PARCC

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Choose English Language Art/Literacy or Mathematics

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Franklin School


Leadership Institute For Teacher Teams (LIFTT)
October 2014
Staff Development Day
October 1, 2014
Teacher Teams
Agenda
8:25-9:00: Explore PARCC Online Assessment
9:00-9:45: Teacher Teams
9:50-11:30: Break out session I
> K-1: ELA- Room 305
> 324: Math- Upper Gym
11:35-12:20: LUNCH
12:25-2:10: Break out session II
> K-1: Math - Upper Gym
> 2-4: ELA- Room 305
2:15-2:45: Common Planning Time (Upper Gym)
2:45-3:05: Reflection

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The Norms for Collaboration
Promoting a Spirit of Inquiry-Exploring others ideas with
curiosity and with a goal of understanding rather than judging

Pausing-Pausing to allow time and space for ideas to develop

Paraphrasing-Being an active listener by restating others
contributions

Probing-Asking questions to go deeper in thinking

Paying Attention to Self & Others-Keeping a good balance
between speaking and listening

Presuming Positive Intentions-Assuming others intentions are
positive creates a good atmosphere for collaboration

Picture Perfect
Activity
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A B C
1. Draw a large square in
the center of your paper.
2. Draw a large triangle with
the base on top of your
square touching both
corners.
3. Draw a rectangle in the
middle of the square with its
base meeting the bottom of
the square.
4. Draw 2 small squares in
the upper left and right hand
corners of the large square.
1. Draw a square on your
paper.
2. Draw a triangle on your
paper.
3. Draw a rectangle on your
paper.
4. Draw 2 more squares on
your paper.

1. Draw 4 lines on your
paper.
2. Draw 2 more lines on
your paper.
3. Draw 4 more lines. 2
should be short and 2
should be long.
4. Draw 8 more lines on
your paper.

Directions Provided
Reflection
How did the depth or lack of directions effect
the outcome?
Turn and talk to your partner.
How does the guidance teachers are given on
assessment and curriculum similar to your
experience with Picture Perfect activity?

Effective Staff Development
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5 Academic Objectives for 2014-2015
We will know we are successful when teachers:
1. Internalize how PARCC defines Common Core
2. Tailor the districts yearlong instructional plans that articulate
how to use the adopted curricula and assessments strategically
for depth of learning.
3. Maximize daily math and literacy blocks using approved
resources and strategies to ensure all students master
Common Core standards.
4. Implement high impact instructional strategies that will help
students meet PARCC demands.
5. Lead teacher teams to skillfully reflect on student work and to
radically improve long-term, unit, and lesson planning for
individual teachers and teacher teams.

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Team Leaders
Tracy Blazquez
Amy Panitch
Maria Bonacci
Arlenia Fitzhugh
Isabel Abreu
Rosita Gonzalez
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Math
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Academic Objectives
Teachers will learn and plan to teach at least one high-leverage
instructional strategy focused on Academic Discourse.
Teachers will have a basic understanding of the tools that will be
delivered over time to support the work of the five academic objectives.
Teachers will understand the unit plan process and practice the most
challenging aspects of the planning process.

During Grade Level Meetings: Teachers will learn and plan to use a
Looking at Student Work protocol to analyze a Performance-Based
Assessment.
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Do Now (Effective Openings) Mike and Shays Plan
1. Complete Part a on a separate sheet of
graph paper.
2. Complete Part b directly on the problem.
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Modeling My Favorite No
Collection of Completed Work
Formative Assessment Sorting the Yess and Nos
Bright spotting What do you see that you believe is
correct?
What do we want to challenge and improve?
What have we learned?
The Strategy in Action Leah Alcala
https://www.teachingchannel.org/videos/class-
warm-up-routine

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8 Mathematical Practices
The Standards for Mathematical Practice provide teachers and
students with a web of mathematical habits of mind that can
be used to bring coherence to the ways in which students
meet the content standards in the Common Core
#1 Make sense of problems and persevere in solving them
What it means: Understand the problem, find a way to attack it, and work until it is done. Basically,
you will find practice standard #1 in every math problem, every day. The hardest part is pushing
students to solve tough problems by applying what they already know and to monitor themselves
when problem-solving.

Own it: Give students tough tasks and let them work through them. Allow wait time for yourself and
your students. Work for progress and aha moments. The math becomes about the process and
not about the one right answer. Lead with questions, but dont pick up a pencil. Have students
make headway in the task themselves.

Useful resources: The Georgia Department of Education has created critical-thinking math tasks for
every standard. The New York City Department of Education has a set of aligned tasks as well.

#2 Reason abstractly and quantitatively
What it means: Get ready for the words contextualize and decontextualize. If students have a
problem, they should be able to break it apart and show it symbolically, with pictures, or in any
way other than the standard algorithm. Conversely, if students are working a problem, they should
be able to apply the math work to the situation.

Own It: Have students draw representations of problems. Break out the manipulatives. Let students
figure out what to do with data themselves instead of boxing them into one type of organization.
Ask questions that lead students to understanding. Have students draw their thinking, with and
without traditional number sentences.

Useful Resources: Inside Mathematics breaks down each practice standard with video segments, as
does Illustrative Mathematics. The Mathematics Assessment Project provides sample tasks for
each standard.







#3 Construct viable arguments and critique the reasoning
of others
What it means: Be able to talk about math, using mathematical language, to support or oppose the
work of others.

Own it: Post mathematical vocabulary and make your students use it not just in math class, either!
Use dialogue balls and talk moves to encourage discourse. Work on your classroom
environment from day one so that it is a safe place to discuss ideas.

Resources: Talk moves are a prerequisite to being able to achieve the practice standards. Download
some of the talk moves and read How to Get Students Talking! from Math Solutions to
understand the importance of talk moves

#4 Model with mathematics

What it means: Use math to solve real-world problems, organize data, and understand the world
around you.

Own it: Math limited to math class is worthless. Have students use math in science, art, music, and
even reading. Use real graphics, articles, and data from the newspaper or other sources to make
math relevant and real. Have students create real-world problems using their mathematical
knowledge.

Resources: Mathalicious.com is a paid service, but just browse the free sample lessons and youll
see the creativity. Teaching Children Mathematics features articles, lessons, and ideas every
month that model mathematics across curriculums.

#5 Use appropriate tools strategically

What it means: Students can select the appropriate math tool to use and use it correctly to solve
problems. In the real world, no one tells you that it is time to use the meter stick instead of the
protractor.

Own it: Dont tell students what tool to use. Try to leave the decision open ended and then discuss
what worked best and why. Leave math tools accessible and resist the urge to tell students what
must be used for the task. Let them decide; they might surprise you!

Resources: Set your manipulative ground rules early to ensure classroom management. The National
Library of Virtual Manipulatives gives you every tool you could ever want. A host of videos on the
Teaching Channel show great math lessons with valuable incorporation of tools.

#6 Attend to precision

What it means: Students speak and solve mathematics with exactness and meticulousness.

Own it: Push students to use precise and exact language in math. Measurements should be exact,
numbers should be precise, and explanations must be detailed. Students have to explain exactly
what they do and do not understand and where their understanding falls apart.

Resources: NCTMs Never Say Anything a Kid Can Say offers some tough advice for getting
students to be precise while working through tasks. All Things Common Core details what
precision looks like in a classroom.

#7 Look for and make use of structure

What it means: Find patterns and repeated reasoning that can help solve more complex problems.
For young students this might be recognizing fact families, inverses, or the distributive property.
As students get older, they can break apart problems and numbers into familiar relationships.

Own It: Help students identify multiple strategies and then select the best one. Repeatedly break apart
numbers and problems into different parts. Use what you know is true to solve a new problem.
Prove solutions without relying on the algorithm. For example, when students are changing mixed
numbers into improper fractions, they have to prove that they have the right answer without using
the steps.

Resources: Greg Tangs strategy of breaking numbers into the appropriate pieces to make math easy
is really what repeated reasoning is all about. Mathlanding uses videos and examples that show
that even the youngest mathematicians make use of structure.

#8 Look for and express regularity in repeated reasoning

What it means: Keep an eye on the big picture while working out the details of the problem. You dont
want kids that can solve the one problem youve given them; you want students who can
generalize their thinking.

Own it: Show students how the problem works. As soon as they get it, start making them generalize
to a variety of problems. Dont work fifty of the same problem; take your mathematical reasoning
and apply it to other situations.

Resources: Learner Express has video lessons showing repeated reasoning. Greg Tang offers
several resources for finding regularity through math games. NCTM offers tasks aligned to each
of the practice standards.

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How does this strategy support the rigorous thinking
necessitated by the CCSS?
Which Standards of Mathematical Practice were emphasized
using this technique?

Make note and plan for implementation.



Reflecting on My Favorite No Instructional
Strategies
Quick Draw
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Performance-Based Assessments (PBA)
75% of the way through the school year (March)
Orientation in Yearlong Instructional Plan
PBA Types:
o Type 2 Asks students to create a viable
argument and critique the reasoning of others
and communicate reasoning with precision
(Standards for Mathematical Practice 3 and 6).
o Type 3 Asks students to model real-world
situations with mathematics (Standards for
Mathematical Practice 4).
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The Big Picture: Support for the 5 Academic
Objectives
1. Internalize how PARCC defines Common Core
2. Tailor the districts yearlong instructional plans that articulate how to
use the adopted curricula and assessments strategically for depth of
learning.
3. Maximize daily math and literacy blocks using approved resources
and strategies to ensure all students master Common Core
standards.
4. Implement high impact instructional strategies that will help students
meet PARCC demands.
5. Lead teacher teams to skillfully reflect on student work and to
radically improve long-term, unit, and lesson planning for individual
teachers and teacher teams.
29
The Big Picture: Support for the 5 Academic
Objectives
5 Academic
Objectives
Yearlong Instructional Plan
Unit Planning
Lesson Planning
Looking at Student Work Protocols
Instructional Strategies
Sprinkles
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Effective Unit Planning
September 2014 - LIFTT
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Step 1: Study the progression of the
standards
Studying the Common Core Content Progressions
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Step 2: Identify Evidence of Student
Learning and Frame Essential Questions
34
Step 3: Identify Required Vocabulary
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Step 4: Revisit Analysis of Student Work
36
Step 5: Plan Instructional Strategies and
Identify Possible Misconceptions
Addressing Potential Barriers and Misconceptions
37
Step 6: Plan the Components
38
Any Questions?
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Exploring Yearly Instructional Plans and
Looking at Student Work Protocol
Performance Task

Staff Development Day
October 1, 2014
Learning Targets
I can explore and understand the rationale of the
Yearly Instructional Plans (YIPs) and its
connection to PARCC.



Scavenger Hunt
What message is the Yearly Instructional Plan giving
about pacing?
How many modules will students experience before
the PBA (PARCC)?
How many opportunities do students have to
generate prose constructed responses before the
PBA? And EOY (PARCC)?


Why Yearly Instructional Plans (YIPs)
Multiple Choice+
& Text Dependent
Questions
Performance
Task Written
Task
Time frame
in which the
assessment
occurs
Key standards
addressed in the
assessment
Grade 3 Evidence-Based Selected-Response Item #1
Part A
What is one main idea of How
Animals Live?
a. There are many types of animals
on the planet.
b. Animals need water to live.
c. There are many ways to sort
different animals.
d. Animals begin their life cycles in
different forms.

Part B

Which sentence from the article best
supports the answer to Part A?

a. Animals get oxygen from air or
water.
b. "Animals can be grouped by their
traits.
c. "Worms are invertebrates.
d. "All animals grow and change over
time.
f. "Almost all animals need water,
food, oxygen, and shelter to live."

Review Grade Level YIP

http://franklinplc.weebly.com/ela-year-long-instructional-
plans.html
Learning Targets
I can view, discuss, and experience the Looking at
Student Work - Performance Task protocol (LASW-PT).
I can explain the benefits of the LASW-PT protocol to
my colleagues.


What is the Looking at Student
Work Protocol Performance
Task (LASWP-PT)?

How does the overview of Learning from
Student Work compare to your current
practice of analyzing student work?
Looking at Student Work:
Key Principles and Purposes
Key Principles Purposes
Students work in schools is serious as it
demonstrates their mastery of content and
standards as well as their areas of needed
support.
Allows teams to engage in professional
development.

Students work is key data about the progress of
the school.

Determines the effectiveness of curriculum,
instruction and assessment and other
accountability measures.

LASW must be connected to serious changes in
curriculum, CCSS, assessment, instruction and
professional development.

Sets high standards and expectations for
student learning.

Provides opportunities to reflect on student
learning and growth over time.

Greatso what does it look
like?
LASWP-PT ROLES
Role of Facilitator:
Review the Role Play Script
Facilitate the discussion
Ensure everyones participation




Role of Presenting Teacher:
Choose the writing samples (3-5 samples)
Generate the module information sheet
Take notes
Role of Time Keeper:
Keep track of time
Module Information
Identifies the assessment type
Includes a description of the task
Lists student resources
Lists standards assessed (focus standards in bold)
Includes teachers instructional focus



Student Samples
Read the Module Information Sheet
Read student sample 1
Assess the sample using the rubric.
Below Expectation
Approaches Expectation
Meets Expectation
Exceeds Expectation
Take notes on the strengths and needs of the writing using the
note-catcher.
First Clip
In the first clip, you will see

- opening of the meeting
- review session assignments
- presenting teacher

Second Clip
In Clip #2 you will see

-The Teacher Team Discussion

What performance bucket does it fall into?
Strengths regarding the focus standards
Additional strengths
Needs regarding the focus standards
Other needs
Instructional strategies to address the needs


Third Clip
In Clip #3 you will see

The Teacher Team will consider the responses collectively and
identify trends in student responses
More Trends?
Are there additional trends that you can
share?

How do they connect to PARCC?
Role Play
Role Play Student Sample #2
At each table, assign roles for the role play.
> Facilitator:
Follows the LASW-PT Facilitator Script & Guide
Asks the guiding questions
Ensures that everyone responds to each of the questions
> Presenting Teacher:
Reads the module information sheet
Takes notes during the discussion
> Time Keeper:
Keeps track of time so you dont run out

Next Steps
Read the sample LASW-PT
note-catcher in your packet.

Read the Instructional
Strategies Quick Reference
sheet in your packet.

What workstation activities can
you create to address the needs
of the students?

Planning for Small Group Instruction
Results
Looking at Student Work:
Results of Using Protocols

Some of their own impressions about student work are confirmed.
They are likely to gain new insights into the thinking of their
students.
The strengths and weaknesses of their assignments influence the
resulting student work.
Their knowledge of the Common Core is deepened.
Source: National School Reform Faculty, Learning from Student Work: An Overview, www.nsrfharmony.org .
Teachers who present work typically find that:
Looking at Student Work:
Results of Using Protocols
(continued)
Develop a sense of the kind and quality of the work going on inside their
school.
Learn about students they will teach in future years and see how students
they taught in previous years have developed.
Gain new ideas for their own classroom practice.
Begin to develop a shared understanding of standards in different domains
and the process students go through to meet them.
Source: National School Reform Faculty, Learning from Student Work: An Overview, www.nsrfharmony.org .
Other teachers who participate in LASW:
Common Planning Time
When will you meet?
Where will you meet?
How will you plan?
Who will take the lead?
What materials should you bring?
Use the Year- long instructional plans and pacing guides
to be very specific about when you will complete the unit
plans for Math and domain or module overview plan for
ELA
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