OUSD Common Core Instructional Rounds Spring 2015
TALK Our students need to be engaged in daily, authentic classroom discussions grounded in evidence and argument. Teachers play a vital role in facilitating these quality academic discussions. By posing effective questions & prompts teachers advance higher level thinking that will support student thinking and writing across content areas. Students need to learn and be accountable for using academic language.
The 4 T’s OUSD’s 2014-‐2015 Instructional Priorities
TASK We know that the academic task predicts student performance. With this in mind, we strive to provide tasks that are complex, challenge student thinking and result in authentic learning & active engagement for all students. Complex tasks are inquiry-based, require highlevel thinking and incorporate reading and writing across the disciplines.
Davina Goldwasser OUSD Office of Post Secondary Readiness Final Version
TEXT Our students need opportunities to experience reading and writing authentic texts in a variety of genre, with an increasing focus on information and argument text. Students need to be exposed to rigorous, grade level text, daily across all disciplines. In addition, students need explicit instruction with text at their instructional level and plenty of opportunity for independent reading during the school day.
TIME Our students and teachers will maximize every precious moment we have during our school day. We value each moment as an opportunity for teaching and learning. By providing extended periods of time for independent reading, writing, speaking and listening, we will prepare our students for college, career, and community.
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Spring 2015 OUSD Common Core Instructional Rounds AGENDA & PROTOCOL 8:30am-12pm Norms: • • • • •
Respect the start and end time of every visit Actively cultivate a safe space for learning (The success of Rounds depends on each of us) Push yourself to take risks and grow (as host, as participant, and as facilitator) Maintain confidentiality. Limit all discussion to the debrief and avoid hallway talk. Stay true to the role of data collector and “fly on the wall” in classrooms (do not help students with their work, intervene in the lesson, or engage in communication with the teacher)
Time
Topic
8 min.
I. Welcome: Introductions, agenda review, norms, framing of today’s purpose II. Grounding prompt: Share one hope you have for our time together today
15 min.
Reflections from Fall to Spring Rounds • Problem of Practice (refer to menu below) • Today’s Rounds & School’s Focused Annual Plan, FAP & “Big Rocks” • Patterns from the fall
5 min.
I. Review Appendix Handout 1 4Ts Observation Look Fors II. Review Appendix Handout 2 SEL & select one competency to focus on
5 min.
I. Logistics: Classroom Observation Schedule & Recording Evidence
1 hour
Classroom Observations
1 hour, 40 min.
Debrief Using Rounds Protocol I. Patterns II. Analysis Online feedback
III. Next Level of Work
IV. Closing
PROBLEM OF PRACTICE MENU Identify Your POP Subquestion relevant to all POPs ¨ What evidence do we see of students drawing upon close reading of ü How are the tasks and strategies being complex text to support them in engaging in high quality academic utilized to engage, support, and push the discussion? learning of all students-specifically our ¨ What evidence do we see of students effectively demonstrating the ELs, African American boys, and SPED language and thinking of the discipline connected to their course content? students? ¨ How are students using academic discussion to improve their ability to make evidence-based arguments and claims grounded in the text, performance task, or hands on experience? ¨ In what ways are students articulating their own mathematical thinking and building on each other's ideas through engagement with the Core Curriculum? ¨ In what ways are students engaged in productive struggle as they make sense of complex text (or tasks) and engage in academic discussion? ¨ Other: Supplemental Elementary BAL POP: What evidence do we see of students effectively demonstrating the language, thinking and strategies of a literate individual? ¨ Whole Class: Shared/Close Reading, Interactive Read Aloud, or Mini lesson Students are actively engaging (speaking, listening, written or oral responding) with a mentor text ¨ Independent Reading: Students are: • Independently reading just-right text (a text that they can read and understand independently) • Responding to just right text through post its or response journal tracking their reading lives in reading logs Prompts To Ask Students: • Tell me about what you are reading? What are you working on as a reader? (listen for ability to summarize and critique) • Can you read a little bit to me from your book? (listen for accuracy and fluency)
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Common Core Instructional Rounds DEBRIEF PROTOCOL Time
Topic
Instructions
5 min.
Begin Debrief
Facilitator overview of Debrief Protocol
20 min.
I. Patterns
Individual Data Review to Identify Patterns • Review again the POP and the SEL standard of focus. • Mark/highlight evidence related to the POP and SEL focus that shows up in your notes. • Refer back to Handout 1 4Ts Observation Look Fors & Handout 2 SEL Competencies • Summarize the patterns you see in 2-4 sentences. Write each sentence on a post it. • Make sure you identify SEL patterns and provide a pattern statement.
Example pattern statements: (⅘ classrooms students provided textual evidence to back up their ideas, ⅖ classrooms structures in place for students to be accountable and share out their conversation with the class, all students showed classroom indicators for relationship skills)
15 min.
II. Analysis of Patterns/ Summary
Principal Shares Patterns & Group Arrives at Consensus
15 min.
Analysis of Patterns: Prediction
Prediction: College, Career, & Community Readiness (10 min.) Review our OUSD Graduate Profile below and the CCSS College & Career Ready Capacities of a Literate Individual. Based on the student patterns observed what evidence shows students are either on track or hitting challenges in being prepared in their journey towards being college, career, and community ready?
CCSS College & Career Ready: Students who are college and career ready in reading, writing, speaking, listening, and language ü ü
They demonstrate independence They build strong content knowledge
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ü ü ü ü
ü 30 min.
III. Next Level of Work
They respond to the varying demands of audience, task, purpose, and discipline They comprehend as well as critique They value evidence They use technology and digital media strategically and capably They come to understand other perspectives and cultures
Part A) Choice of Participant Fishbowl/Think Aloud/Open Discussion (15 min.) • What professional learning, coaching, and supports are needed to respond to the POP and address the patterns observed today? • Resources: Appendix Oakland Effective Teaching Framework (OETF) Overview CCSS ELA College & Career Readiness Anchor Standards for Speaking & Listening Part B) Principal Reflects and Identifies Action Steps (8 min.) Suggested prompts for Principal share out: • What actionable steps will you lead at your school to respond to the data collected today? • What actions are immediate and which actions will you enact over time? • How will you engage your ILT and staff in making sense of today’s data and their role in the action steps? Part C) Leadership Goals: How do your next steps relate to your own leadership goals and the approach you will take to address the work ahead? (5 min.)
Part C) Optional: TSA/Teacher Leader/AP Identifies Action Steps (3-5 min.) Suggested prompts for share out: • Based on your role in the school what actions are most important for you to lead and/or play a large part in implementing? These could be related to the ones already mentioned or other actions unique to your position. 10 min.
IV. Closing
Part A) Appreciations & Personal Learnings (5 min.) Part B) Feedback Online Form (5 min.)
Next Steps With Your ILT & Faculty Sharing Protocol Check out useful resources on IR Google Site https://sites.google.com/a/ousd.k12.ca.us/instructional-rounds/ Select IR Materials • Sample ILT agenda for Post Rounds Engagement • Faculty Sharing Protocol
The Spring OUSD Common Core Instructional Rounds Protocol is a collaboration with: v Office of Post Secondary Readiness, Davina Goldwasser Senior Director School Leadership Development v English Language Learner & Multilingual Achievement Office, Nicole Knight Executive Director v Teaching & Learning, Nancy Lai Secondary Literacy Coordinator & Julia Bennett Elementary Literacy Coordinator v Human Resources Services and Support, Tamara Arroyo Manager Employee Retention & Development & Anne Prozan Manager of Leadership Effectiveness v Community Schools Student Services, Mary Hurley Coordinator Social Emotional Learning & Leadership The Instructional Rounds website and data platform is managed by the Office of Post Secondary Readiness, Leah Jensen School Improvement Partner.
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APPENDIX
Handout 1: 4Ts Observation Look Fors Based on the POP as the focal point, what evidence of our 4Ts is observed in each classroom? Use this as a reference for collecting student level data in the classrooms.
Task, Text, Talk, & Time (4Ts) Task What is the task? Are standards CCSS/NGSS aligned? Connected to a Common Core-aligned performance task, objective or learning target. Students can articulate the larger goal of the task. Performance task is open-ended and requires complex problem solving, as opposed to “worksheet-type task.” Performance task includes multiple entry points for diverse learners. Students evaluate diverse perspectives and show intellectual competence. Students spend most of their time engaged in higher order and disciplinary-thinking. Students demonstrate positive interdependence as well as individual accountability. Students reference clear criteria for the evaluation of the product. Text Describe the text that students are reading, including genre (narrative, informational/expository, argument) Students read complex and grade-level appropriate texts (with supports and scaffolds as needed). (R.10) Students use comprehension strategies such as annotating text, questioning, chunking, re-reading, etc. (R.1) Students cite specific textual evidence in written and oral responses. (R.1) Students are given a purpose for reading. Students have opportunities to read at their independent level. Students know their reading levels and how they are or are not aligned to the texts they’re reading. Evidence of current/prior explicit reading instruction (posters, common annotation strategies, brief student interview). Leveled independent reading libraries are readily accessible, organized, and in use (ELA classrooms only). Talk What is the breakdown of student and teacher talk? Who (consider sub-groups, gender, race, language, skill) is participating? Who is not? What discussion structures are used (pairs, small group, whole group)? Students talk to each other about content and text. (SL.1) Students use “discussion moves” to build on each others’ ideas, agree or disagree respectfully, ask questions, and clarify. (SL.1.c) Students use eye contact and positive body language to maintain collegial discussions. (SL.1) Structures require equitable student participation. (SL.1) Students use academic language supports (sentence frames, word banks, placemats, discussion cards). (SL.6) Time Who is engaged in the majority of the talk, reading, writing, and thinking? How much is the teacher doing and demonstrating? How much are students engaged in the work? Students transition between activities quickly, with minimal “down time.” Time for each activity allows students to engage in deep thinking and independent practice. Students know what to do when they are finished with the current task. References: Allington, 2002, “What I’ve Learned About Effective Reading Instruction.”
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Handout 2: Academic Discussion & SEL Competencies Guide SEL CORE COMPETENCIES PROBING QUESTIONS
CLASSROOM INDICATOR EXAMPLES
SELF-AWARENESS
Students: • Reflect on their progress as a learner Ø What are you good at in this class and • Express what is easy or hard about the academic how do you know you are good at it? discussion and why Ø When you don’t understand something • Ask for help when needed in this class, what do you do? • Identify their role and responsibilities during academic discussions
SELF-MANAGEMENT Ø How do you move towards your goal especially when you lose focus, or are stuck or stressed?
SOCIAL AWARENESS Ø When you are working in a group how do you make sure it’s fair for everyone?
RELATIONSHIP SKILLS Ø What do you do so that your classmates and teacher have heard and understand your ideas/what you are saying?
Students: • Manage and express emotions, thoughts in a constructive way • Stay engaged in discussion • Use “I” messages in the social context of academic discussion Students: • Listen attentively to other’s ideas • Respectfully paraphrase other’s ideas • Engage collaboratively with people different from oneself • Able to take the perspective of people different from oneself • Add on to and build off of other’s ideas Students: • Communicate clearly and effectively with people different from oneself • Engage in constructive argument • Give and receive constructive feedback • Listen, encourage, acknowledge, compromise, work towards consensus • Express value of collaboration • Ask questions based on careful listening
RESPONSIBLE DECISION MAKING
Students: • Follow norms established for the discussion Ø When you are working with others how • Actively participate in group decision-making do you make a decision? process • Generate alternative ideas and solutions • Demonstrate the “good of the group” • Ask “why” and “what if” questions
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DRAFT
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College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.CCRA.SL.1 Prepare 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.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.SL.4 Present 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.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Note on range and content of student speaking and listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio. Davina Goldwasser OUSD Office of Post Secondary Readiness Final Version
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