Slide 1

1Establishing a Plan to Meet the Bar for Every Student

2014 Leadership Institute Day 3

Unit of measure*FootnoteSource:Source12Please connect to the internet using the Leadership Institute network.

Network ID: BCPSPassword: baltimorecityschool$

If you have not already downloaded todays materials, please go to the conference website and download the documents for the appropriate day and grade level.

Website: 365.bcpss.org/leadership

Unit of measure*FootnoteSource:Source2Session OutcomeActivitiesWe will develop a plan for establishing systems and structures within our schools to ensure students meet the bar.

Preparing students to be college and career readyReview past and future instructional shifts in core content areasDiscuss programmatic goals for scheduling and collaborative planningAgenda3Unit of measure*FootnoteSource:Source3Group NormsUnderstand that those who work, learn.Recognize that everyone has expertise.Phrase questions for the benefit of everyone.Challenge ideas, not people.Share talk time4Unit of measure*FootnoteSource:Source4Session 15

Organizing Content and Collaborative StructuresUnit of measure*FootnoteSource:Source5Session ObjectivesParticipants will understand that:Students must be well-rounded in order to thrive in the 21st century world;Past and future shifts in instructional programming in response to demands of standards; and Expectations regarding programmatic goals, scheduling, and collaborative planning.

6Unit of measure*FootnoteSource:SourceFacilitator should allow participants time to read/review the statements.

Facilitator should note for participants that we are not spending time today to discuss specific content There will be other opportunities to discuss the curriculum and content deeply throughout the year during monthly principal meetings

On bullet 1 reference back to the groups thoughts from the turn and talk/video in the previous slide

On bullet 2 briefly discuss that there have been several changes in certain content areas (such as ELA and math) and that this does not mean that other content areas dont need equal attention. We started with math and lit as the foundation with that foundation laid we are now ready extend the focusto science and social studies to help support a more comprehensive instructional plan for all of our students.

On bullet 3 note that we are sharing some of our high level guidance on how to meet the demand of these expectations.

Be sure to let participants know that this is the first of many discussions related to this topic Teaching and Learning will be meeting with principals throughout the year to unpack these goals.

6Classroom to Boardroom: Creating Successful 21st Century Citizens

Lets imagine we are employers interviewing prospective candidates for a position at an energy conservation corporation. Use the graphic organizer to identify the characteristics of a successful candidate.7

Unit of measure*FootnoteSource:SourceTiming for Slides 7-10: 12 MinutesDistribute organizer handout.One of the goals for our students is that they are able to be successful in their future endeavors once they leave our schools. One of those endeavors is pursuing a career. As we work to prepare our students with skills that equip them for success we need to reflect on how the classroom skills connect or disconnect with those needed in the real world.

Lets imagine we are employers interviewing perspective candidates for a position at an energy conservation corporation. Answer the following as though the perfect candidate is seated in front of you.

How should the candidate dress for this interview?How should the candidate respond to questions that are vague or unclear?How should the candidate respond to the following?What do you think are your greatest strengths?Are you a strong writer when it comes to writing proposals?Are you able to incorporate basic mathematical equations as well as scientific research in your writing?Why do you feel you are qualified for this position?

7Making the ConnectionAs you watch the video:How does this interpretation align with your expectations of a successful candidate?What classroom practices are being challenged in this video?

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Unit of measure*FootnoteSource:SourceLets look at a video that presents an extreme case of what could happen if we fail to connect classroom skills with the real world.

The video is http://www.youtube.com/watch?v=dY2mRM4i6tY

Provide context for the video: Note that it is possible that they have seen it before. Remind them that as we see things again we notice new elements of the take home message. Have participantsfocus onthe videowith the renewed lens of how their school/teaching is preparing our students. Also note that Xtra-normal is a tool that people can use to create videos on any topic with cartoon characters. Participants should not mistake the cartoonish nature of this video as a childish message.

Setting the context of the session:Read the questions to set up the videoLet participants know that we are going to do a turn and talk after watching the video

Allow participants to conduct a turn and talk regarding their thoughts about the video and their responses to the two questions.

Take home message: participants should note that while standardized tests will not go away and will continue to play a major role in the work that we do as educators, we are all responsible for making their experience in school as meaningful as possible. This means providing them opportunities to practice the skills that will equip them for the future by integrating content, providing them with time to collaboratively solve problems, and by allowing them to apply their learning in different contexts.8I Choose C

9Unit of measure*FootnoteSource:Source910Our students deserve:

Unit of measure*FootnoteSource:SourceThis is a high level statement that describes what we want for our students it does not discuss responsibility for each of these buckets. If participants are wondering who owns each bucket, note that some of this will be addressed later in this session.

Facilitator allows participants to review the diagramFacilitator briefly explains each bucket:

Balance of Core Content: students must have an opportunity to learn all core content areas. Emphasize that we are asking for a balance of content, not equal time spent on learning the content because certain content areas are foundational to all others (i.e. literacy and mathematics) as well as standards shared across all disciplines (i.e. literacy). High Quality Instructional Resources: The district has aligned the resources to the instructionalshifts that we have instituted. Some content areas are ahead of others in this work so curriculum and resources are further developed in those areas. Meaningful Learning Tasks: in order learn content, students must be able to engage/do in meaningful learning opportunities. The main idea here is that students have opportunities to apply knowledge from multiple content areas in embedded tasks. They should have appropriate time to practice, opportunities to see this type of application modeled, time to collaborate with other students, and apply the content in new and real-world situations. This process will guide students to become confident independent thinkers, writers, and problem-solvers. Confident and Prepared Teachers: Connect this to the questions of how do we teach? and what do we teach and how does it align? There should be ample opportunities for collaborative planning. Through collaborative planning teachers build a confidence in content, reflect on student data to make instructional decisions, and use the standards to set clear expectations and goals for students. Culturally Responsive Instruction- We need to appropriately adjust instruction (Classroom environment, instructional activities and resources) to ensure excellence and equity for every students. Please see quote from CAO's presentation on Day 1. Educational Equity and Excellence isRaising the achievement of all students while; narrowing the gaps between the highest and lowest performing students and;eliminating the predictability and disproportionality of which student groups occupy the highest and lowest achievement categories (race, gender, income, disability, language). Adapted from Glenn, Singleton, Asilomar, 199710Literacy ExpectationsWe MUST prepare critical and analytical thinkers for the 21st century who:Read with comprehension and enthusiasm; Listen with understanding and empathy;

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Source: CCSS Instructional ShiftsSpeak with conviction and authority; and Write with clarity and purpose.

Unit of measure*FootnoteSource:SourceTiming for Slides 11-16: 5 minutesReminder: Only show the Grade Appropriate Literacy Model

Facilitatorshould frame for participants that there is a similar structure for Math to ELA; this is due to the earlier roll out and preparation for standards .

Share that you would like participants to read the slide and think about what in these beliefs resonates with them. Allow participants 2 minutes to read slide. Ask for a volunteer to read the slide aloud for group. Ask tables or partners to discuss what resonated with them- about a 3 minute discussion- monitor around room to listen in to discussions. Ask for two to three folks to share out discussion from the table.

As you wrap up the slide, be sure to stress how the beliefs all have strong actions and descriptors to help build OWNERSHIP- the goal of our work and the standards.

Dana Center/AspenULDN Joint Retreat, Baltimore, Nov 13, 20101112Instructional Model of Effective Literacy Instruction Grades 3-5Whole Group Reading Instruction

10-30 minFocus LessonsInteractive Read-AloudsShared ReadingClose ReadingBook TalksSmall Group, Guided & Independent Reading Practices

30-40 minWhole Group Reading Instruction

5-10 minWord Study & Language Acquisition

20-30 minFluency PracticeSystematic Phonics (grade 3)Spelling & GrammarVocabularyWhole Group Writing Instruction

10-20 minFocus LessonsInteractive WritingShared WritingBook Talks (emphasis on authors purpose and craft)Recommended Daily Instructional Time for Literacy = 150 minutesVocabulary development is embedded in all experiences throughout the day.Small Group Instruction: Guided Reading, Shared Reading, Strategy Groups, Literature CirclesReading ConferencesIndependent ReadingResponse to TextGroup ShareReteachCheck for UnderstandingFinal Wrap-UpSmall Group, Guided & Independent Writing Practices

30-40 minSmall Group Instruction: Guided Writing, Shared Writing, Strategy GroupsWriting ConferencesIndependent Writing: Writing Process (Plan, Draft, Revise, Edit, and Publish)Whole Group Writing Instruction

5-10 minGroup ShareReteachCheck for UnderstandingFinal Wrap-UpUnit of measure*FootnoteSource:SourceSay We just discussed that the expectation for literacy is to prepare 21st Century students who are skilled in reading, speaking, listening and writing. This expectation begs the question How do we get there? The Literacy Models are the HOW.

Say The Literacy Models are grounded in the Gradual Release of Responsibility and support stakeholders in understanding structures necessary to support 21st century learning. These structures include Whole Group, Small Group, and Independent Practice, which are noted in the BLUE BOXES. Additionally, the models provided teachers with specific strategies for these structures, which are embedded in City Schools Literacy Curriculum. These strategies are in the GREEN BOXES. You can also see in the 3-5 Model, vocabulary instruction is embedded throughout the day.

Say Finally, the models also provide times for teachers to support them in planning for the appropriate time for each structure and strategy with their students.1213Instructional Model of Effective Literacy Instruction Grades 6-8Whole Group 10-15 minFocus lessonsExplicit teaching/modelingStrategy demonstrationActivate prior knowledgeShared readingShared writingDiscussionWriting processAnticipatory guides/sets - Text annotationBooks/author talks - Think aloudCornell Notes - Think/pair/shareClose readingQuestioning the Author (QtA)Question-Answer-Relationships (QAR)Guided Practice/ Independent Practice 30-45 min-Teacher-facilitated group discussionStudent or teacher-led collaborationStudent conferencingRe-teaching or interventionIndividual practiceDiscussion- Writing processWhole Group 5-10 minWrap up and next stepsRestatement of teaching focus/lesson objectiveReconnect lesson to big ideas (unit themes and objectives)Recommended Daily Instructional Time for Literacy/ELA = 60 minutesWord Study 5-10 minutessystematic phonics spelling and grammar - vocabularyAnticipatory guides/setsBook talksClose readingCornell NotesIndependent writingIndependent reading/writing related to whole group/guided practice structuresLiterature circlesQARQtAReading conferencesReciprocal teachingStrategy groupsThink/pair/shareWriting conferencesUnit of measure*FootnoteSource:SourceSay We just discussed that the expectation for literacy is to prepare 21st Century students who are skilled in reading, speaking, listening and writing. This expectation begs the question How do we get there? The Literacy Models are the HOW.

Say This Literacy Models increase in complexity as students move through the grades. In the 6-8 Model, you will notice that the Literacy Models are also grounded in the Gradual Release of Responsibility and support stakeholders in understanding structures necessary to support 21st century learning. These structures also include Whole Group, Small Group / Guided Practice, and Independent Practice, which are noted in the BLUE BOXES. Additionally, the models provided teachers with specific strategies for these structures, which are embedded in City Schools Literacy Curriculum. These strategies are in the GREEN BOXES. You can also see in the 6-8 Model, vocabulary / Word study and grammar instruction is embedded throughout the day.

Say In addition, this model visually shows teachers that reading complex texts, writing about texts and research are embedded across the year.

Say Finally, the models also provide times for teachers to support them in planning for the appropriate time for each structure and strategy with their students.

1314Instructional Model of Effective Literacy Instruction Grades 9-12Whole GroupFocus lessonsExplicit teaching/modelingStrategy demonstrationActivate prior knowledgeShared readingShared writingDiscussionWriting processAnticipatory guides/sets - Text annotationBooks/author talks - Think aloudCornell Notes - Think/pair/shareClose readingQuestioning the Author (QtA)Question-Answer-Relationships (QAR)Guided Practice/ Small Group-Teacher-facilitated group discussionStudent or teacher-led collaborationStudent conferencingRe-teaching or intervention- Writing processIndependent PracticeIndividual practiceDiscussionWriting processRecommended Daily Instructional Time for Literacy/ELA = 60 minutesTeach, Study, and Apply Vocabulary and GrammarAnticipatory guides/setsBook talksClose readingCornell NotesLiterature circlesQARQtAReading conferencesReciprocal teachingStrategy groupsThink/pair/shareWriting conferencesAnticipatory guides/setsCornell NotesIndependent writingText annotationIndependent readingQARQtAReading conferencesWriting conferencesIndependent reading/ writing related to whole group/ guided practice structuresUnit of measure*FootnoteSource:SourceSay We just discussed that the expectation for literacy is to prepare 21st Century students who are skilled in reading, speaking, listening and writing. This expectation begs the question How do we get there? The Literacy Models are the HOW.

Say In the High School Model, like the 6-8 Model, you will notice that the Literacy Models are grounded in the Gradual Release of Responsibility and support stakeholders in understanding structures necessary to support 21st century learning. These structures also include Whole Group, Small Group / Guided Practice, and Independent Practice, which are noted in the BLUE BOXES. Additionally, the models provided teachers with specific strategies for these structures, which are embedded in City Schools Literacy Curriculum. These strategies are in the GREEN BOXES. You can also see in the 9-12 Model, vocabulary / Word study and grammar instruction is embedded throughout the day.

Say In addition, this model visually shows teachers that reading complex texts, writing about texts and research are embedded across the year.

Say You might notice at the high school level, there are no times allocated for the structures. At the high school level, Shared practice and independent practice is at a higher level. Students may engage in shared or independent practice for entire class periods, however, the Gradual Release of Responsibility is visible over the course of study of a particular module.

14Literacy ContextSY 2010-12 Building a PreK-12 Literacy Plan Laying the Foundation: Introduction to the Common Core for School Leaders and TeachersSY 2011-12 Gathering Data: Implementation of Common Diagnostic Assessments SY 2012-13 - Delivering Effective Instruction: Instructional Models for Literacy PreK-12SY 2011-current Shifting Curriculum to Align with the Common CoreRevising, Aligning, & Expanding Curricular Guidance 15

Unit of measure*FootnoteSource:SourceProvide context that our work in literacy has been a multi-year approach. This slide captures that reflection from the visioning side of developing a plan to the actualization of curriculum and assessments.

We began our work around building common understandings of the standards with school leaders and teachers. We also instituted the implementation of diagnostic assessments to monitor student progress and inform our teaching. That data helped us formulate what all learners need, so the instructional models were designed. The models intent is to lay a strong foundation for what instruction should be included in a comprehensive literacy program and the balance of time. We have been able to continually partner with other urban districts to ground the work in best practices and current research. Our next step was the development of curriculum and assessment that aligned to the standards. We have spent the past few months gathering feedback in person and via survey with teachers. We have made slight adjustments and edits to the curriculum to better support needs of teachers and students. We are excited that this year we will spend focused time with teachers and school leaders grounded in the planning and teaching of our curriculum. We will anchor our instructional work in the data and ensure that students receive effective targeted instruction via small groups.

15Literacy Reflections

16Discuss literacy strategies that would improve student outcomes at your school for the upcoming school year?

As a school team, use the note catcher to record your strategies.Unit of measure*FootnoteSource:SourceFacilitator have participants read through the question on the slide and have them begin to use the note catcher to record their connections.16Mathematics ExpectationsWe MUST prepare critical and analytical thinkers for the 21st century who:Solve mathematical problems with confidence and perseverance Investigate mathematical situations by reasoning abstractly and quantitatively Model mathematical concepts and processes with precisionConstruct viable arguments and critique the reasoning of others17Source: Standards of Mathematical PracticeUnit of measure*FootnoteSource:SourceTiming for Slides 17-20: 5 minutes

Have participants read the slide. Ask for a volunteer to read the slide aloud for group. Have groups reflect on the question: How do these beliefs tie specifically to teaching in mathematics?

Make a connection between this slide and how these actions are tied to the Standards of Mathematical Practice

1718Review

10 minutesAutomaticity

5 minutes

TeachingNewConcepts

Pre-K & K: 15-20 minutesGrades 1 to 12: 20 to 35 minutesOngoing Learning & Practice

Differentiation

Pre-K to 2: 15 to 25 minutesGrades 3 to 12: 25 to 35 minutes

Assessments

5 minutesShareSummarize

5 minutes

Previously taught (and potentially mastered skills)Prerequisite skillsHomeworkAutomatic recall of basic concepts and knowledgeVocabularyEstimationMental mathOngoing, informal and dailyStudent reflectionFormative assessments to drive changes in instructionSummative assessmentsConnect new learning to previous learningHigh yield summarizing strategiesDeep conceptual understandingProcedural fluencyProblem solving & authentic real world application

Initial teaching (first teach) can be either explicit instruction or student exploration that leads to conceptual understanding.

Vocabulary initial development

All components of Teaching New Concepts may not be done each day but must be included within the development of each concept.

On-going PracticeDifferentiationGroups with students at different levels, using different strategies, and different pacing

Groups are flexible

Pre-teach new concept

Enrichment activities to apply or deepen students' understanding

ELL support activities provide language development support for all students.

Differentiation occurs during Ongoing Learning time. This time could occur while students are working independently or in groups, doing on-going practice, fact fluency, assessment, etc.City Schools Model of Effective Mathematics Instruction: Pre-K to 12th gradeUnit of measure*FootnoteSource:SourceShare & Summarize: This component is designed to connect the new learning to previous learning. Teachers should use high yield summarizing strategies (Marzano) and include what will happen next.

Assessments: This component refers to the use of ongoing and informal daily (formative) assessments that are critical to guide instruction. Teachers should use this data to Monitor, reflect, and adjust instruction using a variety of assessment strategies.

FACILITATOR NOTES:Story of go vacuum the carpet vs make sure the carpet gets clean We have often viewed assessment as something we do because we just finished teaching it We want assessment to always be focused on the learning what do we want to see? Our goal is that carpet is clean, not that we simply vacuumed. When we start to think of assessment this way, its focus becomes more formative, and is needed daily to help us figure out how to adjust instruction the next day so we are focused on the carpet, not just the vacuuming - the learning, then the teaching.

18Mathematics ContextSY 2010-12 Building a PreK-12 Mathematics PlanLaying the Foundation: Providing professional development on the Common Core for school leaders and teachersSY 2012-13 Delivering Effective Instruction: Instructional Models for Mathematics PreK-12SY 2011-current Shifting Curriculum to Align with the Common CoreRevising, Aligning, & Expanding Curricular Guidance 19Unit of measure*FootnoteSource:SourceProvide context that our work in mathematics has been a multi-year approach. This slide captures that reflection from the visioning side of developing a plan to the implementation of curriculum and assessments.

We began our work around building common understandings of the standards with school leaders and teachers The shifts of the Common Core, helped us todevelop what allstudents need to experience, so the instructional model was designed. The model's intent is to lay a strong foundation for what instruction should be included in a comprehensivemathematics program and the balance of time. We have been able to continually partner with other urban districts to ground the work in best practices and current research. With this partnership, our next steps was the development of curriculum and assessments that aligned to the standards. We worked with the DanaCenter from the University ofTexas to helpdesignour curriculum and assessment plans..Based on the new findings and feedback from focus groups, we have made slight adjustments and edits to the curriculum to better support needs of teachers and students. We are excited that this year we will spend focused time with teachers and school leaders grounded in the planning and teaching of our curriculum. We will anchor our instructional work in the data and ensure that students receive effective targeted instruction by using all components of the math instructional model effective. (IE, Review, Automaticity, and small group instruction which is embedded in on-going practice and differentiation.).

19Math Reflections20Discuss mathematics strategies that would improve student outcomes at your school for the upcoming school year.

As a school team, use the note catcher to record your strategies.

Unit of measure*FootnoteSource:SourceFacilitator have participants read through the question on the slide and have them begin to use the note catcher to record their connections.

20Science ExpectationsWe MUST prepare critical and analytical thinkers for the 21st century who:Experience and practice authentic science;Use evidence in order to validate their claims and/or validate or refute the claims of others;Apply scientific knowledge in unknown situations; andUnderstand that science is an ongoing process.

21Source: K-12 Framework for Science EducationUnit of measure*FootnoteSource:SourceTiming for Slides 21-25: 7 Minutes

Facilitator should note that these statements originate and are adapted from the K-12 Framework for Science Education, which is the parent document for the Next Generation Science Standards. These statements are broad and overarching and serve as guideposts for instruction. It is also important to note that each of these points are important regardless of what career/college path a student chooses to pursue. These are statements that help students to become successful citizens.

Facilitator should also note that the first bullet specifically calls out that students need to practice science which means that materials and resources are needed in order to conduct investigations/explore/inquire. The statement below originates from the National Research Council and should be used when talking with participants about the resource needs for students to learn science. This is an equity issue, not only between content areas, but between districts.

At the school, district, state, and federal levels, inequities in the resources, facilities, and time devoted to science result in widely different learning opportunities for different groups of students. ...

Students knowledge growth and reasoning are components of a large ensemble of activities that constitute doing science. These activities include conducting investigations; sharing ideas with peers; specialized ways of talking and writing; mechanical, mathematical, and computer-based modeling; and development of representations of phenomena.

To develop proficiency in science, students must have the opportunity to participate in this full range of activities.

National Research Council, Taking Science to School, 2007 pg 4

21Instructional Shifts in Science - Moving to Next Generation Science StandardsIncorporating the Science and Engineering Practices and Cross-cutting Concepts into daily planning.Continued integration of literacy and mathematics where natural connections exist through problem-based learning.22

Provide students with opportunities to engage in design challenges and investigations that align deeply with the NGSS.

Unit of measure*FootnoteSource:SourceThese statements are adapted from Appendix A of the Next Generation Science Standards. They are contextualized to support the districts transition to NGSS. Allow participants to read through these on their own then provide clarity on each using the background below:

Note that NGSS is different than science standards before them because it calls for a 3-dimensional learning meaning that all three elements of the standards (the Science and Engineering Practices, the Disciplinary Core Idea, and the Cross-cutting Concepts) must be merged in meaningful learning progressions in the classroom. This means that students not only need to know the content (Disciplinary Core Ideas), but they have to apply it using the practices of scientists and engineers and apply that content through connections to overarching ideas that cut across all of K-12 science (cross-cutting concepts). This shift is important because it is the next step on our scaffold towards three dimensional learning. Prior to this year we focused on just integrating the practices in lessons we now shift to having teachers begin to plan with practices and cross-cutting concepts. Note here that we will continue, as we have in the past, to provide connections to literacy and mathematics for science instruction. This would be an extension of work that we did in SY13-14 related to graphing and mathematical reasoning, the Claims-Evidence-Reasoning framework, Socratic Seminars, science notebooking and pre-writing strategies.True support to transitioning to the NGSS will come through opportunities for students to conduct investigations and solve real-world problems using the engineering design process. These will be lesson sets that can be conducted in a week or less and will continue to support instruction of content that is aligned to the current standards. This will equip students to begin to learn in a 3-dimensional way that is called for in NGSS and allow teachers to better understand the rigors of the NGSS as we are transitioning. Common rubrics will be developed that will allow teachers to be able to conduct looking at student work protocols to collaboratively understand how students are progressing through these learning progressions. 22Instructional Model-ScienceThe BSCS 5E Instructional Model has been used to provide a framework that allows teachers increase opportunities for students to become more independent in their use of inquiry:23ComponentDescriptionEngagementStudents prior knowledge accessed and interested engaged ExplorationStudents participate in activities that facilitate conceptual changeExplanationStudents generate explanations and teachers directly introduce topics or skills or deepen understandingElaborationStudents understanding challenged and deepened through new experiencesEvaluationStudents and teachers assess understandingSource: Biological Science Curriculum Study 5E Instructional ModelUnit of measure*FootnoteSource:SourceNote that the BSCS= Biological Sciences Curriculum Study; but while this was produced by a Biological Curriculum team it is not only for biological sciences instruction. All of the sciences have begun using the 5E model and a few other content areas as well. There is an exhaustive set of resources and research around the model and its effectiveness.

The 5E model was developed by Roger Bybee in the 1980s and is a continuum, or cycle, of inquiry. It has been used extensively in Maryland for planning purposes and has been the districts model for lesson planning for several years. The 5E model not only provides a framework for planning, but also one for learning for students. Students are able to progress through the cycle in order to become more independent in their ability to conduct inquiry in the classroom, meaning that they would be better equipped to learn about and solve problems outside of school and regardless of the content they are working with.

Note that there is some confusion about whether one lesson should include all of the 5E components. Our stance on this is that some lessons are conducted over a period of several days and that those lessons should include all components of the 5E model. Within a unit of instruction students may go through multiple full cycles of the 5E model, but should always spend time in each component throughout each learning event.

In addition there is no need to progress through the stages of 5E sequentially. The components of the lessons may be iterative in nature, but all opportunities to learn must include at the least a daily engagement and a daily evaluation (formative). For example, students may progress from engagement to exploration then to explanation, but then shift back to exploration as part of the learning design.

23Science Instructional Model and Gradual Release24Teacher FacilitatedStudent CenteredEvaluateElaborateExploreEngageExplainLevel of ControlGuided InstructionIndependent LearningSource: Adapted from STEMscopes Gradual Release of Inquiry ModelUnit of measure*FootnoteSource:SourceThis slide lays the 5E model into the familiar graphic of the Gradual Release of Responsibility (GRR). Let participants know that the 5E model is not something different than the GRR, rather it is closely related and supports the GRR. As students progress through the 5Es from Engage to Elaborate they are becoming more independent learners. The teacher typically guides the engagement section, while the student typically owns the elaboration stage (alongside other students at times).

Evaluation (the 5th E) is shown here to cross the full 5E cycle. This is because formative and summative assessment are important components related to the ongoing assessment of student understanding. This helps teachers to collect evidence of student understanding and make ongoing course corrections as needed to future lessons/instruction. Ultimately, this model supports reflective teaching. 24Science Reflections

25Discuss science strategies that would improve student outcomes at your school for the upcoming school year.

As a school team, use the note catcher to record your strategies.Unit of measure*FootnoteSource:SourceFacilitator have participants read through the question on the slide and have them begin to use the note catcher to record their connections.25Social Studies ExpectationsWe MUST prepare critical and analytical thinkers for the 21st century who:26

Are informed citizens of the world and their own communitiesEffectively engage in the democratic processEmploy data analysis, collaboration, decision-making, argumentation and problem-solving skillsSource: National Council for Social StudiesUnit of measure*FootnoteSource:SourceTiming for Slides 26-29: 7 minutesThe purpose of social studies education is to prepare students to be informed citizens who use a variety of skills and areactively engaged in society.Social Studies courses allow students to use the skills from literacy, math, and science to engage in problem solving activities.

26Instructional Shifts in Social Studies - Moving to College, Career, & Civic Life (C3) FrameworkCrafting questions that matter.Establishing a collaborative context to support student inquiry.Integrating content and skills meaningfully.Articulating disciplinary literacy practices and outcomes.Providing tangible opportunties for taking informed action.27Source: College, Career, & Civic Life (C3) FrameworkUnit of measure*FootnoteSource:SourceMaryland is in the process of adopting the College, Career & Civil Life (C3) Framework. This framework which is an inquiry arc process will keep the current content of the MD State SocialStudies Curriculum. This means thatSocial Studies is shifting from the rote memorization of facts to a process ofinquiry. These shifts demand that students work bothindividually and collaboratively.Crafting questions that matter: Students will construct questions that are suitable for inquiry projects.Establishing a collaborative context to support student inquiry: Students will work with teachers and their peers to develop skills and knowledge about social studies.

Integrating content and skills meaningfully: Students will learn and use the skills associated with the disciplines of civic, economics, geography, and history.Articulating disciplinary literacy practices and outcomes: In addition to the literacy practices of the MCCRS, students are expected to learn and use the disciplinary literacies of using the deliberative process, using economic data, reasoning spatially, and analyzing cause and effect.Providing tangible opportunities for taking informed action: Students are expected to not only create aninquiry project, but carry out theinquiry and take informed action if the inquiry requires it.

27Instructional Model-Social Studies28Source: Stanford History Education GroupUnit of measure*FootnoteSource:SourceThis is based on the Cognitive Apprenticeship Framework that Social Studies teachers have been using in the district for the past year. Last year US History teachers (Grades 8 & 9) were trained in this model and this year World History teachers (Grades 6 & 11) will be trained.

Stage1- Prepare students to learn: The goal of this stage is to make a commitment to learn, and to build background knowledge for reading and writing historically.Stage 2- Model how to read and write like a historian: Teachers make disciplinary thinking visible using disciplinary literacy strategies as a way to explore history. Teachers identify strategies and share their thinking out lout so that students can both hear and see what it means to use each strategy as it is modeled.Stage 3- Support students practice: Teachers guide the class while students attempt each step of the disciplinary literacy strategies , giving them a chance to identify information with guidance, reminding them of the purpose and the steps involved in planning, and highlighting supports for students as they compose essays and/or inquiry projects.Stage 4- Provide additional, more challenging forms of practice: Students read, plan, and write with more autonomy, working in small groups or pairs. More nuanced thinking requires that teachers monitor student progress and explain how students can improve their reasoning along with reading and writing historically.Stage 5- Promote Independence: Teachers ask students to complete investigations at their own pace. Fewer and fewer supports are given to students as they work independently.28Social Studies Reflections

29Discuss Social Studies strategies that would improve student outcomes at your school for the upcoming school year.

As a school team, use the note catcher to record your strategies.Unit of measure*FootnoteSource:SourceFacilitator have participants read through the question on the slide and have them begin to use the note catcher to record their connections.29Timing Options for Science and Social Studies at Grades 1-530

Source: Science and Social Studies Guidance DocumentsUnit of measure*FootnoteSource:SourceTiming for Slides 30-38: 12 minutes

Reminder to Facilitator: Only show the grade level appropriate scheduling slides

Facilitator should note that these are two options for scheduling that originate from the science and social studies guidance documents. 30Example Schedule 1 Non-Departmentalized31MondayTuesdayWednesdayThursdayFriday8:15-8:25 Entry8:25-9:55Math9:55 10:50Science/Social Studies10:50-11:15Lunch11:15-11:35Recess11:40-1:55Literacy2:00-2:45ArtSpanishLibraryHealth/PEMusic2:45-3:00Independent Reading3:05DismissalBoard Policy IKEB requires that promotion to 5th and 6th grade requires separateand passing grades (60%) for science andsocialstudiesUnit of measure*FootnoteSource:SourceBoard Policy IKEB language notes that promotion to 5th and 6th grade requires apassing grade (60%) in both science and social studies, as well as English/Language Arts and Mathematics.

MessagingScheduling for PreK and Kindergarten is clearly defined for Science and Social Studies. There are schedules posted on TSS, with and without resource classes included, for schools to follow. Each day, teachers are expected to incorporate 20 minutes of Science or Social Studies instruction. Newly constructed curriculum is available on the Early Learning Banner Curriculum website.This delivery of Science and Social Studies Curriculum can occur 1)embedded in the Literacy block OR 2)at a designated time during the instructional day. Please note, this is different from grades 1 and above, which are required to have 55 minutes of dedicated Science and Social Studies instruction. Schedules Posted on TSShttps://www.bcpss.org/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=/webapps/blackboard/execute/courseMain?course_id=_119089_1

Facilitator should point out the hidden transition times (between Independent Reading and Dismissal for example)

Resource/SPAR is a critical element to supporting a holistic learning experienceStudents must have a comprehensive education in the following areas:HealthPhysical EducationArtsLibraryWorld and Classical Languages (Middle School)

Add Health to PE section in table above

Insert talking points about social studies in PK/K-ChrisInclude talking points about scheduling in SMS not aligning to the actual practice in the schools-Dennis31Example Schedule 2 Departmentalized Math32MondayTuesdayWednesdayThursdayFriday7:45- 8:00Entry8:00 9:00 Resource (Health/PE, Art, Spanish, Music, Library)9:00 10:30 Math 05-0110:30-11:20Science 05-01 11:20-12:05Intervention/Lunch/Recess12:05-1:35Math 05-021:35 2:25Science 05-022:25DismissalBoard Policy IKEB requires that promotion to 5th and 6th grade requires separateand passing grades (60%) for science andsocialstudiesUnit of measure*FootnoteSource:SourceBoard Policy IKEB language notes that promotion to 5th and 6th grade requires separate and passing (60%) science andsocialstudies grades.

Facilitator should point out the hidden transition times (between Independent Reading and Dismissal for example)

Resource/SPAR is a critical element to supporting a holistic learning experienceStudents must have a comprehensive education in the following areas:HealthPhysical EducationArtsLibraryWorld and Classical Languages (Middle School)

32Example Schedule 3 Departmentalized ELA33MondayTuesdayWednesdayThursdayFriday7:45- 8:00Entry8:00 9:00 Resource (Health/PE, Art, Spanish, Music, Library)9:00 10:30 Literacy 05-0110:30-11:20Social Studies 05-01 11:20-12:05Intervention/Lunch/Recess12:05-1:35Literacy 05-021:35 2:25Social Studies 05-022:25DismissalBoard Policy IKEB requires that promotion to 5th and 6th grade requires separateand passing grades (60%) for science andsocialstudiesUnit of measure*FootnoteSource:SourceBoard Policy IKEB language notes that promotion to 5th and 6th grade requires separate and passing (60%) science andsocialstudies grades.

Facilitator should point out the hidden transition times (between Independent Reading and Dismissal for example)

Resource/SPAR is a critical element to supporting a holistic learning experienceStudents must have a comprehensive education in the following areas:HealthPhysical EducationArtsLibraryWorld and Classical Languages (Middle School)

33Secondary Scheduling Per Board Policy IKEC: To be promoted to grades 7, 8, or 9 a student must receive a passing grade (60%) in the following courses:ELAMathematicsScienceSocial StudiesFederal law requires that all teachers of core content areas are highly qualified, meaning:Full certification/licensureBachelors degreeDemonstrated competence in subject matter (i.e. passing PRAXIS)34Unit of measure*FootnoteSource:SourceFacilitator should hide this slide for any groups that it is not pertinent

Note that Policy IKEC begins at 6th grade it can easily be read above to begin in grade 7. Note that the language is specifically calling out promotion.

Federal Law = ESEA Elementary & Secondary Education Act, aka No Child Left Behind.

34Middle Grades/School Scheduling Science and Social StudiesOptionDescriptionDaily ModelStudents receive minimum of 3.5 hours of science and social studies a weekAlternating Daily ModelStudents receive minimum of 7 hours of science and social studies a weekSemester Model (Social Studies Only)Students receive minimum of 3.5 hours of social studies a week for an entire semester35Source: Science and Social Studies Guidance DocumentsUnit of measure*FootnoteSource:SourceGuidance documents for both Science and Social Studies offerthese schedulingoptions. Schools should choose the option that works best fortheir school situation or develop an option that meets the requirements. Both the Science and Social Studies offices are available for consultation.

35High School SchedulingHSA aligned courses must be scheduled for a full year.HSA Mastery courses must be scheduled for students who have passed the HSA course, but failed the HSA test. This should occur the semester immediately following the notification of failure. They do not have to be scheduled for the full year.Advanced Placement courses must be scheduled for a full year. All courses with a roman numeral in the name must be successfully completed in sequential order.Align scheduling for students with disabilities and ELL based on student specific needs (e.g. IEP/hours of service)36Unit of measure*FootnoteSource:SourceHSA Aligned courses are English I & II, Biology, and American GovernmentRoman Numeral courses example: Spanish I must be completed successfully prior toSpanish II, etc. The only exception to this is English III and IV, they may be scheduled concurrently.

For clarification and additional information, please refer SMS Scheduling Binder Icon located on the SMS Login page.36Collaborative Planning StructuresAll schools must provide an opportunity for teachers to collaboratively plan for at least 45 min per week.Should be goal-oriented, data-driven and focused on student achievement.Effective protocols for this time include:Looking at Student WorkAnalyzing Content Standards (i.e. Unpacking and Vertical Articulation Protocols)Vertical Slice.37Unit of measure*FootnoteSource:SourceFacilitator should note that this language comes from guidance document 201.

This slide should tie into what is learned earlier in the week

Should also mention that this is at least 45 minutes a week but that research shows that 90 minutes is more effective

37Table Talk: Schedule OptionsAfter reviewing the proposed options for schedules:Discuss your thoughts on the schedule options.What opportunities does this present for your school?What challenges do you foresee?What additional supports might you need?38Unit of measure*FootnoteSource:SourceHave participants review the scheduling options and answer the questions on the slide.

38Completing the Connection39Review the graphic organizer from the beginning of this session.What actions can you and your team take to ensure that our students are prepared for the future they deserve?

Unit of measure*FootnoteSource:SourceTiming for slide 39: 7 minutes

Lets look at those charts we used at the start of the session. We clearly dont want to create a generation of students who are not capable of pursuing a career, as we all had high expectations for that perfect candidate. Go back through each prompt in column one, review your expectation in column two, and then, in column three, identify specific actions at your school that are helping to ensure your students meet those expectations identified in column two.

39If you have questions about this presentation, contact: Thank You!40Dr. Nakia HardyExecutive Director of Teaching and LearningNHardy@bcps.k12.md.us

Unit of measure*FootnoteSource:Source40Session 241Ready to Lead: Building an effective School Performance PlanUnit of measure*FootnoteSource:Source41Session Objectives:Increase awareness of the relevance of data and its impact on leadership, teaching, and learningReinforce the importance of collecting both cause and effect dataApply the Decision Making for Results: Data-Driven Decision Making process to monitor leadership, teaching, and learningImplement the Decision Making for Results: Data-Driven Decision Making process to monitor school improvement

42Unit of measure*FootnoteSource:Source4242People without information cannot act. People with information cannot help but act. Ken BlanchardKey Points: Schools that analyze data will make better decisions about which practices to replicate, improve, and change A systematic process is necessary for educators to collaboratively improve teaching, learning, and leadership

ReflectionIt is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data

Doug Reeves43Unit of measure*FootnoteSource:SourceHave principals read the quote, through the lens of the importance of data. Have them discuss the importance and difference of analyzing the data versus gathering and having a lot of data available, yet not making use of it.DRAFTReady to Lead: Building an Effective School Performance PlanSchool Performance Plan principles:Supports principals and school leadership teams in improving overall school performance, with an emphasis on instruction and student achievement. Acts as an anchor in a year-round inquiry process that relies on data-informed decision making to drive documented school-level strategic planning. Meets federal, state and district compliance requirements.Serves as an essential means of knowing our schools.

44Unit of measure*FootnoteSource:SourceMain points:Principals leading the effort and soliciting support from entire school teamPurpose of the plan Will be used this year to drive workMust be a living documentDiscuss the requirements for complianceServes as year round monitoring tool to inform instructional practicesGauges the efforts of ILT and teachers in monitoring school wide priorities

DRAFTMonitoring: Ask Yourself These Questions45When will the Instructional Leadership Team monitor your School Performance Plan?How will you celebrate incremental results?How and when will you make midcourse corrections?What process will you use to make any necessary revisions of your School Performance Plan?How often will the monitoring process be used to adjust/correct the School Performance Plan?

Unit of measure*FootnoteSource:SourceUse sick child example for developing a monitoring plan.Who is monitoring?What is being monitored?When is the monitoring occurring?Where is the monitoring occurring?How does the monitoring impact current actions and next steps?

Discuss with a partner and compare notes. The shared reflection can be helpful if the participants are from different networks or schools. This will give the opportunity to learn what others are doing.

DRAFTThe Leadership & Learning MatrixEffects/Results (stud.out.)LuckyHigh results, low understanding of antecedentsReplication of success unlikelyLeadingHigh results, high understanding of antecedentsReplication of success likelyLosing GroundLow results, low understanding of antecedentsReplication of failure likelyLearningLow results, high understanding of antecedentsReplication of mistakes unlikely Antecedents/Cause Data (Adult Actions)46Unit of measure*FootnoteSource:SourceAsk: Where are you? Discuss with your ILT whether or not you understand the results you are getting based on your data and if you have a clear understanding as to how that connects to your adjustment of instructional practices and informing decisions.

Ask principals to think about where they currently are in this work of analyzing data and monitoring and have participants share out.

Reference (Beyond the Numbers, 2nd ed.)

46Are You Ready To Lead:?Improvement cycles require leadership follow-up and relentless efforts to maintain the focus on data if decisions are truly going to be driven by informed data.White, 2005The value of the data emerges only when analysis provides insights that direct decisions for students.Author Unknown47

Unit of measure*FootnoteSource:Source47Team reflections and group share out around using the standards to inform a more rigorous instructional environment .How are we moving towards being college and career ready? How does the importance of data analysis tie into knowing your schools?As you are gearing up to lead this effort, how do you know you are ready? Have them share out some things they are doing to ensure they are ready to lead.47Decision Making For Results and Instructional Data Teams 48Inquiry; Develop QuestionsThe Decision Making for Results Six-Step ProcessStep 6: Monitor and Evaluate ResultsDataTeamsProcessUnit of measure*FootnoteSource:SourceConnect the work of today back to Day 2 and get principals to see how their data process for the ILT is very similar to the process they should be using in Collaborative Planning Teams, and the need for the teams to interact with one another to share information (Reciprocal Process).

Make reference to Step 1 to point out that on the Collaborative Team Level (Data Team Level) you start off with collecting and charting data. Whereas the ILT, conducts a Treasure Hunt and they gather the data so they can inform what the Data or Teacher Teams will be looking at during Collaborative Planning. Remember the terms can be used interchangeably (Teacher teams, content teams, collaborative planning teams, grade level teams) to ensure its more about the function of the team and not about the name.DRAFTFraming the School Performance Plan49Components of the School Performance Plan: Gather data Analyze Data to Prioritize Needs Establish SMART GoalsSelect Specific Strategies Determine Results Indicators Monitor and Evaluate ResultsUnit of measure*FootnoteSource:SourceConnect to the data process from Day 2.These are the steps that will be used to develop the SPP and guide the work. Its a research based process that goes from gathering the data to actually monitoring your results. Briefly name the different steps for the participants. DRAFTIs Your Team Data Driven? Reflection: How are you currently embracing a data-driven decision making process that leads to results?

50Unit of measure*FootnoteSource:Source5050Have teams complete a 5 minute table talk on their strengths and areas for growth. Have them chart/jot their areas of strength and growth and share out. Have them discuss some strategies that they will be using to address areas of growth.Only by evaluating both causes and effects in a comprehensive accountability system can leaders, teachers, and policymakers understand the complexities of student achievement and the efficacy of teaching and leadership practices. Do adult actions matter?Reeves, 200651Unit of measure*FootnoteSource:Source5151Emphasize: There must be an understanding of both cause and effect data. Refer back to Day 2 cause and effect data. Have participants give an example of how adult actions impact student outcomes?

Educators MatterMany people live their lives aspiring to make a difference and lead a life that matters. There need be no such uncertainty in the life of an educator or school leader. Every decision we make, from daily interactions with students to the most consequential policies at every level of government, will influence leadership and learning

After all these words, statistical analyses, and graphs,

What we do matters.Reeves, 200652Unit of measure*FootnoteSource:Source52This is the answer to the previous slide.Explain that they do matter and these quotes represent some of the why. You can have participants elaborate on the quotes and connect them to their experiences. Suggestion: This is a time to turn and talk to generate discussion.Overview of SPP ComponentsReview the components of the Draft SPP templateComposition of ILT and Key points of ContactPrevious year SPP Outcomes and ReflectionInquiry/Data Analysis SMART Goals, Strategies and Results Indicators Monitoring and Evaluating/Action PlanFamily and Community EngagementTitle I

53Unit of measure*FootnoteSource:SourceAt this point, pull out the SPP and go through the pages step by step. Remember it is in DRAFT form. Let the participants know it will be accompanied with a Guidance Document Title I Guidance will be given once it is finalized They will be able to access the SPP through Doc Tracking as they did last year.The time line will be provided with due dates and clear expectations

Create a Parking Lot area or a piece of chart paper that captures participants feedback on the SPP so that it does not hold up the conversation or presentation.

DRAFT54Please take the next 10-15 minutes to complete the daily survey.

Website: 365.bcpss.org/leadership

Your responses are important for feedback not only about today, but also for future planning!

Unit of measure*FootnoteSource:Source