Supporting Rigorous Activities In The Transition To Common Core for High School Administrators

1. Supporting Rigorous Activities In The Transition To Common Core for High School Administrators Rory Hinson, Assistant Principal South Gibson County High School Jared Myracle, High School Supervisor Gibson County Schools

2. Contact Information Rory Hinson – hinsonr@gcssd.org @thehinsons4 Jared Myracle – jmyracle@gcssd.org @jaredmyracle

3. Objectives Why rigorous math and literacy tasks are important Pushing for a Conceptual Understanding in Math Integrating Appropriately Complex Texts into Instruction

4. Tasks Matter “There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics.” Lappan & Briars, 1995

5. Tasks Matter

6. Turn and Talk While visiting classrooms this year, what have you seen with regard to math teachers and their instruction? Have you seen teachers using high level tasks with their students?

7. Literacy/Text Complexity “In 2006, ACT, Inc., released a report called “Reading Between the Lines” that showed which skills differentiated those students who equaled or exceeded the benchmark score (21 out of 36) in the reading section of the ACT college admissions test from those who did not.”

8. Turn and Talk Are complex texts used regularly in your classrooms? If so, are the texts being used appropriately complex (neither too high or low) for students?

9. Math Problem You plan on purchasing an item that is originally $80. You notice that the item is 30% off. What will you pay for this item before tax? Take two minutes and come up with an answer.

11. Turn and Talk While visiting math classrooms, do you see teachers letting students share different solution paths? If you haven’t seen this, talk about why this would be valuable.

12. What makes a task high level? Task Analysis Guide What are some common themes we see in the tasks that are considered high level?

13. Where do teachers find tasks? http://tncore.org/math/curricular_resources/9-12.aspx www.tncore.org Hover over Mathematics Click on Curricular Resources 9-12 Username: tneducation Password: fastestimproving

14. What should teachers consider? Accountable Talk Handout Effective Questions Handout Math PracticesHandout Guide to Creating Tasks Using TNCORE template Hiebert Making Sense of Tasks Handout

15. Task Arcs Found in the same place as the tasks on the tncore.org website Training coming soon through the Core offices

16. ELA/Literacy Instructional 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 Anchor Standard for Reading #10: Read and comprehend complex literary and informational texts independently and proficiently. Source: The Nation’s Report Card: http://nationsreportcard.gov/writing_2011/summary.asp

17. Evaluating Text Complexity Qualitative Quantitative Reader and Task

18. Measuring Text Complexity • Quantitative • Lexile.com • Readibility measures in Microsoft Word • Qualitative • Qualitative Measures Rubrics for Literary and Informational Texts • http://tncore.org/english_language_arts/curricular_resources/text_complexity.aspx • Student Ability • Reader and Task Consideration Guides • http://www.education.nh.gov/spotlight/ccss/documents/reader-task-considerations.pdf

19. Challenges • Teacher Buy-In • 70/30 • Successfully linking to objectives • Frequency and Pacing

20. Literacy Tasks • In GCSSD: • After summer training, unpacked reading/writing standards • Reviewed measures of text complexity • Creating an index of texts with details on text complexity • Trial/error with strategies, matching students with texts • Our challenge to our teachers: • ELA Classrooms: daily basis • Non-ELA: 2-3 times a week

21. Integrating texts into lessons • Takes considerable work in planning • Finding documents, measuring complexity • Insuring that texts align with content • Textbook can always serve as a “backstop” • Ideally finding related, high-interest texts • Aligning texts with student ability • Relies heavily on teacher judgment in high school • Consideration on time spent reading to build fluency • Reading 25% of school day • 15 minutes in traditional, 30 minutes in block

22. Reading to Write • Read like “investigative reporters” • Read with a purpose • Close Reading and text-dependent questions • http://tncore.org/english_language_arts/curricular_resources/text_dependent_questions.aspx • Using resulting document as “prewriting”

23. Accountable Talk Starters Speaking/writing: Based on the evidence found in __________, I think that ___________. The author/writer stated in _______________ that _____________. Ask students to prove their statements are correct (How do you know that…?)

24. Accountable Talk Starters In group discussion: I agree/disagree with him/her because___________. I also found evidence to support __________ in ___________. Encourage teachers to put on a bookmark and use in class on a daily basis. Build a dependency on the text (evidence-based thinkers)

25. Quick example from the field US History: 3 texts related to culture in the 1920s Assigned to students of low/medium/high reading abilities Expert groups (discussion of article) Jigsaw groups (asking and answering text-dependent questions) Write a few paragraphs, citing evidence

26. Where do we find texts? • Standards prescribe some texts • School/district reading lists • Tennessee Electronic Library • http://tntel.tnsos.org/curricular.htm • Article of the week • http://kellygallagher.org/resources/articles.html • National Archives • http://www.archives.gov • Tennessee State Library and Archives • http://www.tennessee.gov/tsla/

27. QUESTIONS AND DISCUSSION ON MATH AND LITERACY TASKS