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Curriculum and Instruction that Supports High Quality Student Learning. Summer 2014. Common core shifts. ELA/Literacy: 3 shifts. Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational

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ela literacy 3 shifts
ELA/Literacy: 3 shifts
  • Building knowledge through content-rich nonfiction
  • Reading, writing, and speaking grounded in evidence from text, both literary and informational
  • Regular practice with complex text and its academic language
mathematics 3 shifts
Mathematics: 3 shifts
  • Focus: Focus strongly where the standards focus.
  • Coherence: Think across grades, and link to major topics
  • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
standards for mathematical practice
Standards for Mathematical Practice
  • 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
speaking and listening
Speaking and listening
  • Anchor Standards
  • Comprehension and Collaboration:
  • CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others\' ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  • CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker\'s point of view, reasoning, and use of evidence and rhetoric.
  • Presentation of Knowledge and Ideas:
  • CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  • CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  • CCSS.ELA-Literacy.CCRA.SL.6Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
speaking and listening big ideas
Speaking and Listening Big ideas
  • 1. A HUGE part of speaking is listening
  • 2. Students need to know how to talk
  • 3. Structured, regular opportunities to talk in pairs
  • 4. Structured, regular opportunities to talk in small groups
  • 5. Have students talk to the whole class
  • 6. Students should contribute accurate, relevant info to conversations
  • 7. Students should respond to and develop what others have said
  • 8. Analyze and synthesize a multitude of ideas in various domains
  • 9. Use technology to increase speaking / listening opportunities
14 15 student focus areas
14-15 Student Focus Areas

English Language Arts

  • Comprehend (access) meaningful, on grade level texts
  • Speak and write in response to meaningful texts


  • Master priority concepts and practice standards (not just procedures)
  • Target remedial content that allows faster on grade level practice.
what should teachers be doing
What should Teachers be doing?
  • Planning, instruction, & assessing using…
  • In ELA:
    • On grade level texts daily with ALL students
    • Increasingly challenging questions that help students comprehend text
    • Increasingly complex tasks that require students write and speak about text
  • In Mathematics:
    • Tasks that building conceptual understanding of priority standards
    • Tasks that require fluency and use of math practices to master concepts
    • Just enough remediation to help students practice on grade level content as quickly as possible.

Deeper order thinking should be on show. With CCSS, it’s not enough for students to just memorize how to do something, in many cases they’re expected to know why. Teachers should be challenging students to explain their thinking and to provide proof.

  • The classroom should be language-rich.It doesn’t matter what you teach anymore language skills are expected to be involved. Reading, writing, and speaking skills should be practiced across the board and every classroom from elementary to high school, from self-contained to subject specific should be reflecting that.
  • Class time should be maximized. Not that teachers were doing this before, but with CCSS, even more than before, teachers need to be planning for “bell to bell” instruction, which is absolutely necessary to teach the more complex thinking skills associated with Common Core.
  • The atmosphere should be one of “create and learn,” not “sit and get.” In order to push the thinking skills associated with CCSS, students will need to be engaged in their lessons. If all a student ever does is sit and take notes, they won’t be able to learn how to think.
  • Technology should be a part of learning. The CCSS specifically call for students to learn how to communicate and collaborate with others using technology. Expect to see a greater push toward blogging, Twitter, and services like Google docs.
state assessments
State Assessments
  • DSC – pre-K and K
  • Dibels/SRI – K-3
  • PARCC – grades 3 – 8 ELA and Math
  • Leap/iLEAP – grades 3 – 8 Science and Social Studies
  • Explore – grades 8 & 9
  • Plan – Grade 10
  • ACT – Grade 11
  • EOC – Algebra I, Geometry, English II, English III, Biology, and American History
district benchmark tests
District Benchmark Tests
  • Grades K – 12, ELA and Mathematics
  • Tentative Schedule:
    • Test 1: August 18 – September 12
    • Test 2: December 1 – January 16
    • Test 3: April 20 – May 15

District End of Year Tests – some high school science and social studies courses.

classroom school progress monitoring
Classroom/School progress monitoring
  • Teacher and schools are strongly encouraged to use LDOE provided assessment resources including EAGLE.
  • EAGLE training should be after school starts.

Compass Process & Components

Two Components of Evaluation

Student Growth Measures

Professional Practice Measures

  • Student Learning Targets
  • Value-Added Model data, where available
  • Observations
  • NIET Rubric
district slt resource page
District slt resource page

educator support toolbox
Educator Support Toolbox

district recommendations
District Recommendations

What do I teach?

k 2 ela
  • Continue with Storytown as the foundation
    • New Unit assessments
    • Align units to mirror units in DOE guidebooks
    • Develop text dependent questions (Basal Alignment Project)and Common Formative Assessments (tasks)

3-6 ELA

  • Utilize Storytown in combination with 2 of the units from the ELA guidebooks.
    • Develop a pacing guide that includes the 2 LDOE units.
    • Schools may substitute anchor texts used for Storytown units.
    • New unit assessments
    • For Storytown units develop text dependent questions (Basal Alignment Project)and Common Formative Assessments (tasks)
6 12 ela
6-12 ELA
  • Utilize current texts and at least 2 LDOE units
  • Alignment of units and textbooks
  • Create a pacing chart
k 5 mathematics
K-5 Mathematics
  • Continue to implement Envision Math Textbook
  • Incorporate Eureka math lessons when appropriate.
  • Utilize curriculum and intervention support: FasttMath and Fraction Nation
6 12 mathematics
6-12 Mathematics
  • Develop a pacing guide of standards and units
  • Use a variety of resources to teach the standards
    • HMH Explorations workbook
    • MathXL
    • Eureka math
    • Current textbook
other grades and subjects
Other grades and subjects
  • District adopted textbooks
  • State Standards
  • National Standards (in the absence of state standards)
grade books and grading
Grade books and grading
  • Grade book Policy
  • Grading Procedures

Lesson plans

  • OnCourse
  • Lesson plan policy
  • Lesson plan templates (CCSS Lesson Plan Template and Guide)

Curriculum and Instruction Policies and Procedures

teacher leaders
Teacher leaders
  • Each school as a teacher leader that has been trained by the state and district to assist with the transition to the common core state standards and new assessments.

Curriculum and Instruction Support Staff

Victoria Ott-Frye

Elementary Supervisor

Rene’ Durio

504 coordinator

Linda Baker

Literacy Coordinator

Joanna Newman

Secondary Supervisor

Keri Wickham

Early Childhood Coordinator

Alison Andrews

Magnet Supervisor

Lisa Fussell

Secondary Supervisor/Jumpstart

Jim Reeve

District Test Coordinator

Not pictured: Mark Vining, Health and PE; C.C. Lanier, STEM

  • TPSS Common Core Portal
  • TPSS Curriculum and Instruction Page
  • TPSS Blackboard – TPSS Resources
  • Video Resources
teacher expectations
Teacher Expectations

The Power of High Expectations on Student Achievement


Please indicate whether you agree or disagree with each statement.

You have a certain amount of intelligence, and you can’t really do much to change it.

Your intelligence is something about you that you can’t change very much.

No matter who you are, you can significantly change your intelligence level.

To be honest, you can’t really change how intelligent you are.

  • You can always substantially change how intelligent you are.
  • You can learn new things, but you can’t really change your basic intelligence
  • No matter how much intelligence you have, you can always change it quite a bit.
  • You can change even your basic intelligence level considerably.
  • You have a certain amount of talent, and you can’t really do much to change it.
  • Your talent in an area is something about you that you can’t change very much.
  • No matter who you are, you can significantly change your level of talent.
  • To be honest, you can’t really change how much talent you have.
  • You can always substantially change how much talent you have.
  • You can learn new things, but you can’t really change your basic level of talent.
  • No matter how much talent you have, you can always change it quite a bit.
  • You can change even your basic level of talent considerably.
mindset videos
Mindset Videos
implications for the classroom
Implications for the Classroom
  • 1. Praise the process.Parents and teachers ascribe labels to children all the time (you are smart, pretty, fast, creative etc.) It seems like an innocent (even loving) practice, but consistently placing labels on children contributes to fixed mindset attitudes. They become scared to try things and lose their labels! Change fixed mindsets by changing the way you praise children. Praise processes instead of character. Check out the examples below. (You’ll notice that growth mindset praise is more specific and may take a bit more effort, but practice makes perfect!)
  • Fixed mindset praise:“You are so talented!” (character praise)
  • Growth mindset praise:“You’re getting good at passing the ball in high-pressure situations.” (process praise)
  • 2. Mindsets are a choice. Teach your children that adopting a fixed or growth mindset is a choice. Next time an opportunity presents itself, make a 2-column list of what a fixed mindset individual might think and what a growth mindset individual would think about the situation. Help your children make a choice to think with a growth mindset!
high expectations for all marzano
High Expectations for All - Marzano
  • Step 1: Identify students for who you have a low expectations.
  • Step 2: Identify similarities in students.
  • Step 3: Identify differential treatment of low-expectancy students.
  • Step 4: Treat low-expectancy and high-expectancy students the same.