Scholastic Code XMiddle School Meeting May 24, 2013 Presenters: Maryanne Campagna & Antoinette DiPietro
Citywide Expectations 2013-2014 Prepare: Set up to meet higher standards Ensure curricula in Pre-K-9 are aligned to the Common Core Standards in all content areas. (QI 1.1, 2.2) Schools should work toward closing curricular gaps during spring and summer 2013, whether through purchasing and integrating publisher-made materials or by adjusting current materials. Schools must provide dedicated time, resources, and support for reviewing and revising curricula, using Universal Design for Learning to ensure access for all learners.
Quality Review Indicator 1.1Ensure appropriate, engaging, rigorous, and coherent curricula in all subjects accessible for a variety of learners and aligned to Common Core and/or Content Learning Standards. • School leaders and faculty ensure curricula that are appropriate in all subjects aligned to CCLS and/or Content Standards, integrate the instructional shifts and align curricula across grades and subject areas to close the achievement gap and promote college and career readiness in all grades. B) Rigorous habits and higher order skills are emphasized in curricula and academic tasks are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate their thinking. C) Curricula and academic tasks are planned and refined using student work and data so that individual and groups of students, including the lowest and highest achieving students, ELLs and SWDs, have full access to the curricula and tasks and are cognitively engaged.
Quality Indicator 2.2Align assessments to curricula, use on-going assessment and grading practices, and analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels.A) Across the vast majority of classrooms, teachers use or create assessments, rubrics and grading policies that offer a clear portrait of student mastery of the school’s chosen key standards and curricula, thus providing actionable and meaningful feedback to students and teachers regarding student achievement.B) The school uses common assessments to create a clear picture of student progress toward goals and benchmarks across grades and subjects, track progress, and adjust curricular and instructional decisions so that all students, including ELLs and SWDs, demonstrate increased mastery.C) Across the vast majority of classrooms, teachers’ assessment practices consistently reflect the varied use of ongoing checks for understanding and student self-assessment so that teachers make effective adjustments to meet all students’ learning needs and students are aware of their next learning steps.
Quality Review Indicator 4.2Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning A) The vast majority of teachers are engaged in inquiry-based structured professional collaborations that has strengthened teachers’ instructional capacity (including CCLS integration), resulting in school-wide instructional coherence and increased student achievement for all learners. B) Teacher teams systematically analyze key elements of teacher work, including classroom practice, as well as assessment data and student work for students they share or on whom they are focused, resulting in shared improvements in teacher practice and mastery of goals for groups of students. C) Distributed leadership structures are embedded so that there is effective teacher leadership and teachers play an integral role in key decisions that affect student learning across the school.
Danielson’s Framework for Teaching:Component 1e, 3b and 3d 1e: • Learning activities and Instruction designed to engage students and advance them through the content • Materials and resources that are appropriate to the learning needs of the students • Intentionally organized instructional groups to support student learning • And a clear and sequenced unit structure to advance students’ learning. 3B • High quality questions/prompts that cause students to think and reflect, to deepen their understanding and to test their ideas against those of their classmates. • Discussion techniques that promote learning through discussion • Teacher uses a range of techniques to ensure all students contribute to the discussion 3D • There is clear assessment criteria that students are aware of and at the highest level had a hand in articulating • Monitoring of student learning that is woven into the lesson • Timely, constructive and substantive feedback that guides students to improve their performance. • Student self-assessment and monitoring of progress
Periodic Assessment The DOE’s Periodic Assessment portfolio will continue to help schools transition to the Common Core and meet citywide instructional expectations by providing new assessments and technology for the 2013-14 school year. These new supports will include: • Benchmark assessments aligned to Core Curriculum options in grades 3-8 • Transition from Acuity to SchoolNet, an easy-to-use technology platform for assessment and instructional materials management, with data analysis tools
Code X • Code X was created in partnership with the NYC DOE Curriculum teach to ensure that it meets the needs of New York City Schools. • Grade –Specific Student Edition – • Bound book -printed in color • 7 units of Study • 2 Novel study trade books • Grade- Specific Teachers Edition • Grade-Specific Assessment Guides
Code X • Professional Leaning Plan – Free to NYC teachers, coaches and leaders with the purchase of Code X • In person training – (Summer dates will be forthcoming) • Online training • Follow up webinars • Online Live Coaching and Resources • Capacity Building Seminar Series • Follow up Training • Video Models • Writing from Sources
Code X • Code X promotes the Instructions shifts of the Common Core • Balance of texts includes a balance of informational and literary texts • Building Disciplinary Knowledge • Staircase of Complexity • Academic Vocabulary • Target words • Words to Know • Words and Phrases in Context • Text-Based Evidence
Code X • Teacher’s Edition– Free when you order a set of 30 students materials! • Pacing Guide for each Unit • Standards map outlines the introduction and progression of each standard during the year and across one grade to the next • Unit overview lists all standards and content-area connections/ disciplines • Scholastic will be sending the first unit for each grade electrically for each grade in the near future.
Code X • Literature circle books are available for purchase. • Shortly Scholastic will be generating a list of these literature circle book recommendations which are connected to the units “Theme”. • These books will represent a variety of reading levels. • Current Classroom Libraries.
Code X - Grade-Specific Novel Study TradeBooks: Grade 6 • Tuck Everlasting, Natalie Babbit • Make Lemonade, Virginia Euwer Wolff Grade 7 • Inkheart,Cornelia Funke • I thought My Soul Would Rise and Fly, Joyce Hansen • Grade 8 • Monster, Walter Dean Myers • Endangered, Eliot Schrefer
Code X :Suggested Pacing 25 day plan • Sequential order Number of days to spend on each part of the Unit… • 1 Day : Introduce the Unit. • 1 Day : Teach Academic Vocabulary . • 5-7 Days: Close Reading, Daily Writing , and Discussion of Text 1. • 1 Day: Teach Academic Vocabulary. • 5-7 Days: Close Reading, Daily Writing , and Discussion of Text 2. • 3 Days: Collaborate and Present Assignment. • 3-5 Days: Writing Performance Task. • 2-3 Days: Extended Reading s.
Code X • Webinar focused on Unit 4 “Coming to America” Grade 6
Let’s take a look… • Sample Instructional Model : • Routine 4 • Routine 7 • Routine 8 • Routine 10
September 2013-2014 • Assess your Unit of Study for September using the assessment tool . • Note the strengths and challenges against the CCLS Dimensions. • Next steps for Teacher Teams.
Agenda for Middle School Cohort Day 2: • Next Steps…