Instruction aligned to Iowa Core: What does it look like? #CCSS

PAGE 2 Student Achievement Partners – Who We Are SAP is a nonprofit organization founded by three of the contributing authors of the Common Core State Standards Currently a team of approximately 30; office in NY and team members located throughout the country Funded by foundations: GE Foundation, Hewlett Foundation, Bill & Melinda Gates Foundation and The Helmsley Charitable Trust Our mission: Student Achievement Partners is devoted to accelerating student achievement by supporting effective and innovative implementation of the CCSS.

PAGE 3 Our Principles – How we approach the work W E HOLD NO INTELLECTUAL PROPERTY Our goal is to create and disseminate high quality materials as widely as possible. All resources that we create are open source and available at no cost. We encourage states, districts, schools, and teachers to take our resources and make them their own. W E DO NOT COMPETE FOR STATE, DISTRICT OR FEDERAL CONTRACTS Ensuring that states and districts have excellent materials for teachers and students is a top priority. We do not compete for these contracts because we work with our partners to develop high quality RFPs that support the Core Standards. W E DO NOT ACCEPT MONEY FROM PUBLISHERS We work with states and districts to obtain the best materials for teachers and students. We are able to independently advise our partners because we have no financial interests with any publisher of education materials. Our independence is essential to our work.

PAGE 4 Getting Started: Guiding Principles for the Instructional Practice Guides The Standards require a shift in what happens in the classroom – CCSS-aligned teaching requires aligned content This work starts with a shared understanding of the expectations of the Standards and then specific descriptions of what these expectations look like in practice Professional development, coaching, feedback and professional learning community conversations must be focused and coherent to support these expectations

PAGE 5 Purpose of the Coaching Tool Designed to guide effective integration of the Common Core Shifts into instructional practice Intended to help teachers in developing their practice through: ‒ Teacher self-reflection ‒ Teacher-to-teacher learning in PLCs, grade-level meetings or other collaborative structures ‒ Feedback from instructional coaches and leaders Not designed for evaluative purposes All guides are available at achievethecore.org/instructional-practice.achievethecore.org/instructional-practice

PAGE 6 Coaching Tool: Versions The Coaching Tool exists for a single lesson and for over the course of the year Coaching Tools by subject and grade: -ELA/literacy (grades K-2; grades 3-12; History/Social Studies, Science & Technical Subjects) -Mathematics (K-8, HS)

PAGE 7 Coaching Tool: Actions and Indicators Each Coaching Tool for a single lesson has 3 Core Actions Each Core Action has 3-7 indicators (look-fors) -Each indicator has an area to note the evidence that has been observed or gathered -Indicators include a binary (yes/no) or 4-point scale that may be used to further focus the evidence collected

PAGE 8 The Shifts are the basis of the Coaching Tool 1.Regular practice with complex text and its academic language 2.Reading, writing and speaking grounded in evidence from text, both literary and informational 3.Building knowledge through content-rich nonfiction ELA/LITERACY 1.Focus: Focus strongly where the standards focus 2.Coherence: Think across grades, and link to major topics within grades 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application MATHEMATICS

PAGE 9 Standards Aligned Instructional Practice in English Language Arts (Example Grades 3-12) 1.Focus each lesson on a high-quality text (or multiple texts). 2.Employ questions and tasks, both oral and written, that are text specific and reflect the standards. 3.Provide all students with opportunities to engage in the work of the lesson. When the Shifts in ELA/Literacy are effectively integrated into instructional practice, evidence of the following can typically be observed: EVIDENT IN EACH LESSON EVIDENT OVER THE COURSE OF THE YEAR 1.Students encounter an appropriate balance and sequence of texts. 2.Students are asked to practice the range of reading and writing tasks the Standards demand. 3.There is evidence of student mastery of grade level English Language Arts and Literacy Standards.

PAGE 10 Standards Aligned Instructional Practice in Mathematics (Example Grades K-8) 1.Ensure the work of the lesson reflects the Shifts required by the CCSS for Mathematics. 2.Employ instructional practices that allow all students to master the content of the lesson. 3.Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson. When the Shifts in Mathematics are effectively integrated into instructional practice, evidence of the following can typically be observed: EVIDENT IN EACH LESSON EVIDENT OVER THE COURSE OF THE YEAR 1.The lessons and tasks students encounter reinforce focus and coherence across and within grades. 2.There is evidence of student mastery of the grade level Standards for Mathematical Content and student progress on the Standards for Mathematical Practice. 3.The teacher regularly and productively collaborates with other teachers to improve practice.

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PAGE 13 Instructional Practice Guide: Coaching and Lesson Planning Tools The Instructional Practice Guide includes the Coaching Tool and the Lesson Planning Tool Lesson Planning Tool developed as a companion tool for teachers to use to prepare -The Shifts are the basis of both tools -The same Core Actions and Indicators facilitate meaningful discussion between teachers and coaches

PAGE 14 Lesson Planning Tool Much more than lesson planning – professional learning opportunity Modular. Start with – ELA: Planning a standards-aligned close reading lesson – Math: Planning a standards-aligned lesson

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PAGE 17 Closing Activity: Planning to Use the Coaching Tool Task: Pair up with someone at your table and choose to discuss ways you might use the Coaching Tool at the school, district or state level. Consider specific activities you might do with relevant audiences. Discuss the following: 1.What existing activities or initiatives relate to the use of the Coaching Tool? How would you adapt or replace these activities? 2.What supports or trainings might you need to facilitate your use of the Coaching Tool? 3.What other individuals or groups might be most relevant to your work with the Coaching Tool?

PAGE 18 Intended for professional learning communities at the school level and is available for K- HS in math and ELA/literacy. An instructional coach or school leader invites educators to take the survey which is designed to take about 30 minutes. The results are automatically compiled into a report which includes discussion questions and professional development resources. Participants can see their own results, whereas coaches can only see results in aggregate in order to maintain the anonymity of the teachers. n-core-knowledge-and-practice-survey-detail- pg

Thank You! Sandra Alberti