Principals’ Conference Network 609 October 4, 2012 Mathematics

Citywide Instructional Expectations for A. In grades PK-5, students will experience four Common Core-aligned units of study: two in math and two aligned to the literacy standards in ELA, social studies, and/or science. B. In grades 6-12, students will experience eight Common Core-aligned units of study: two in math, two in ELA, two in social studies, and two in science C. In grades PK-8, schools will use guidance from the DOE to review their scope and sequence and: Reorganize math content to teach fewer topics and allow for more time to focus on the major work of the grade.

Implementation Guidance for the Citywide Instructional expectations The city has composed a timeline for schools to serve as a model for implementing and gauging progress regarding the implementation of the CIE. Schools can use this document with consideration of their unique needs. The bullets relating specifically to the math are highlighted in red.

Citywide Instructional Implementation Guidelines May-August 2012:  Evaluate successes and challenges of work and plan for implementation in :  Analyze resulting student work from Common Core-aligned units;  Review points of access for all students and opportunities for student representation and engagement.  Universal Design for Learning ( may be a helpful framework;  Identify areas where teacher practice improved and areas that will need greater focus moving forward.  Plan for professional development that strengthens teacher practice to meet the demands of the Common Core. In K-5, plan for Response to Intervention (RTI)1 implementation.  In PK-8, revise school’s current math scope and sequences to teach fewer topics and allow for more time to focus on the major work of the grade.  In PK-8, identify texts that reflect a combination of literary and informational texts.  In grades 9-12, focus on student work from this year and what it shows about gaps to be addressed for next year. Pay attention to the discipline-specific gaps in ELA, science and social studies.  Plan an assessment strategy that includes ongoing assessments aligned to key standards and curriculum.

September 2012 – January 2013:  Continue to deepen shared understanding of Danielson’s Framework for Teaching;  Launch regular cycles of formative observation and feedback aligned to Danielson’s Framework and in support of Common Core alignment;  Identify and support pivotal teaching strategies that will help move students toward mastery.  Launch collaborative inquiry focused on analyzing student work:  Administer baseline assessments to understand what students do and do not know;  Implement the first round of Common Core-aligned units for the school year;  Analyze resulting student work to inform next round of unit planning;  Based on analysis of student work, identify aspects of teacher practice that could help address student gaps. Adjust professional development plans to address identified teacher needs.

February – June 2013:  Continue to deepen shared understanding of Danielson’s Framework for Teaching.  Continue regular cycles of formative observation and feedback aligned to Danielson’s Framework and in support of Common Core implementation;  Support pivotal teaching strategies that will help move students toward mastery.  Continue collaborative inquiry focused on analyzing student work:  Implement the second round of Common Core-aligned units.  Analyze resulting student work to inform future work;  Based on analysis of student work, identify aspects of teacher practice that could help address student gaps in knowledge.  Continue to adjust professional development plans to address identified teacher needs. From NYC Implementation Guidance

Network plan for support aligned to the implementation guidance Planning Day 1: Elementary: October 10, PS 179 Middle School: October 11, IS 141 Content: CIE: What are they? Danielson/Quality Review Connections Pacing: What does this mean for our school and curriculum? How can we organize our resources to align to the major work of the grade. Two Common Core Aligned Units: Where will these fall according to our pacing and what resources will we use? Impact and effect of this work.

November 6, 2012 Planning Day 2: Content: ½ day Planning Session Examining new resources Collaborating and analyzing

December – March 2013 Institute for Learning, University of Pittsburgh Professional Development Support. Series of 2/3 focused and iterative workshops Dates: TBA Topics to be covered:  Examining our vision of CCSS-aligned instruction  Deepening our understanding of the content standards related to fractions and ratios and proportional relationships within the context of a lesson.  Learning about assessing and advancing questions  Learning and applying accountable Talk Moves to the share, discuss and analyze phase of a lesson  Understanding performance-based assessment & practice creating instruction tasks (Strategies for modifying textbook tasks to increase the cognitive demand of the tasks.)  Facilitator moves

Quality Review Connection A vast majority of indicators on the Quality Review Rubric relate to the work being done by teacher teams. There is a direct correlation between this work with common core aligned units of study and frequent, informal classroom visits with feedback on instructional practices.

Quality Review 1.1, 1.2, 2.2

Quality Review Rubric 4.2,5.1

Some things to know when planning and using available supporting documents…

EDM Guidance Documents Cross check document with standards and recommendations

DOE Scope and Sequence Support Pacing, Assessments, Major work of the grade

Periodic Assessment Schedule b5095AB75012FA405BA

Units of study can be:  Instructional Bundles  Augment existing curriculum units of study  Contexts for learning K-5: supplement or exchange. These small units include big ideas, multiple strategies, ample space for developing student discourse. Crosswalk document exists suggesting which lessons can be replaced by a unit (purchased through Heineman)

Units include:  Content and skills students need to know and be able to perform that align to three to six primary standards to be assessed by a culminating task;  A pre-assessment that helps to surface students’ understanding of the concepts and where understanding ends/breaks down. The pre- assessment should delineate the linguistic and content needs of ELLs;  A series of learning experiences that build students toward accomplishing the goals of the unit and that reveal a conceptual progression and connection to relevant previously learned and future concepts;  A culminating task that assesses the unit’s primary standards;  A mix of explicit teaching and student investigation;  Explicit teaching of academic vocabulary;  Access for all students through multiple means of representation, action and expression, and engagement (refer to  Instructional supports, as needed, for ELLs (refer to these ELA and Math resources).

Compliance or Change? Think-Reflect-Share What is the potential impact of this work with the citywide expectations on teachers, students and the school as a whole? How can that potential be nurtured? What would you like to see as a result of this work for your teachers, students, school?

Beginning of the year Checklist  All staff understand the Citywide instructional Expectations.  Pacing decisions have been made informed by the major work of the grade and the DOE supporting guidance documents.  Baseline assessments have been administered.  Reflection on last year’s work on the CIE has informed decisions and plans for  Key players have been identified for engaging in this work.  Plan for development and implementation of the CIE has been identified.

There are only three ways to improve student learning at scale: You can raise the level of the content that students are taught. You can increase the skill and knowledge that teachers bring to the teaching of that content. And you can increase the level of students’ active learning of the content. …Schools improve through the complex and demanding work of teaching and learning. -Richard Elmore Improving the Instructional Core

Thank you for your attention.