1. Building a Framework to Support the Culture Required for Student Centered Learning Jeff McCoy | Executive Director of Academic Innovation & Technology Fall, 2015

2. Student Centered Learning Framework Components: Culture Session 2: Professional Learning Session 3: Curriculum/Instruction/Assessment Data-Driven Decision making Leadership Session Goals: Work-time with school teams Strategic planning Program planning Protocols

3. The Student Centered Learning Wiki http://gcsstudentcenteredlearning.wikispaces.com/

4. Curriculum & Instruction that Supports a Student Centered Learning Environment What evidence do we have that our instructional practices are appropriate to support ALL students?

5. What do we want students to know and be able to do? Four critical questions of the PLC model that drive the conversations of collaborative teams: * What do we want students to learn? * How will we know if they have learned it? * What do we do if they do not learn it? * What do we do if they do learn it? GCS Curriculum Instructional Delivery Model Focus

6. How does our fundamental purpose shift in a student-centered culture? From…To… Focus on teachingFocus on learning Emphasis on what was taughtFixation on what students learned Coverage of contentDemonstration of proficiency Providing individual teachers with curriculum documents such as state standards and curriculum guides Engaging collaborative teams in building shared knowledge regarding essential curriculum

7. How does the work of teachers shift in a student-centered culture? From…To… IsolationCollaboration Each teacher clarifying what students must learn Collaborative teams building shared knowledge and understanding about essential learning Each teacher assigning priority to different learning standards Collaborative teams establishing the priority of respective learning standards Providing individual teachers with curriculum documents such as state standards and curriculum guides Engaging collaborative teams in building shared knowledge regarding essential curriculum Individual teachers attempting to discover ways to improve resultsCollaborative teams of teachers helping each other to improve Privatization of practiceOpen sharing of practice Decisions made on the basis of individual preferenceDecisions made by building shared knowledge of best practice “Collaboration-light” – focused on matters unrelated to student achievement Collaboration explicitly focused on issues and questions that most impact student achievement An assumption that indicates that “these are my kids, those are your kids…” An assumption that indicates that “these are our kids…”

8. How does our response change when students don’t learn in a student-centered culture? From…To… Individual teachers determining the appropriate response Systematic response that ensures support for every student Fixed time and support for learningTime and support for learning as variables RemediationIntervention Invitational support outside of the school dayDirected (that is, required) support occurring during the school day One opportunity to demonstrate learningMultiple opportunities to demonstrate learning

9. Planning Guide Work Complete the Progression Rubric under the Curriculum and Instruction Section of your Planning Guide Each team member should individually determine where they believe the school is based on the rubric (Be thinking of evidence or lack of evidence to support your justification). As a team, come to consensus as to where your school is based on the rubric 3 Minutes 5-10 Minutes 15 Minutes

10. What does the research say about instructional best practices? Marzano’s Nine Learning Focused: Acquisition Lesson Framework Differentiated Instruction MTSS: Multi-tiered System of Supports

11. CategoryPercentile Gain 1. Identifying similarities and differences 45 2. Summarizing and note-taking34 3. Reinforcing effort and providing recognition 29 4. Homework and practice28 5. non-linguistic representations27 6. Cooperative learning27 7. Setting objectives and providing feedback 23 8. Generating and testing hypotheses 23 9. questions, cues, and advance organizers 22 Marzano’s Nine High-Yield Strategies

13. Differentiated Instruction Something for all Students Changing the Content… Changing the Process… Changing the Product… Strategies for Diverse-Learners… All students are entitled to quality core instruction (Tier 1) Some Students will need: Corrective Instruction (Tier 1, 2, or 3) Challenge/Enrichment (Tier 1, 2, or 3)

14. MTSS: Multi-tiered System of Support Guiding principle: All decisions are student-centered. MTSS Framework Benchmarks Leadership Culture (PLCs) Curriculum Instruction Assessment Data-Driven Decision Making Professional Learning Protocols Problem-solving models Interventions: Academic Behavioral

15. Ahead of the Curve, p. 92 Annual State Assessments End-of-Course Summative Assessment (Secondary ) District Benchmark Formative or Summative Assessments (Elementary) Data Teams and Effective Teaching Strategies School-Based Common Formative Post-Assessments Data Teams and Effective Teaching Strategies Conceptual Units of Instruction Classroom Performance Assessment Tasks and Rubrics School-Based Common Formative Pre-Assessments “Unwrapping” Standards, Big Ideas, and Essential Questions Power Standards State Standards SOURCE: Copyright © 2005, Larry Ainsworth, Center for Performance Assessment

16. What evidence do we have that our instructional practices are appropriate to support ALL students? Annual State Assessments End-of-Course Summative Assessment (Secondary ) District Benchmark Formative or Summative Assessments (Elementary) Data Teams and Effective Teaching Strategies School-Based Common Formative Post-Assessments Data Teams and Effective Teaching Strategies Conceptual Units of Instruction Classroom Performance Assessment Tasks and Rubrics School-Based Common Formative Pre-Assessments “Unwrapping” Standards, Big Ideas, and Essential Questions Power Standards State Standards SOURCE: Larry Ainsworth, Center for Performance Assessment Corrective instruction Enrichment Intervention Progress Monitoring Differentiation Planning Pre-assessments Post-assessments

17. How can we use the PLC framework to support Differentiation? Concept Development Activity Count off from 1 – 4 Organize by group (1 – 4) Read p. 30 - 35 (begin with “Differentiation Theory: A Research-based Approach” and end just before “Designing a Classroom Scenario.”) Complete Action Option 1: Four-fold Concept Development (p. 40) PLCs and Differentiation Teams functioning well within a PLC focus on what the students need in order to reach their potential. Differentiation serves as the instructional umbrella for the kinds of decisions team members make to tap into the talents and needs of students Differentiation is the overriding concept that dictates attention to what students need to know, and it continues to guide teachers as they consider what to do when the students know and don’t know it. 20 Minutes

18. Homework Flow Chart work (slide 16) - Finish gathering evidence that your school’s instructional practices are appropriate to support ALL students Planning Guide: Reach consensus on the “Curriculum and Instruction” indicators of your Planning Guide Complete the “Where do we go from here?” section under the Curriculum and Instruction Session Revisit Culture and Professional Learning session materials as needed HAVE A GREAT BREAK!

19. Next Sessions January 19 th February 9 th All sessions begin at 4:30 pm! Remember: Bring Planning Guide with you to each session!

20. Strategic Planning Use the following data from your activities to complete the Next Steps Section under the Curriculum and Instruction Session Consider what steps you want to take to move your school towards a student centered culture. These steps may be long term (multiple years). 15 Minutes