1. Day #1 NORTH SYRACUSE 2012 CORE LEARNING INSTITUTE 1

2. What does it mean to be a change agent? ROLES AND RESPONSIBILITIES

3. BOARDING PASS 3

4. Personal information What is your favorite vacation spot? What do you like to do there? What would you be doing if you had not become an educator? What is your experience with the NYS CCLS? BOARDING PASS

5. FRAMING THE LEARNING: OUTCOMES

6.  Getting Started  Framing the Learning  Outcomes  Norms  Pre-Assessment  Culture  Big Picture: The Work of New York  SBE  Shifts TODAY’S AGENDA

7. SBE PLANNING PROCESS: THE OVALS 3 rd What learning experiences will facilitate student success? 1 st What should students know and be able do? 2 nd How will the students and I know when they are successful? Task Analysis 4 th Based on data, how do I refine the learning experiences?

8. OUR OUTCOMES: OVAL 1 OVAL 1: What should participants know and be able to do? Essential Question: How can building and teacher leaders build capacity around Standards-Based Education?  At the end of the 5 days, participants will be skillful facilitators, presenters, consultants & coaches around Standards- Based Education and the NYS Common Core Learning Standards  At the end of the 5 days, participants will have a shared language and understanding of teaching and learning in Standards-Based Education  At the end of the 5 days, participants will have a repertoire of tools and strategies to foster deeper understanding within their school and/or district around Standards-Based Education and New York State initiatives regarding Common Core Learning Standards and Race to the Top

9. PLANNING WITH THE END IN MIND… What end does the boy have in mind?

10. OUR OUTCOMES: OVAL 2 Oval 2: How will participants and we know when they are successful? Participants are applying tools and strategies around the Work of NY and the CCLS. Participants are using common language and have a shared understanding of the Work of NY and the CCLS. Participants are planning and facilitating productive groups around the Work of NY and the CCLS.

11. You've got to be very careful if you don't know where you are going, because you might not get there. Yogi Berra

12. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Agenda Outcomes Boarding Pass (Community Builder) STRATEGY/ACTIVITY RECORDING FORM

13. FRAMING THE LEARNING: NORMS

15. Why do we need to build norms?  Norms are important for groups that need to work together over time.  Norms build trust.  Norms clarify group expectations of one another.  Norms establish points of reflection to see how the group is doing. ESTABLISHING GROUP NORMS

16. 1.On your own, answer the first question. 2.In your table groups, each person shares his/her ideas. What ideas do you have in common? 3.Repeat the process for the second and third questions. 4.As a table group, agree on what norms you will share with the whole group. 5.As a whole group, reach consensus on the final set of norms. ESTABLISHING GROUP NORMS

17. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Agenda Outcomes Boarding Pass (Community Builder) Establishing norms STRATEGY/ACTIVITY RECORDING FORM

18. FRAMING THE LEARNING: PRE-ASSESSMENT

19. WHAT’S MISSING IN THIS CLASSROOM?

20.  Why we collected this information PRE-ASSESSMENT DATA

21.  How we collected this information PRE-ASSESSMENT DATA

22.  Review the questions in your packet.  Make a prediction of what you think you will see in the data.  Discuss your hypotheses with your table groups. DATA DRIVEN DIALOGUE

23. ELEMENTARY DATA: QUESTION #2

24. ELEMENTARY DATA: QUESTION #3

25. ELEMENTARY DATA: QUESTION #4

26. ELEMENTARY DATA: QUESTION #5

27. ELEMENTARY DATA: QUESTION #6

28. ELEMENTARY DATA: QUESTION #7

29. MIDDLE SCHOOL DATA: QUESTION #2

30. MIDDLE SCHOOL DATA: QUESTION #3

31. MIDDLE SCHOOL DATA: QUESTION #4

32. MIDDLE SCHOOL DATA: QUESTION #5

33. MIDDLE SCHOOL DATA: QUESTION #6

34. MIDDLE SCHOOL DATA: QUESTION #7

35. JR.-SR. HIGH SCHOOL DATA: QUESTION #2

36. JR.-SR. HIGH SCHOOL DATA: QUESTION #3

37. JR.-SR. HIGH SCHOOL DATA: QUESTION #4

38. JR.-SR. HIGH SCHOOL DATA: QUESTION #5

39. JR.-SR. HIGH SCHOOL DATA: QUESTION #6

40. JR.-SR. HIGH SCHOOL DATA: QUESTION #7

41. As you look at the data:  What important points seem to “pop out”?  What are some patterns, categories or trends that are emerging?  What seems to be surprising or unexpected?  What are some things we have not yet explored? PRE-ASSESSMENT DATA

42.  How might you use SurveyMonkey or Poll Everywhere to gather pre- assessment data?  What are some other ways you could get this information? PRE-ASSESSMENT DATA

44. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Agenda Outcomes Boarding Pass (Community Builder) Establishing norms Pre-Assessment Data (SurveyMonkey) STRATEGY/ACTIVITY RECORDING FORM

45. FRAMING THE LEARNING: CULTURE

46.  What are these people thinking?  What would you say to them? THINKING ABOUT CULTURE…

47.  Think about a group of your colleagues that you may be working with (grade level team, department, PLC, faculty)  Look at the survey questions and respond to them through the lens of that group. THE CULTURE IN OUR SCHOOLS

48.  How would you describe the existing level of experience and knowledge of the group?  How does this level of experience and knowledge need to change? Where would you like your group to be at the end of this work? THE CULTURE IN OUR SCHOOLS Existing State Desired State

49. THE QUESTION!

50. As you think about your colleagues at school, what are some tools and strategies you think you’ll need to help them start to move from the existing to the desired state? REFLECTIVE DIALOGUE

51. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Existing Conditions/ Desired State The Star Question STRATEGY/ACTIVITY RECORDING FORM

52.  Standards  Professional Practice  Data  Culture THE WORK OF NY

53. Building share language and understanding THE BIG PICTURE

54. Standards Professional Practice DataCulture

55. The Story of Standards

56. NY CCLS 197019801990200020102020 Compact for Learning SCANS Report Regents Action Plan NYS Learning Standards CCSS Math Pre/post March A Nation At Risk

57. NY CCLS 2020

58. ELA/Literacy Mathematics

59. Six Shifts ELA/Literacy

60. PK-5: Balancing Informational & Literary Texts

61. 6-12: Building Knowledge in the Disciplines

62. Staircase of Complexity

63. Text-based Answers

64. Writing from Sources

65. Academic Vocabulary

66. Before we continue…

67. Six Shifts Mathematics

68. Focus

69. Coherence

70. Fluency

71. Deep Understanding

72. Applications

73. Dual Intensity

74. A Brief Pause…

75. One “unit”

76. Each semester

77. Every teacher every subject every grade

78. The Commissioner says: – "This year, I’m asking every teacher to try at least one Common Core-aligned unit each semester. – ELA teachers will provide a thoughtful learning experience around a particular text that should result in students’ ability to make an argument about that text. – Math teachers should select one of the priority concepts at the strategic expense of other, less critical topics and go deep in a way they haven’t before. – Content area teachers can fulfill the “Literacy” aspect of this transformation by providing similar learning experiences built around pivotal texts in their subject area“ (August 2011)

80. Stop…Breathe…Reflect What is one big take away you have regarding the standards and the group you will be working with?

81. Standards Professional Practice DataCulture

82. Data

83. It’s always been here…

84. Unit Tests Regents Unit Tests Conferences Quizzes State Tests Journals Logs Attendance Essay Checklists Rubrics Homework Notebook Performance Scores Report Cards Inventories Letters Anecdotal Reports Performance Pictures Interview Samples PET ITBS Posttest Terra Nova Pretest RCT

85. It’s not really the data

86. It is about what we do about data

87. Common Interim Assessments

88. make the test give the test analyze the work do something about it

89. every 6-8 weeks

90. Stop… Breathe… Reflect… With your table group, think about where you are in your use of data.

91. Standards Professional Practice DataCulture

92. Professional Practice

94. Professional Practice

95. Common Language Cognitive Engagement 21C Readiness Constructivism Relevance Continuous Improvement Three Priorities

96. ProfessionalPractice

97. APPR 20% Student Growth 20% Student Achievement 60% Multiple Measures Growth over time Compared to Expected Growth Some Variables Considered

98. APPR 20% Student Growth 20% Student Achievement 60% Multiple Measures Moment in time Local or Purchased Some Variables Considered

99. APPR 60% Multiple Measures Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning Instructional Practice Learning Environment Assessment for Student Learning Professional Responsibilities and Collaboration Professional Growth

100. APPR 20% Student Growth 20% Student Achievement 60% Multiple Measures Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning Instructional Practice Learning Environment Assessment for Student Learning Professional Responsibilities and Collaboration Professional Growth Growth over time Compared to Expected Growth Some Variables Considered Moment in time Local or Purchased Some Variables Considered

102. Stop…Breathe…Reflect… What connections are you making?

103. Standards Professional Practice DataCulture

104. What should our schools be like?

105. Educators working collaboratively… taking collective responsibility for student learning.

106. Collaborative learning teams implementing a guaranteed and viable curriculum.

107. Collaborative learning teams monitoring student learning through ongoing common assessments.

108. Collaborative learning teams using assessment data and student work to make instructional decisions.

109. Where students find meaning in what they do.

110. Where students make decisions about what they learn and how they learn it.

111. Where the 4Cs are embedded in the 3Rs.

112. Where it’s about the student's future rather than the adults’ past.

113. That’s what our schools should be like!

114. Standards Professional Practice DataCulture

115. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Existing Conditions/Desire d State The Star Question The Work of NY STRATEGY/ACTIVITY RECORDING FORM

116.  Please enjoy an hour for lunch on your own.  Be back here ready to start at 12:30. LUNCH!!

117. Text Investigation IT’S A BOOK!

118.  Think about our work this morning.  Explore the Table of Contents in your copy of Instruction for All Students.  Identify the sections or items in the Table of contents that pique your interest.  Share with your partner what is intriguing to you and why. WHAT’S IN IT FOR ME?

119. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Existing Conditions/Desire d State The Star Question The Work of NY What’s in it for me? STRATEGY/ACTIVITY RECORDING FORM

120. Instruction for All p. 5 YESTERDAY AND TODAY

122.  Where do you see teaching and learning in North Syracuse?  With what you already know about the NYS Common Core Learning Standards and the Teaching Standards, how do you think they align with “Today’s” practices?  Share examples of “Today’s” practices that you have seen in your schools. IN YOUR ROLE AS CHANGE AGENTS…

123. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Existing Conditions/Desire d State The Star Question The Work of NY What’s in it for me? Yesterday and Today STRATEGY/ACTIVITY RECORDING FORM

124. Changing Paradigms Sir Ken Robinson FOR YOUR THOUGHTFUL CONSIDERATION…

125. Instruction for All Students INTRODUCTION TO SBE: STANDARDS-BASED ENVIRONMENT

126. PARAGRAPH PREDICTIONS

127.  Now read p. 28-30 and p. 34 in Instruction for All  How close were your predictions? PARAGRAPH PREDICTIONS

128. SBE PLANNING PROCESS: THE OVALS 3 rd What learning experiences will facilitate student success? 1 st What should students know and be able do? 2 nd How will the students and I know when they are successful? Task Analysis 4 th Based on data, how do I refine the learning experiences?

129. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Paragraph Predictions The Ovals STRATEGY/ACTIVITY RECORDING FORM

130. NYS CCLS INSTRUCTIONAL SHIFTS

131.  Big themes of the CCLS  Changes in what students need to know and be able to do in ELA and Math INSTRUCTIONAL SHIFTS

132.  Choose a shift card.  When the music starts, walk briskly (but safely) around the room, trading cards with the people you pass by.  When the music stops, share the shift you have with the person next to you.  Repeat! SHIFT SHUFFLE

133.  Line-up!  Count off by 12s  Find your partner(s) LINE-UP

134.  Each group will be assigned one of the 12 instructional shifts.  With your partner(s), investigate your shift.  For your shift:  Decide on a key word or words that will represent your shift.  Describe how this shift relates to instructional practice in your class and in your school.  Come up with a question you still have about your shift.  Create a visual that will help your colleagues understand your shift. INVESTIGATE A SHIFT

135.  Use the Save the Last Word for Me questions to process the information for each of the ELA and Math shifts. GALLERY WALK

136.  Each group will have 1-2 minutes to show their work and share their thinking.  Use the Save the Last Word for Me questions to take notes. SHOW AND SHARE

137.  Which shifts are going to impact me the most?  Which shifts are going to impact my school the most?  How will the shifts require more professional collaboration around our content and our practice?  How will the shifts impact students' learning to be College and Career Ready? QUESTIONS TO THINK ABOUT…

138. SAVE THE LAST WORD FOR ME

139.  Using notes from the Gallery Walk, the first person shares his/her answer to one of the questions, but does not say why s/he had that particular answer.  Then, the other participants each have 1 minute to respond to the question — saying what it makes them think about, what questions it raises for them, etc. There is no discussion.  The first person then has 3 minutes to explain his/her answer and to respond to — or build on — what s/he heard from his/her colleagues.  The same pattern is followed until everyone in the group has had a chance to be the presenter and to have “the last word.” SAVE THE LAST WORD FOR ME

140.  Using notes from Show and Share, the first person shares his/her answer to one of the questions, but does not say why s/he had that particular answer.  Then, the other participants each have 1 minute to respond to the question — saying what it makes them think about, what questions it raises for them, etc. There is no discussion.  The first person then has 3 minutes to explain his/her answer and to respond to — or build on — what s/he heard from his/her colleagues.  The same pattern is followed until everyone in the group has had a chance to be the presenter and to have “the last word.” SAVE THE LAST WORD FOR ME

141. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Paragraph Predictions The Ovals Shift Shuffle Small Group Jigsaw (Shifts) Creating a Visual STRATEGY/ACTIVITY RECORDING FORM

142. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Gallery Walk Save the Last Word for Me STRATEGY/ACTIVITY RECORDING FORM

143. REFLECTION

144.  What group are you thinking about working with?  What content area are you thinking of working with?  What are some tools and strategies you can use?  What are some tools and strategies that you’ll need?  What is next for you? REFLECTION

145.  Be on the lookout for evidence of one of the instructional shifts. Be ready to share what you have observed when next we meet.  Think about an upcoming topic or unit that you will be teaching/working with sometime in the next couple of months.  See you next time! FOR NEXT TIME…