1. Envisioning the Future

2. The WHY: Fulfilling the Promise College, Career, and Life Readiness for Each and Every Student
Civic knowledge, skills, and dispositions, leading to a lifetime of active, engaged citizenship.
They include becoming an independent member of society; assuming the responsibilities of a citizen; respecting individual worth and human dignity; participating in civic affairs in an informed, thoughtful, and effective manner; and promoting the healthy functioning of American constitutional democracy. 

3. College, Career, Life Readiness Demands
Investing in our Future
Deep academic knowledge and understanding
21st Century skills such as critical thinking, problem solving, and collaboration
Social and emotional competencies to learn how to persevere, have empathy, and be productive citizens
In the 21st century, media literacy, multimedia instruction, appreciation for reading, and computer instruction are all fundamental to student success. 
A global learning environment of the future is envisaged as: being student-centered, being interactive and dynamic, enabling group work on real world problems, enabling students to determine their own learning routes, emphasizing competencies like information literacy to support lifelong learning
Active learning implies that students do not limit themselves to resources supplied by their instructors, but also search for and organize new materials themselves in order to solve problems and to develop their competencies continuously.
Social-Emotional Learning (SEL): SEL is the process of developing students’ social-emotional competencies, that is, the knowledge, skills, attitudes, and behaviors that individuals need to make successful choices (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2003). SEL promotes activities
that develop children’s ability to recognize and manage emotions, build relationships, solve interpersonal problems, and make effective and ethical decisions (Payton et al., 2000).

4. Alignment  Coherence
It is about what people experience -- 4 indicators that show coherence within a school or district:
focus
consistency of practice
ubiquity (pervasive) of consistency
sustainability
-- Michael Fullan
Coherence is in the mind of the leader and, if it's not there, it won't be coherent in practice for others. If you encountered the same priorities, the same set of strategies, the same cultural knowledge about what that system is doing, and that happens time and time again – that's when you know you have coherence. Where the focus and the consistency, and the evidence of it, keep showing up, no matter whether you're moving from one system to another or staying in your same position. So, it is about focus. It is about consistency of practice and it's about ubiquity of that consistency across the district and it's about sustainability that keeps going.
This isn't just about the vision of the goals for student achievement. It's how to get there and leadership is about how to get there. And it's those degrees of consistency that are important. Moving districts are ones that really do have a lot of consistency, where you can interview people separately, without them checking with each other, and you'll get the same consistent message. So, I think this is a time to refocus on that.

5. PASCO’S INTEGRATED SYSTEM
MTSS: One Integrated Framework
3. Standards-Based Instruction
2. Professional Growth System
*CCSS
and
NGSSS
1. Professional Learning System
Effective Instruction
and
Leadership
Use this to set the tone:
Impact of coherence:
Focus/Consistency
Sustained attention on improved practice
Multiple reinforcing energies to get results
Better performance
Large numbers of people talk the walk as they walk the talk
Answer – why is this an important conversation – sit the stage for this….
What we are about to talk about build our background knowledge to support this structure within a future perspective? Also common core is providing an opportunity to make
PG – what we learn as a teacher
PLC

6. From Alignment to Coherence: CCSS, PGS, and PLCs
Attainment of the CCSS Anchor Standards is the destination to help students be college, career and life ready
Instruction is the means of getting students from here to there
Marzano’s Instructional Framework offers a common language and guideposts to teachers to reach the destination
Foundation: DQ 1, DQ 6, and DQ 2
The performance feedback helps teachers know whether they are on the right track, and if they are not how they can get back on track
PLCs help teams of teachers enhance teaching and learning so they become intentional about how to get their students where they need to go
Impact of coherence: How will we know:
Focus/Consistency
Sustained attention on improved practice
Multiple reinforcing energies to get results
Better performance
Large numbers of people talk the walk as they walk the talk
Use this slide to build the 1, 2 and 6 - we need all of these items to build forward
From here to there and where they need to go- where’s there (great connection)
Standards – great time to make a change because it is something new

7. Canvas Course

8. What’s Our Vision for the Future of Learning?
What will the learning environment look like?
How will we shift the role of teachers and students
Building the end in mind – how do you see it? Does it scare you or excite you? How are you prepared for it?
What evidence from the video supports the need for our schools to shift from the way we currently work?

9. Discussion Questions
What is David Price’s purpose in making this video?
How has knowledge accessibility developed and changed based on the Open video?
What resources within your building allows for schools to become more open?
Based on the key details and general understanding of the video, how does the role of teacher and leader need to change?
Give and an example of where disintermediation is occurring within the field of education?
Show video, then questions, then replay video. Questions should be discussed then answered in Canvas as a team.

10. Who Owns the Learning? Who owns the learning? Alan November
Brings it down home, it’s a mind shift – not about the technology

11. Discussion Questions
The author builds an argument on why schools are not relevant, how does he support the argument?
How would an Alan November class operate? How would the work be different than it is in most classes now?
What connection do you make between the David Price and the Alan November video?
Show from 16 seconds through 4:24

12. What are the Indications for 2060?
These questions will be asked at stop times for processing, they will not be entered in Canvas.
Stop video at 5:33 for processing, with the question:
Khan uses the word “imperative” in discussing the necessary changes, what supports the use of this word?
Continue video through to 10:38:
How does Khan explain the shift from seat time to achievement?
End video at 12:53

13. SWOT
Take time to connect Shift 4 with the videos used – set up for next portion of training (college, career and life ready)
What are the implications for us?  SWOT matrix:  this move analyzes the strengths, weaknesses, opportunities and inherent threats to the organization or group.
Use the SWOT form located under Files in Canvas to synthesis the information from the videos shown based on the information what do you identify as:
Strengths
Problems
Opportunities
Threats
Have participants submit an electronic file to Canvas with this information.

14. Shifts in ELA/Literacy Reading Like a Detective and Writing Like an Investigative Reporter
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3
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.
Shift 4
Text-Based Answers and Evidence-Based Discussions
Students engage in rich and rigorous evidence-based conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6
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.
Ask participants to work with their tablemates to identify the 6 ELA shifts.

15. Let’s hear from Kate Gearson
Why are the shifts critical? 1-What are the implications for students? 2-What are the implications for teachers? 3-What are the implications for leaders?
This slide sets up the purpose for watching the Kate Gearson video.
Ask the triad from a school to all watch for the why, but ask number off for the remaining three questions.
Kate Gearson is Senior Fellow for Educator Engagement and the Common Core-Engage New York
After viewing give 2 minutes for them to discuss why behind the shifts and enter their thoughts on canvas. Then provide each participant 1 minute per question to explain their thoughts to their question without interruptions and then the participants have one minute to respond. Repeat for each question asked. Total-8 minutes
Bring to whole group share out. Randomly select a school to share out for each question. Then explain how these question will guide our work throughout today as we look closer at one particular shift.
Element #6: Identifying Critical Information

16. Element #6: Identifying Critical Information
Purpose of this slide is for the participants to know why we have selected certain shifts to focus on this school year.
Locate the three ELA prioritized shifts on the triple Venn Diagram.
What do you notice about the prioritized shifts? Do some shifts provide greater leverage across content areas K-12?
Element #6: Identifying Critical Information

17. Element #6: Identifying Critical Information
Shifts in ELA/Literacy Reading Like a Detective and Writing Like an Investigative Reporter
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3
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.
Shift 4
Text-Based Answers and Evidence-Based Discussions
Students engage in rich and rigorous evidence-based conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6
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.
Discuss why this shift was selected first.
Element #6: Identifying Critical Information

18. Shifting Mindsets
“Pockets of innovation exist in schools; it’s time to stop celebrating pockets of change, incremental improvements and isolated innovative teachers. It’s time to take bold moves to secure the future of our students and the world.” ~Nancy Sulla
Introduce participants to this book. This author believes that teachers should have at their core three critical goals for instructional design: engage students in learning, build greater responsibility for student learning and increase academic rigor. She believes students should have a core problem for students to solve.
Ask participants to read this quote and keep this quote in mind when proceeding to the next slide. After giving participants time to rate themselves on the scale and provide evidence for their rating, return to this slide to ask participants to make connections from this quote to the scale.

19. Element #1: Providing Clear Learning Goals and Scales
Ask participants to read through the scale with the purpose of rating themselves. After 3 minutes of independent time, ask participants to talk with those from their school, share out where they are on the scale and why. Record in canvas.
Element #1: Providing Clear Learning Goals and Scales

20. Element #7: Organizing Students to Interact with New Knowledge
What role do text dependent questions play in the close reading of text?
ALL participants read pages
Jigsaw the following sections:
General Understandings
Key Details
Vocabulary and Text Structure
Author’s Purpose
Inferences
Opinions, Arguments, and Intertextual Connections
ALL participants read
The purpose of this slide is to organize the participants in groups in order to work together to process the information. Ask participants to decide on a facilitator, timekeeper and
Have group members at the table discuss who will read which part of the jigsaw.
Element #7: Organizing Students to Interact with New Knowledge

21. Element #6: Identifying Critical Information
“We read with our eyes, our brains, our hearts, our pencils.” -Fisher & Frey
Guiding Question
Why is this shift critical and what evidence in this text leads you to believe that?
Annotate your text:
T= Implications for Teachers
S= Implications for Students
L= Implications for Leaders
Talk about when and why you have student text code.
Students read first and then annotate
Make connections to how this slide is being used within the PLC Day #4 Training but we are asking them to annotate the text for a different purpose.
Element #6: Identifying Critical Information

22. Evidence Based Discussion
Let’s Discuss
Why is this shift critical? 1-What are the implications for students? 2-What are the implications for teachers? 3-What are the implications for leaders?
Process with tablemates and then with the whole group
As you are dialoguing record and respond in canvas to continue to build in your understanding of this shift.
Evidence Based Discussion
Thumb Up = Start a new idea
2 Fingers = Add to an idea
No repeats, ready to share
Element #10: Processing of New Information
Element #12: Recording and Representing Knowledge

23. OTL Slide
RED: Key Ideas/Details: (Message)
PURPLE: Craft/Structure (Techniques/Internal Composition)
YELLOW: Integrating Knowledge Ideas (Expanding Knowledge Base)
GREEN: Range of Reading/Writing: (Flexibility)

24. How are the CCSS for ELA organized?
Reading - 10
Key Ideas & Details (3)
Author’s Message
Craft & Structure (3)
Author’s Techniques / Internal Composition
Literary Text
Informational Text
Integration of Knowledge & Ideas (3)
Expanding Knowledge
OTL Slide
Closer look at the reading strand.
Participants should have a copy of the anchor standards for reading from the CCSS Document to annotate...teachers wrote like crazy on this slide.
Iterate integration of knowledge and ideas.
Range of Reading and Complexity of Text
Flexibility

25. Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.
CCSS
Standard 8, 9
Standard 7
Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite evidence when writing or speaking to support conclusions drawn from the text.
Standard 6
Standard 5
Students should work daily to apply standards 1 & 10 in each and every text they encounter.
Standard 4
OTL Slide
Standard 3
Standard 2

26. Standard 10 is ultimately the end in mind for ALL reading instruction.
“Read and comprehend complex literary and informational texts independently and proficiently.”
OTL Slide
Standard 10 is ultimately the end in mind for ALL reading instruction.

27. Element #6: Identifying Critical Information
Teacher Spotlight
The purpose of this slide is for participants to analyze the questions asked in this text discussion.
Your Role: Record and analyze the types of questions asked within this text based discussion. Reflect on how the questions impacted student understanding of the content.
Element #6: Identifying Critical Information

28. Evidence Based Discussion
Let’s Discuss
Why is this shift critical? 1-What are the implications for students? 2-What are the implications for teachers? 3-What are the implications for leaders?
Process with tablemates and then with the whole group
As you are dialoguing record and respond in canvas to continue to build in your understanding of this shift.
Evidence Based Discussion
Thumb Up = Start a new idea
2 Fingers = Add to an idea
No repeats, ready to share
Element #10: Processing of New Information
Element #12: Recording and Representing Knowledge

29. Evidence Based Discussion
Why is this shift critical and what evidence in this text leads you to believe that?
Think back to the Year 2060: Education Predictions video, would Sal Khan agree or disagree with Fisher and Frey?
Use evidence from both the video and Fisher and Frey text to support your thinking.
Talk about when and why you have student text code.
Make connections to how this slide is being used within the PLC Day #4 Training but we are asking them to annotate the text for a different purpose.
Would agree or disagree what evidence from that text supports your thinking?
Thinking back to the Khan would the author agree or disagree with Fisher and Frey?
Evidence Based Discussion
Thumb Up = Start a new idea
2 Fingers = Add to an idea
No repeats, ready to share
Element #11: Elaborating on New Information

30. needed to teach to the Shifts of Common Core State Standards
Develop an understanding of the specific pedagogical skills and practices
needed to teach to the Shifts of
Common Core State Standards
FIRST QUESTION-Ask participants to work with their triad to make connections between this shift and Framework.
Listen for…
Domain #2 Planning and Preparing
Domain #1 Classroom Instruction and Strategies
Managing response rates during questioning: In addition to ensuring that all students respond, the teacher ensures that student responses are backed up by evidence.

31. Element #13: Reflecting on Learning
“Insanity: doing the same thing over and over again and expecting different results.”
~Albert Einstein
Ask participants to reflect on their learning today by reading this quote, dialoguing with peers and responding on canvas.
The point of this slide is to check for participant understanding, ensuring the participants know that this shift is much bigger than just asking students questions about the text. Just like Kate Gearson stated, we need the shifts to transform us. This shift is turning the thinking over to the students for them to own the learning. It is to set students up to become knowledgeable about the world through the text they discuss and write about. It is beyond standards 1, 2, and 3. It is about an integration of knowledge and ideas-Standards 7, 8 and 9.
Element #13: Reflecting on Learning

32. Structure vs. Need
Lacey

33. Lacey
In order for us to create opportunities for our students to engage in deep rich discussions about text facilitated through questioning we need to consider the structures currently in place.

34. Evidence Guide for the CCSS Integrated Literacy Block

35. Element #2: Tracking Student Progress Element #3: Celebrating Success
Ask participants to read through the scale with the purpose of rating themselves after today’s learning. Share with a partner, then ask for volunteers to share out their progress and celebrate success.
Element #2: Tracking Student Progress
Element #3: Celebrating Success

36. How do we understand the problem(s) we seek to address and system in which they are embedded?
People need to develop knowledge.
We need to train people in that knowledge.
We need to make sure that knowledge is used in practice.
We need to align with a system of accountability.
We need to analyze variability: What works, for whom, under what set of conditions
Use this slide to set up the processing in the afternoon.

37. How do we understand the problem(s) we seek to address and system in which they are embedded?
Why do our teachers need to develop this knowledge?
How will we train our teachers in this knowledge?
How will we ensure this knowledge is used in practice?
How will we have a system of accountability?
How will we provide follow up support and reinforcement based upon teacher needs?
Use this slide to set up the processing in the afternoon.