 & 2Non-fiction Texts Authentic Texts 3Higher Level of Text Complexity Paired Passages 4 & 5Focus on command of evidence from text, rubrics, and prompts 6Academic Vocabulary Common Core Assessment

Created by Angela Stockman

REFLECTION:

 This work has been influenced by the following people, who have shared their expertise through the publication of various texts, via presentations in different venues, and/or by coaching me directly.  Larry Ainsworth  Andrew Churches  Irene Fountas and Gay Su Pinnell  Heidi Hayes-Jacob  Giselle Martin-Kniep  Jamie McKenzie  Anthony Petrosky  Richard Stiggins  Silvia Tolisano  Joanne Picone-Zocchia