1. Update on Teaching, Learning and Leading
Preparing Students for College Success
Cristo Rey Network
Summer Institute 2013

2. Supporting Teaching and Learning in Cristo Rey Schools
AGENDA
Context and Goal
Supporting Teaching and Learning in Cristo Rey Schools
LEARN - WHAT: College-Ready Curriculum and Assessments
TEACH - HOW: Teacher Effectiveness
LEAD - Leadership Moves to Increase Student Achievement
Results

3. All students will graduate
Two years ago, 40 principals and teachers gathered in a room and when asked to devise “a clearly defined……readiness”, they did. It’s one sentence, and it is our aspiration for every one of our students: All students will graduate….” This powerful goal focuses our work.
“A clearly defined, measurable, and agreed-upon goal for college readiness” 1
All students will graduate
from high school and college.₂
₁ Bridgespan plan for Educational Enrichment Initiative
₂ 40 Leader Schools participants, Summer Institute 2009

4. Curriculum and Assessment: WHAT students will know and be able to do
Teach
Learn
Lead

5. WHAT We Teach: Why it Matters
A coherent curriculum, with standards collectively selected by a team of teachers, that is actually taught
Essential standards, not long lists
A “guaranteed and viable curriculum” is perhaps the most significant school factor that affects student learning. Such a curriculum is found in very few schools. *
Back to some of Mr Schmoker’s ideas from this morning: this is exactly what the 70 principals and teachers who designed and refined the curriculum over three years focused on
“Berliner, 1984; Marzano, 2003; Schmidt, 2008

6. Curriculum
….the explicit and comprehensive plan developed to honor a framework based on:
key content (CRN Measurement Topics and Benchmarks)
key cognitive strategies (CRN Thinking Strategies)
key academic behaviors (CRN Lifelong Learning Behaviors)
Link to redefining College Readiness

7. IS… IS NOT… Statements of what students will know and be able to do
Curriculum
IS…
Statements of what students will know and be able to do
IS NOT…
A textbook
A listing of courses
A narrative course description
EG up to BREAK
So as we approach our work, we can define curriculum as…….
And we’ll also know that when we use the term, we don’t mean……
By the way, of the things we know about learning is the importance of shared vocabulary, a shared understanding of what we mean by specific terms. All of you who work with English Language Learners know the importance of this, and on Friday, we’ll spend some time learning about the importance of vocabulary development for all learners, and in particular for students who have weak funds of background .knowledge and/or are learning a second language. For our work together, we have provided a listing of Key Terms and Definitions, after Green Tab 6. 7

8. Design of college-ready curriculum and curriculum-aligned assessments
Discipline
English 4
Design/field test
Refine/implement
Math
Science
Social Studies 3
Religious Studies
World Languages
Visual/Performing Arts 1
Summer 2009
Summer 2010
English
Math
Science
Curriculum Cycle: Design – field test- refine – implement – Review in 3 years.

9. 2009-2010 total participating schools total participating schools
Implementation of college-ready curriculum and curriculum-aligned assessments
Initiative
total participating schools
total participating schools
School-wide implementation
Understanding by Design curriculum-aligned unit planning
7/24 -
13/24
19/24 8
21/25 16
22/26 9

10. David Conley’s Facets of College Readiness
Thinking 
Strategies
College-Ready
Curriculum
College 
Counseling
Lifelong
Learning
Behaviors
EPIC Online. Conley, David Educational Policy Improvement Center.

11. ALL DISCIPLINES: Thinking Strategies & Lifelong Learning Behaviors
Two Thinking Strategies:
Precision and Accuracy
Complex Reasoning Strategies
Comparing
Classifying
Constructing Support
Analyzing Perspectives
Two Lifelong Learning Behaviors:
Persistence
Teamwork and Collaboration
Show aps

12. ALL DISCIPLINES: Thinking Strategies & Lifelong Learning Behaviors
Teachers apply one “app” to every lesson
Precision
and Accuracy
Persistence
Show aps
Complex
Reasoning
Strategies
Teamwork and
Collaboration

13. ALL DISCIPLINES: Thinking Strategies & Lifelong Learning Behaviors Teachers PAIR one “app” with a lesson learning goal

14. Rubrics guide the teaching and assessing
Precision and Accuracy
Grades
Level
Outcomes
4.0
In addition to score 3.0 performance, the student exhibits in-depth inferences and applications that go beyond what was taught.
3.0
While engaged in classroom tasks, the student demonstrates precise and careful work, including….
consistently paying adequate attention to detail;
checking information against several sources; and
recognizing and correcting major inaccuracies.
The student exhibits no major errors or omissions.
2.0
The student is successful with the simpler details and behaviors, such as…
sometimes paying attention to detail;
checking one or few sources; and
recognizing some inaccuracies and correcting some inaccuracies.
However, the student exhibits major errors or omissions with score 3.0 elements.
1.0
With help, the student demonstrates partial understanding of some of the score 2.0 elements and some of the score 3.0 elements.
0.0
Even with help, the student demonstrates no understanding or skill.
CRN Rubric for Precision and Accuracy: Turn to binder tab 8.
Why would it make sense to teach and assess this skill?
Think of one lesson into which you might incorporate the teaching and assessing of this thinking strategy.

15. Two NEW Lifelong Learning Behaviors:
ALL DISCIPLINES: Thinking Strategies & Lifelong Learning Behaviors Expanding our Repertoires
Two NEW Lifelong Learning Behaviors:
Productivity and Accountability
Initiative and Self-Direction
Show aps

16. Intervention Structures Closing the gap of underachievement
Continue our focus on promising intervention structures
structures put into place to allow low-achieving students to close the gap of under-achievement and to access a rigorous, college-ready curriculum
Intervention
Schools with Programs in Place
8th-9th grade summer bridge programs 19
tutorials and after school programs, some with increasing technology support and blended learning opportunities for differentiation 25
double-dosing of English Language Arts and/or Mathematics, freshman year 24
Test preparation programs
12 (Prep Me)

17. Teacher Effectiveness HOW effective teachers get student achievement results
Learn
Lead

18. Increase teacher effectiveness to increase student learning results
Focus area: High Impact Instructional Strategies
Expanding teachers’ repertoires of instructional strategies with a high probability of increasing student achievement
School-wide professional development, third year of initiative, 18 schools engaged
Focus area: Disciplinary Literacy
Reading comprehension
Writing in the discipline
Small groups of teachers from 15 schools

19. Principal and Teacher Leadership How principals and teachers LEAD learning at their schools

20. Teacher Coaching and Evaluation: Danielson Framework Components of Professional Practice
Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Selecting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Domain 2: The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional
Community
Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
Communicating with Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness

21. Educational Enrichment Summer Institute 2013 Planned sessions are matched to three elements
Design and implement college-ready curriculum and curriculum-aligned assessments
College-Ready Curriculum Implementation
New schools implementing, new teachers from existing implementers
Understanding by Design Unit Planning
Interim Assessment Design
Increase teacher effectiveness to increase student learning
High Impact Instructional Strategies
Literacy in the High School Classroom: Reading Strategies that Work
Literacy in the High School Classroom: Writing Strategies that Work
Support principal leadership capacity
Teacher Coaching and Evaluation Part II, Charlotte Danielson’s Framework for Teaching

22. Supporting Teaching and Learning in Cristo Rey Schools
AGENDA
Context and Goal
Supporting Teaching and Learning in Cristo Rey Schools
LEARN - WHAT: College-Ready Curriculum and Assessments
TEACH - HOW: Teacher Effectiveness
LEAD - Leadership Moves to Increase Student Achievement
Results

23. We continue to measure success toward achieving our college-ready goal through eight key metrics*
ACT’s College and Career Readiness System Curriculum-aligned end-of-course assessments Honor roll rates Academic probation rates High school graduation rates College entrance rates College persistence rates College graduation rates
High school performance metrics
College performance metrics
* Please see the Teach-Learn-Lead Metrics Tool

24. Set an improvement goal Implement strategies to achieve the goal
How do we respond to the data? What do WE need to do differently to get the results we want from our students?
Analyze the data
Set an improvement goal
Implement strategies to achieve the goal
Evaluate