Middle School-New Reading Program and Math Implementation

DEPARTMENT OF
SECONDARY EDUCATION
Summer Leadership
June 2014
Agenda
 Preparing for the Shift
 How Do We Affect Change?
 Literacy Roll-outs
Seismic Shifts
• "Great things are not done by impulse, but by a series
of small things brought together.” ~ Vincent Van Gogh
1950s Classroom
Classrooms in the
21st Century
Brainstorm
• Rigor
In an
age of new standards and a
• Engagement
new
assessment, core instruction
• Literacy
across content
needs
to change.
In the areas
areas of
• Small group
curriculum
andinstruction
instruction, what
• Differentiated
needs
to changeinstruction
in your building to
meet new demands?
Common Definitions
• On your own: what is the definition of rigor?
• Turn and talk: can you agree on a shared definition of
rigor?
• Can your staff agree on a shared definition of rigor as
well as the other items on your list?
What Affects Student Achievement?
• If you want to improve student achievement, then student
learning needs to improve.
• If you want to increase student learning, then instruction
needs to improve.
• If you want instruction to improve, then you need to invest
in teacher training.
Affecting Change
1. Focus on human capital
2. Use student data to drive instruction
3. Provide high-dosage tutoring
4. Extend time on task
5. Establish a culture of high expectations
Deconstructing Standards
(Unpacking/Unwrapping)
• The analysis of standards to determine what
students need to:
• Know (concepts) – the important nouns
• Be able to do (skills) – the verbs
• Through particular context or topic(s) (what
educators will use to teach students the
concepts and skills)
•
Stiggins, Ainsworth and others
Why Unpack Standards
• The process of “unpacking” or “unwrapping” standards
provides teachers with clarity of the standard so that they
can articulate:
• the instructional expectations of the standards (what they need to
teach)
• the performance expectations of the standards (what students need
to know and be able to do)
• the instructional methods that best support the instruction of the
concepts (instructional shifts)
Now teachers can begin the process of planning for
instruction.
• When teachers take the time to analyze each standard and identify its
essential concepts and skills, the result is more effective instructional
planning and better student outcomes.
Collaboration is Key
• Teachers need to work collaboratively to unpack
and plan for instruction. Lesson plans should
demonstrate:
• teachers’ clear understanding of the content,
skills and the thinking embedded in each
standard.
• the Instructional shifts that need to occur to
meet the demands of the standards.
• The Elements of Domain 2 of the Marzano
Framework can be supported and enhanced by
unpacking and planning collaboratively.
Unpacking Done Right
• Opens the door for the development of a
Marzano scale that:
• identifies the academic targets for the standard
including foundational knowledge and critical thinking
• Allows for sharing of ideas and expertise through
collaboration
• supports Domain 2: Planning and Preparing and
Domain 4: Collegiality and Professionalism
8th grade Reading Standard
If an 8th grade team decides to unpack the following standard:
“Analyze how particular lines of dialogue or incidents in
a story or drama propel the action, reveal aspects of a
character, or provoke a decision …”
… it is helpful to look at the expectations for the
standard from 6th through 8th grade in order to
follow the continuum of thinking.
6th - 8th grade
• 8th grade: Analyze how particular lines of dialogue or
incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision (e.g.,
through comparisons, analogies, or categories).
• 7th grade: Analyze how particular elements in a story or
drama interact (e.g., how setting shapes the character or
plot).
• 6th grade: Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a
resolution.
Affecting Change
Without a clear understanding of the demands of the
standards and appropriate instructional planning, the
instructional shifts necessary to meet the demands of the
standards will not occur.
Instructional leaders need to make this planning process
(unpacking, articulation of instructional methodology) a
deliberate practice on their campuses.
MAFS:
MATHEMATICS FLORIDA
STANDARDS
Instructional Shift in Mathematics
1. Focus: Strongly where the standards focus
2. Coherence: Think across grades and link to major topics
within grades
3. Rigor: Requires fluency, applications, and deep
understanding
Bonus Shift: We do math. This includes modeling, using
manipulatives, hands-on real world applications, classroom
discussions. You should hear kids.
MAFS Standards
29 M/J
1+8
16
M/J
2
+
28
M/J
PreTotal
Standards
English
M/J
2 = 37
Course
for = 44Language
Algebra
Mathematic
s Content
Standards
Standards
Mathematic
al Practice
Arts
Standards
M/J 1 Regular
46
8
9
29
M/J 1
Advanced
54
8
9
37 *
M/J 2 Regular
41
8
9
24
M/J 2
Advanced
61
8
9
44 **
M/J Pre
Algebra
45
8
9
28
*Includes all of 6th and some 7th Grade Math Content Standards
**Includes remaining 7th and all 8th Grade Math Content Standards
MAFS - High School Courses
Total
Standards
Course
for
Standards Mathematical
Practice
English
Language
Arts
Standards
Mathematics
Content
Standards*
Algebra 1
Regular
67
8
10
49
Algebra 1 Honors
73
8
10
55
Geometry
Regular
54
8
10
36
Geometry Honors
60
8
10
42
Algebra 2
Regular
75
8
10
57
Algebra 2 Honors
83
8
10
65
*Some standards have parts a, b, c…etc.
The Standards for Mathematical Practice
 8 common Standards for Mathematical Practice across
K–12 Mathematics
 Describe the expertise teachers seek to develop in their
students
 Taught through content instruction (no explicit teaching of
the Standards for Mathematical Practice)
 Integral part of effective MAFS instruction
The Standards for Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of
others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Preparing to Teach MAFS
In order to effectively plan, teachers should consider
the following:
 Know where you want students to be
 Possess deep knowledge of mathematical content
 Know the connections and understand the variety of ways a
concept can be explored mathematically
 Know how to build concepts using several different kinds of
models
 Know a wide variety of strategies to use for each of the models
 Pose good problems, ask good questions, and guide students
to understanding
 Engage students in mathematical arguments so that they get
the chance to confront each other’s ideas and come to
conclusions together
Administrator
checklist to
assist in
recognizing
MAFS
classrooms.
Resources for Teaching MAFS
 To fill in the gaps between our current grade-level
instructional materials and the new course descriptions,
supplemental resources will be made available on
Learning Village.
 Additional resources will include formative assessment
tasks for small-group instruction and/or cooperative
learning.
Gaps in Current Textbooks to New Standards
M/J 1
M/J 2
M/J 3
29 Mathematics
Content Standards
24 Mathematics
Content Standards
28 Mathematics
Content Standards
Gap = 62%
Gap = 66.7%
Gap = 37.9%
New MAFS Assessments for
Middle School Mathematics
American Institutes for Research (AIR)
The new test will provide a more authentic assessment
of the Florida Standards because it will include more
than multiple choice questions. Students will be asked to
create graphs, interact with test content and write and
respond in different ways than on traditional tests.
Samples of new question types will be made available
this summer.
Instructional Task
Why does task and level of demand matter? Consider these two items.
A pizzeria serves two round pizzas of the same thickness in different
sizes. The smaller one has a diameter of 30 cm and costs 30 zeds. The
larger one has a diameter of 40 cm and costs 40 zeds. Which pizza is
better value for money? Show your reasoning.
Based on this equation, what is the value of y when x= 5?
Y= 4(8-x)2
A. 12
B. 36
C. 144
D. 156
From Massachusetts Comprehensive Assessment System (MCAS) test for 10th graders
LITERACY ROLLOUT
Instructional Shifts in Literacy
1- Building knowledge through content-rich nonfiction and
informational text
2- Reading and writing grounded in evidence from text
3- Regular practice with complex text and its academic
vocabulary
4- Bonus Shift: All aspects of literacy are interwoven.
Instructional Shift 1
Building knowledge through content-rich
nonfiction and informational texts.
• Content area teachers (outside of ELA) will emphasize
literacy experiences in their planning and instruction.
• A greater emphasis is placed on nonfiction.
• Students will independently build knowledge through reading
and writing.
Instructional Shift 2
Reading and Writing with
Evidence
• Use of teacher-created, text-
dependent questions
• Use of evidence in students’
responses: verbal and written
Reader and Task
• Knowledge of the readers and motivation and ability
• Experiences of the readers
• Complexity of the task and purpose that accompanies the
text
• Use of text (independent reading, guided reading, or
teacher-directed)
What We Know for FY15
• The Language Arts Florida Standards (LAFS) have been
approved by the State Board of Education.
• These standards are nearly identical to the Common Core State
Standards for Literacy.
• The numbering systems for the LAFS is the same as the Common
Core, except CCSS has been replaced by LAFS at the start of each
standard code.
• The FAIR test is being updated to reflect these new
standards.
• Training will be provided once the FAIR update is complete.
• Schools should still be using FAIR data from the AP3 administration
to inform student placement in Intensive Reading classes.
What We Know for FY15
• The American Institutes for Research (AIR) will create
Florida’s ELA assessment for the LAFS.
• This assessment will combine reading and writing assessment into
one.
• This assessment will be given to middle and high school students
in grades 6-11. Passing the grade 10 AIR assessment will be a
graduation requirement for students.
• Until more specifics are given regarding the AIR assessment for
Florida, districts have been instructed to teach the standards.
What We Will Know Shortly
• June
• Draft sample test questions from the AIR assessment for Florida
will be released to help students and teachers become familiar with
assessment question formats.
• A test design summary/blueprint of the AIR assessment for Florida
will provide more detailed information about the assessment,
including the percentage of items allocated to each content
category, cognitive complexity, and test duration.
• Draft test item specifications will provide a tentative definition of the
content and format of the assessment and test items.
• July
• Writing rubrics will provide scoring guidelines or criteria that will be
used to evaluate student responses to the ELA/L writing prompt.
What We Can Reasonably Assume
• The LAFS place a heavy emphasis on close reading, text-
dependent questioning, and writing in response to text. It
is reasonable to assume that the AIR assessment for
Florida will have a similar emphasis.
• FLDOE indicates that students will need headphones for
some portions of the computer-based AIR assessment for
Florida. Combined with the fact that the LAFS broaden
the definition of “text” to include visual and audio texts, it
is reasonable to assume that some of the “text” on the
new assessment will be in video or audio format.
The Resources that Will Get Us There
• Grades 6-12 Language Arts: HMH Collections
• Grades 6-8 Intensive Reading: Read 180 Next Generation
HMH Collections
• Implementation Support
• Training dates are available for teachers throughout the summer
and during pre-school to introduce teachers to the HMH materials
and assist them with developing an instructional plan for these
materials.
• Members of the Secondary Literacy team will be assigned to each
school to provide school-based implementation support throughout
the school year.
• Schools can request additional support from the Secondary
Literacy team.
HMH Collections
Program Components
• Each grade-level text is divided into six collections (or units).
• Each collection culminates in one or two performance tasks
(DQ 4) that ask students to apply skills developed throughout
the collection to a project-based assessment. One of the
performance tasks is generally a writing task.
• The text is designed so that the skills taught in each grade
level build on what was learned in the previous grade (i.e.,
vertical articulation).
HMH Collections
Program Components
• The text and accompanying on-line components contain a healthy
mix of fiction, informational texts, poetry, audio texts, and visual
texts.
• HMH is creating robust lesson plans to support this text, including
suggestions for differentiation for both students who require
additional support and students who require enrichment. These will
be posted to Learning Village.
• Each student will receive a consumable Close Reader workbook
which provides additional instructional activities.
HMH Collections
• Considerations for Your Teachers
• Planning time is going to be key for successful implementation of this
program.
• There is too much instructional material to cover in a single year.
• Teachers must purposefully select from among the texts and activities to
best meet the needs of their students.
• Learning Village lesson plans will be a good starting point for this work.
• Teachers will need to pace their instruction to ensure that they cover all
six collections.
• Not every text and activity will be used.
• The Secondary Literacy team will provide training during the summer
and at pre-school to support unit planning and instructional strategies.
HMH Collections
• How This Text Prepares Students for the LAFS
Assessment:
• Strong emphasis on student skill development rather than content
(skills rather than isolated benchmark instruction)
• Student-centered, rather than teacher-centered, learning activities
• Strong emphasis on questioning text and writing in response to text
• Contains a wealth of complex texts across a number of genres and
media types
HMH Collections
• Classroom Structures to Support Learning:
• Anchor charts noting instructional objectives for the collection
• Close reading
• Text-dependent activities and questioning
• Student-driven work with the teacher as facilitator
• Students working in collaborative/cooperative groups with clearly
defined roles
• Teacher pulls students for targeted small group instruction
• Focus on deeper analysis of the text, rather than recall of facts/events
within the text
• Frequent writing with the opportunity to revise writing based on specific
feedback from teacher
HMH Collections
What elements of the standards and shifts do you see in
this clip?
Shifts in Literacy
1. What elements of the standards and shifts do you see in
this clip?
2. How can this occur in your school?
Avoiding the Rubble
• Professional development is crucial.
• Unit and lesson planning is a collaborative concept.
• The shift is happening, and we need to keep pace.
READ 180: THE NEXT
GENERATION
Considerations
• Teacher materials are supplied at one set per five
sections.
• Single period students should be grouped together; two-
period students should be grouped together.
• Classrooms need 7 computers with
headphones/microphones for the technology rotation.

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