1. Day #2 NORTH SYRACUSE 2012 CORE LEARNING INSTITUTE 1

2.  Purpose  Ovals 1 and 2 for the institute  Norms  Strategy Recording Form WELCOME BACK!!

3. 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?

4. 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

5. 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.

6. Standards Professional Practice DataCulture

7.  One thing you have tried  One thing you have thought about  One question you have SINCE WE LAST MET…

8.  Select a partner from your current table (or go searching!) You will be working with this person today (along with others).  As we form two lines, make sure you remain across from your partner.  Share your Since We Last Met LINE-UP

9.  With your partner form groups by combining with two other pairs  Pack and Stack to get to new group FORM GROUPS

10.  Learner: What does this mean for my work with my students?  Facilitator: What does this mean for my work with my colleagues? BINOCULARS Hallway Conversation: What do you tell someone in the hallway when they ask you……

11. Text Investigation IT’S A BOOK!

12.  Think about our work so far.  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?

13.  Last time we framed our learning by:  sharing outcomes  setting norms  reviewing pre-assessment data,  discussing star question (essential question) FRAMING THE LEARNING

14.  Read p 58-61 in Instructional for All  Record your thinking in two columns  What does this mean to me as a learner (my role as a teacher)?  What does this mean to me as a facilitator?  With your partner: What is a take away? FRAMING THE LEARNING LearnerFacilitator

15. Instruction for All p. 5 YESTERDAY AND TODAY

17.  Where do you see teaching and learning in North Syracuse?  How does teaching and learning in North Syracuse align with what you know about the shifts and CCLS, the priorities and APPR? IN YOUR ROLE AS CHANGE AGENTS…

18. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Community Builder: Since We Last Met Binoculars What’s In It For Me? Framing the Learning Yesterday and Today STRATEGY/ACTIVITY RECORDING FORM

19. BREAK Professional Practice: evidence of shifts

20.  Count off 1,2,3,4  Even numbers: 2s form a circle facing outward, 4s form a circle facing the 2s  Odd numbers: ditto!  Share your examples of the evidence of the shifts you’ve seen in your school. PROFESSIONAL CONVERSATION

21.  Summarize what you heard.  What patterns or trends did you notice? BACK AT YOUR TABLES

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

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

24. THE QUESTION!

25.  How will you engage a group looking at the CCLS- both ELA/Literacy and Math? NAVIGATION OF THE NYS CCLS

26.  Refer to packet VOCABULARY ORGANIZER

27. The NYS PK-12 Common Core Learning Standards

28. Outcomes/Expectations Aligned with college and work expectations Focused and coherent Rigorous content and application of knowledge though high-order skills Internationally benchmarked so students are prepared to succeed in global economy and society Based on evidence and research

29. These standards don’t: Define how teachers should teach Define all that can or should be taught Define interventions needed for student well below grade level Give range of support for English language learners and students with special needs Limit use of Braille, sign language or alternative reading, writing, speaking, listening means Provide everything needed for college and career readiness

30. So what do we have….

31. English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects ELA

32. Design and Structure 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 student's literacy development ELA

33. Four Strands Reading (Literacy, Informational Text, Foundational Skills) Writing Speaking and Listening Language ELA

34. Anchor Standards Broad expectations consistent across grades and content Based on college and career readiness ELA

35. Grade Level/Grade Band Pre-K-8 are grade specific 9-12 grade bands for course flexibility Designed for cumulative progression of skills and understandings

36. Writing Arguments Informative or explanatory texts Narratives ELA

37. Speaking and Listening Effective communication ELA

38. Language Conventions of standard English Includes acquisition of vocabulary Address in context of other strands ELA

39. Literacy Standards: History/Social Studies, Science, Technical Subjects Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects

40. Mathematics Math

41. Design-Part One Mathematical Practice – Carry across all grade levels – Habits of mind: reasoning, problem solving, modeling, patterns, precision, decision making, use of tools, – Connect with content standards at each grade level Math

42. Design-Part Two Mathematical Content – K-8 by grade level – Domains that progress over several grades – Grade introductions provide main points at each grade level – High School organized by conceptual themes Math

43. Organization Domains are larger groups that progress across grades (ex. number and operations in base 10) Content standards- define what students should understand and be able to do at grade level Clusters are groups of related standards- increase in complexity from grade to grade Math

44. High School Flexible for course design At end of grade 7- ready for algebra Math

45.  Count off by 4s  In your packets are 5 tools for navigating the CCLS – we will explore 4 today.  1. Guided Tour  2. Concept Splash  3. Scavenger Hunt  4. Across and Down (Mining)  5. Graphic Organizer  Explore with others of the same number EXPERT JIGSAW GROUPS

46.  Form a group that contains a person from each expert group inclusive 1-4  Explain your strategy and how you might use it EXPERT JIGSAW GROUPS

47.  So what are these Common Core Learning Standards? HALLWAY CONVERSATION

48. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Inside/Outside Circles Vocabulary Organizer CCLS PowerPoint Expert Groups STRATEGY/ACTIVITY RECORDING FORM

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

50. PARAGRAPH PREDICTIONS

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

52. 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?

53. AN EXAMPLE  Together let’s try one!

54.  Planning a vacation  Planning a children’s party  Making dinner  Planning a wedding  Buying a car or house  Learning how to swim or ride a bike  Making a sandwich  Mowing the lawn or snow blowing  Applying for college or a job  Planting a garden  Your choice ANOTHER EXAMPLE

55.  What should students know and be able to do?  Essential Questions and Standards  The Top 10 Questions – p. 36  Guiding Questions for Unit Design – p. 39  Concept-Based Instruction – p.43-45 OVAL 1 1 st What should students know and be able do?

56.  The “Beer” Questions  Questions worth contemplating  Questions without one “right” answer  Questions that can be asked across disciplines OVAL 1: ESSENTIAL QUESTIONS 1 st What should students know and be able do?

57.  Specific to the content  Define what will be explored  Lead students into inquiry about the content OVAL 1: GUIDING QUESTIONS 1 st What should students know and be able do?

58.  Essential and Guiding Questions  With your partner, divide the pages into 4 or 5 sections.  Both partners read the section, then pause.  Each partner makes a comment about what they just read. OVAL 1: SAY SOMETHING 1 st What should students know and be able do?

59.  Developing Essential and Guiding Questions  Tips  Doesn’t have to be linear  Where ever you start is right place OVAL 1 1 st What should students know and be able do?

60.  How does culture impact the individual?  What drives decisions?  What does poverty look like in the USA?  What resources may students be lacking?  How might SES impact student achievement?  What might a teacher do to support student achievement? OVAL 1 1 st What should students know and be able do?

61.  Developing Essential and Guiding Questions  Think about your upcoming unit.  What are the big ideas?  What are some of the essential understandings you want your students to develop. OVAL 1 1 st What should students know and be able do?

62.  Draft a set of essential and guiding questions  Write your essential question on the unlined side.  Write your guiding questions on the lined side. OVAL 1 1 st What should students know and be able do?

63.  Card Shuffle OVAL 1 1 st What should students know and be able do?

64.  Use a post-it to provide feedback on the questions you receive.  Refer to rubric  Place the cards…. OVAL 1 1 st What should students know and be able do?

65.  Based on the feedback, refine or further develop your essential question and guiding questions  Identify standards- both content and/or CCLS- that connect to your essential question and upcoming unit. Bring this information with you to the next session. PROFESSIONAL PRACTICE

66. THE QUESTION: OUR ESSENTIAL QUESTION

67.  P. 28-30  Turn these statements into questions.  What did we do today that aligns with the essential and guiding questions. OUR GUIDING QUESTIONS

68. Strategy/Activity How to use this strategy/activity? How might I use this strategy/activity? Notes & Details Paragraph Predictions Ovals with Examples Essential Questions 3-2-1 STRATEGY/ACTIVITY RECORDING FORM

69. REFLECTION

70.  3 connections you’ve made  2 questions you have  1 thing you’re going to try REFLECTION: 3-2-1

71. SEE YOU NEXT TIME!