Envisioning Success: Setting the Stage July 24, 2012 Diane Foley, Network Leader Mary Barton, SATIF

Today’s Agenda Welcome and Introductions—Setting the Stage Citywide Instructional Expectations School Instructional Leads Activity 1: Principal’s Role: Ten Keys to Success Morning Break Power of Teacher Teams Lunch Activity 2: Current vs. Common Core-Aligned 3-8 State Assessments Closure

AS A RESULT OF THE CIES, A HIGH PERCENTAGE OF TEACHERS HAVE BEEN EXPOSED TO THE COMMON CORE, WITH MANY REPORTING THAT THEY HAVE RECEIVED FEEDBACK ON COMMON CORE-ALIGNED INSTRUCTION 3 Percentages may not sum to one hundred due to rounding. District 75 school data is not included here.

CITYWIDE INSTRUCTIONAL EXPECTATIONS FOCUS ON BROADENING AND DEEPENING THIS WORK SCHOOL LEADERS WILL ENSURE THAT: 1. Teacher development focuses on supporting all students to meet the Common Core standards 2. Students will experience Common Core-aligned instruction across subjects 3. In grades PK-8, schools will use guidance from the DOE to review their scope and sequence and In math: reorganize math content to teach fewer topics and allow for more time to focus on the major work of the grade In literacy across content areas: infuse opportunities to read and respond to a combination of literary and informational texts 4

SUPPORTING IMPLEMENTATION: SCHOOL INSTRUCTIONAL LEADS Principals will identify a set of Instructional Leads (1-8 per school) to support school-wide instructional initiatives. Instructional Leads will work with school leadership and the network team to: analyze teacher work and student work for quality and Common Core alignment lead or participate in school-wide inquiry cycles implement professional learning experiences that are informed by the learning needs of teachers and students help develop and lead peer-mediated activities anchored by Danielson’s Framework for Teaching to build a shared understanding of what constitutes effective teaching 5

NETWORK SUPPORT FOR SCHOOL INSTRUCTIONAL LEADS Network achievement coaches will support the instructional leads by: Providing push-in support Offering after school trainings Identifying additional external supports as appropriate 6 Networ k Team Achievement Coach Team of Instructional Leads Achievement Coach Achievement Coach Achievement Coach Achievement Coach

OVERVIEW OF NETWORK PD Network Forum FocusAudienceFrequency Principals’ Meetings Common Core alignment Calibration to Danielson Contextualizing instructional work within DOE’s broad priorities Network PrincipalsMonthly - Dates will be announced at August 28 th Cluster Kick-off Assistant Principals’ Meetings Common Core alignment Calibration to Danielson Contextualizing instructional work within DOE’s broad priorities Assistant Principals Monthly – First meeting August 31. Dates will be announced at August 28 th Cluster kick-off Seminars Content-specific curriculum, assessment and pedagogy in Literacy ESL Math Special education Student Services Data Assistant Principals Coaches Lead Teachers Guidance Counselors Data Specialists Will vary according to the specific focus but will occur 4 – 6 times per year. 7

OVERVIEW OF ADDITIONAL NETWORK PD Network Forum FocusAudienceFrequency Workshops with Lucy West and PD with Paul Perskin Developing teacher learning communities in mathematics working with Lucy West 30 teachers of mathematics from network elementary and middle schools (2 teacher teams from 15 schools) Series of 4 grade specific sessions and 2 after school sessions. Dates TBD Inclusion workshops /Co-teaching with GoldMansour & Rutherford follow-up with Network Achievement Coach Deepening the ICT Model and creating differentiated and adaptive materials in a co-taught classroom 2 teacher teams (total of 4 teachers) from each network school Each team will attend a series of 3 workshops with follow-up work at their schools. Dates TBD 8

Today’s Goals To set the stage for our shared responsibility and work for To deepen our commitment to effectively support administrators and teachers as they plan to meet CIE in To review and understand new demands on students in reading and mathematics

Questions to Consider How can we best support an informed and enhanced principal’s role in the CIE in ? How can we best support and develop high functioning teacher teams? What do schools really need to do differently so that students can succeed?

Activity 1—”Ten Keys to Success: The Principal’s Role” Read the Ten Keys to Success by Ken Riddle Which three “keys” do you think are most essential? Why? Each participant will write their numbers down independently. Short discussion at tables and then chart the agreed upon three most essential keys. Why did you select these essential keys? Whole room share

Morning Break-See you in 15 min!

The Power of Teacher Teams Each table will have time to refresh their reading of chapter 3 of the book, The Power of Teacher Teams by Vivian Troen and Katherine C. Boles: What Makes a Good Team, What Makes a Team Good?

Three questions to frame your discussion Many schools created core inquiry teams that were successful in supporting their teacher teams. Why is it important to have a Core team? What should they look like? What is their function? What impact can they have on teacher teams? What school-based training should be provided to teacher teams? As you reflect on your teacher teams from last year- What were their strengths, areas of improvement and what are 1 or 2 things that you will do differently?

Lunch Time Avail yourself of the local eateries in the area. If you brought lunch, you may also stay and eat here at 129. Please be back in one hour. Thank you.

Activity 2— Current vs. Common Core –Aligned 3-8 State Assessments Guiding Questions: How will the Common Core-aligned state ELA and Math tests in differ from current state tests? Given the change in assessments and the demands of the Common Core, how might instruction need to shift to ensure students are prepared?

Activity 2—Current vs. Common Core-Aligned 3-8 Assessments New York State is transitioning to Common Core- aligned tests for grades 3-8 for the school year. In this activity, we will: Read the “Upcoming Changes to New York State Tests” handout. Review the Instructional Shifts required by the Common Core. Determine how the new test items are different from the old test items. Consider implications at the school level.

Activity 2—Current vs. Common Core-Aligned 3-8 Assessments—ELA/Literacy Participants will review the Upcoming Changes to New York State Tests--ELA. Review instructional shifts for ELA/Literacy. We will focus on shifts 4 and 5 (text-based and writing from sources). Read the entire text and tasks from each item, noting the extent to which they reflect shifts 4 and 5. Note your impressions on the worksheet. Share impressions with your table.

Activity 2—Current vs. Common Core Aligned 3-8 Assessments--Math Read the upcoming changes in math. Review the instructional shifts for mathematics focusing on shifts 3, 4 and 5 (fluency, deep understanding and application). Work each test item, noting the extent to which they reflect shifts 3, 4 and 5. Note your impressions on the worksheet. Share impressions with your table.

Activity 2—Current vs. Common Core Aligned 3-8 Assessments  Discuss the two sets of tasks. Chart observations about each and note the differences between them.  Chart the answers to the following questions:  For ELA, what do we notice about the reading passage and writing tasks in each set of test items? What tells us that the new items are more reflective of the instructional shifts?  For math, what do we notice about the math problems in each set of test items? What tells us that the new items are more reflective of the instructional shifts?

Activity 2—Current vs. Common Core-Aligned 3-8 Assessments After reading, think about… and note What are the expectations of student knowledge and skills in order to answer the questions correctly? Whole room discussion: What will teachers need to do differently to support students? What will school leadership need to do differently to support teachers? How might a school use this process of comparing current state test items and Common Core- aligned sample test items as they plan for the school year?

Activity 2—Current vs. Common Core Aligned 3-8 Assessments Revisit the implementation document from this morning (white sheet). Consider how/where to incorporate reviewing Common Core-aligned assessments.

Activity 2—Current vs. Common Core-Aligned 3-8 Assessments From the New York City Department of Education Citywide Instructional Expectations document: “Schools with the most rigorous instruction infuse test readiness into their lessons in ways that do not disrupt the curriculum: cognitively demanding tasks and assignments do more to prepare students to perform well on tests than prolonged, de-contextualized, and rote practice of sample test questions.”

Closing Reflection—Evaluation sheets Completion of payroll sheets

Thank you! Thank you for participating and sharing your ideas. We will see you tomorrow and will start promptly at 8:30 a.m. You will need to bring back your folder from day 1 on each of the three days of the institute. Thank you!