Florida Charter Schools Teacher and Leader Evaluation

Staff Development Presentation Materialsfor Certified Trainers

The Common Core State Standards and Teacher Evaluation

Learning Activity 1:

Using the appropriate Alignment document from the FL DOE based on your teacher evaluation model, have your staff engage in the following:

Choose an area of focus from your deliberate practice plan or professional growth plan and examine the corresponding questions from FL Department of Education’s Standards-Based Instruction (SBI) Alignment column. Record the domain and indicators in focus and list strategies that you will use to ensure your lesson planning, instructional strategies, and/ or formative assessments align with Common Core expectations. Use the chart below to record your thinking.

Domain: Common Core Strategy:Indicator, Component, or Attribute:

Domain: Common Core Strategy:Indicator, Component, or Attribute:

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Learning Activity 2:

Examine and discuss the instructional shifts below. With a partner, discuss the reflection questions below and be prepared to share out in five minutes.

Common Core Six Shifts in ELA

There are six shifts that the Common Core State Standards (CCSS) in ELA & Literacy in History/Social Studies, Science, and Technical Subjects require of us if we are to be truly aligned with the CCSS in terms of curricular materials and classroom instruction.

Shift 1: Increase Reading of Informational Text

Classrooms are places where students access the world – science, social studies, the arts and literature – through informational and literary text. In elementary school, at least 50% of what students read is informational; in middle school, it is 55%; and by the end of high school, it is 70% (CCSS Introduction, p. 5).

Increasing the amount of informational text students read K-12 will prepare them to read college and career-ready texts.

Shift 2: Text Complexity

In order to prepare students for the complexity of college and career-ready texts, each grade level requires growth in text complexity (Appendix A, pp. 5-17). Students read the central, grade-appropriate text around which instruction is centered (see exemplars and sample tasks, Appendix B).

Teachers create more time in the curriculum for close and careful reading and provide appropriate and necessary supports to make the central text accessible to students reading below grade level.

Shift 3: Academic Vocabulary

Students constantly build the vocabulary they need to be able to access grade-level complex texts.

By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”), teachers constantly build students’ ability to access more complex texts across the content areas (Appendix A, pp.33-36).

Shift 4: Text-Based Answers

Students have rich and rigorous conversations which are dependent on students reading a central text.

Teachers ensure classroom experiences stay deeply connected to the text and that © 2013 The Leadership and Learning Center Page 2

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students develop habits for making evidentiary arguments based on the text, both in conversation as well as in writing, to assess their comprehension of a text (Appendix A, p. 2).

Shift 5: Increase Writing from Sources

Writing instruction emphasizes use of evidence to inform or to make an argument; it includes short, focused research projects K-12.

Students K-12 develop college and career-ready skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they listen to and read (Appendix A, pp. 24-26; student samples, Appendix C).

Shift 6: Literacy Instruction in all Content Areas

Content-Area teachers emphasize reading and writing in their planning and instruction for teaching the content.

Students learn through reading domain-specific texts in history/social studies, science, and technical subjects and by writing informative/ explanatory and argumentative pieces (CCSS Introduction, p. 3).

Reflection Questions:

Given the shifts above in English Language Arts & Literacy, both individually and collectively, respond to the questions below:

Which instructional practices do we have in place now that we should continue as we transition to Common Core expectations?

What changes do we need to make to our instructional practices to strengthen alignment to Common Core expectations as indicated in the shifts above?

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Common Core Six Shifts in Mathematics

Shift 1: Focus

Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

Shift 2: Coherence

Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

Shift 3: Fluency

Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions (found in the list of fluencies on the next page) so that they are more able to understand and manipulate more complex concepts.

Shift 4: Deep Understanding

Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.

Shift 5: Applications

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to access and make meaning of content.

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Shift 6: Dual Intensity

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and thus varies throughout the given school year.

Standards for Mathematical Practice K-12

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Reflection Questions:

Given the shifts above in mathematics, both individually and collectively, and the eight mathematical practices suggested for K-12, respond to the questions below:

Which instructional practices do we have in place now that we should continue as we transition to Common Core expectations?

What changes do we need to make to our instructional practices to strengthen alignment to Common Core expectations as indicated in the shifts above?

Of the eight mathematical practices, which one(s) will present the greatest challenge for us?

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Based on research from Visible Learning by John Hattie

According to Hattie, the most effective teachers:

“…provide students with multiple opportunities and alternatives for developing learning strategies based on the surface and deep levels of learning of content or domain matter, leading to students building conceptual understanding of this learning which is used in future learning.”

Based on foundations from the Common Core State Standards

Math Standards Reading Standards Writing Standards

The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter.

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing – a basic form of argument – extending down into the earliest grades.

Learning Activity 3:

Source: core standards.org

Reflection Questions:

As we think about instruction in the three areas above, as well as in science and social studies, how close are we to the description of effective teaching from John Hattie above?

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Learning Activity 4:

“There needs to be a major shift from an over reliance on surface information and a misplaced assumption that the goal of education is deep understanding or development of thinking skills towards a balance of surface and deep learning leading to students more successfully constructing defensible theories of knowing and reality.” – J. Hattie

Thumbnails

Surface Understanding -Involves a knowing or understanding of ideas or facts

Deep Understanding -Constitutes a change in the quality of thinking that is cognitively more challenging than surface questions

Constructed or Conceptual Understanding -From both surface and deep learning and understanding, students can construct notions or ideas that then shape the ways they engage in surface and deep learning in the future.Surface understanding is essential to deep learning. Surface and deep knowledge and understanding are essential to conceptual understanding in a domain area.Source: Hattie, Visible Learning, p. 28-29

Reflection Questions:

To what extent do you strive for student conceptual understanding in your daily lessons?

What do we need to do as a staff to build our capacity to teach with this result in mind?

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Learning Activity 5: PARCC Prototype Items

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Scoring Rationale:Past tests would give partial credit for a right answer proportionally to the percentage of the answer that was correct, but the PARCC assessment reflects the key shift of close reading by only offering credit if the answer reflects genuine comprehension (i.e., answers were not obtained simply by guessing).Scoring Points:• 2 points – all four words in the correct positions on the graphic • 1 point – two of the four words are in the correct positions on the graphic • 0 points – one or fewer of the four words in the correct positions on the graphic (i.e., cannot receive partial credit if more than 50% of one’s answers are incorrect)Source: parcconline.org

Reflection Questions

Which of the instructional shifts are reflected in this item?

How does the student task in this item compare to traditional state test items of the past?

Grade 3 TECR Item: RI 3.1 & RI. 3.3Technology Enhanced Constructed Response

Grade 7: Performance-Based Assessment

Reflection Questions:How does the analytical essay in this item simulate the research process as stated by PARCC?

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Summary Essay: W.7.2, W.7.9 & L.7.1, L.7.2, L.7.3 and RI. 7.1, RI. 7.2Using textual evidence from the Biography of Amelia Earhart, students will write an essay to summarize and explain the challenges Amelia Earhart faced throughout her life.

 Reading / Pre-Writing: After reading Earhart’s Final Resting Place Believed Found, students: • Use textual evidence to determine which of three given claims about Earhart and her

navigator, Noonan, is most relevant to the reading• Select two facts from the text to support the claim selected

 Analytical Essay: W.7.2 (a-f), W.7.4, W.7.7, W.7.8, W.7.9 and L.7.1, L.7.2, L.7.3 and RI.7.1, RI. 7.8 & RI.7.9 Students:

• Read a third essay called Amelia Earhart’s Life and Disappearance• Analyze the evidence presented in all three texts concerning Amelia Earhart’s bravery• Write an essay, using textual evidence, analyzing the strength of the arguments presented

about Amelia Earhart’s bravery in at least two of the texts 

NOTE from PARCC:This Prose Constructed Response prompt allows students to delve deeply into multiple texts to gather evidence to analyze a given claim, simulating the research process. This prompt also demonstrates clearly what PARCC means by “writing using and analyzing sources” – students must draw evidence from multiple texts and cite this evidence clearly to demonstrate the reading and writing claims measured.

Scorable Products: Summary essay, analytical essay, and answers to the comprehension questions.

Scoring Points:PARCC Scoring Rubric for Analytic and Narrative Writing which provides details regarding the scoring and weighting of points for student responses. 

Scoring Note: The scoring of PCRs will not occur until standard setting has occurred. After a group of students responds to the item in a tryout or field test, anchor papers will be selected to “anchor” each score point. Each of the samples will be annotated. These annotations will include explanations of how the sample papers exemplify the traits described in the rubric. After the student responses and samples are reviewed, the generic scoring rubric will also be tailored to create a specific scoring rubric for this Prose Constructed Response item.

How do the tasks in this performance-based assessment reflect the stated shifts in instruction as discussed earlier in the session?

Grade 10: Evidenced Based Constructed ResponseItems based on excerpt from "Daedalus and Icarus" , from Ovid's Metamorphoses Volume Two. Copyright© 1941 by Trenchard More, Jr. and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton

RL.10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.10.2: Determine a theme or central idea of a text and analyze in details its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Part AWhich of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?a. Striving to achieve one’s dreams is a worthwhile endeavorb. The thoughtlessness of youth can have tragic results*c. Imagination and creativity bring their own rewardsd. Everyone should learn from his or her mistakes

Part BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a. "and by his playfulness retard the work/his anxious father planned" (lines 310-311) *b. "but when at last/the father finished it, he poised himself" (lines 312-313).c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered

cheeks/the tears were falling" (lines 327-329).d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349) *e. "and, bold in vanity, began to soar/rising upon his wings to touch the skies” *f. "and as the years went by the gifted youth/began to rival his instructor's art"g. "Wherefore Daedalus/enraged and envious, sought to slay the youth"h. "The Partridge hides/in shaded places by the leafy trees… for it is mindful of its former fall."

Scoring:• 2 points – identifying the theme correctly and also selecting three details that support the theme• 1 point – identifying the theme correctly and selecting two details that support the theme • 0 points – identifying one detail (or none) that supports the theme or misidentifies the correct theme (e.g. no partial credit if details are identified but theme is misidentified, or theme identified but not supported by multiple details)

Reflection Questions:How will the complexity of the text and / or the format of the questions as shown here impact instructional strategies and assessment practices in the classroom? © 2013 The Leadership and Learning Center Page 11

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What do we need to do differently to prepare our students for assessment items such as this one?

Grade 3:3.OA.7, MP.7OA-Operations & Algebraic Thinking MP – Mathematical Practice

Grade 3 Fluency

Most relevant Standard(s) for Mathematical Content

3.OA.7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Most relevant Standard(s) for Mathematical Practice

MP.7 (Look for and make use of structure) – the true equations in the list show two different ways of writing the same number. This circumstance can be useful in checking work on this problem.

Scoring The last two boxes, and only the last two boxes, should be checked to earn 1 point on the item.

Note from PARCC:In this case, standard 3.OA.7 requires fluency in multiplication and division within the 10 × 10 multiplication table. The standard also sets an expectation for knowing single digit products from memory, and knowing these products from memory is clearly beneficial for succeeding at this task. This example shows that fluency assessment need not always include explicit timing features such as a ticking clock or countdown, etc. The task would be worth 1 point; answering it reasonably quickly would be necessary in view of the fact that there are many other 1 point tasks on the test as a whole. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy.

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As you explore the requirements in this item, what will be the greatest challenge for students as they strive to respond successfully?What changes, if any, are required in the classroom to ensure that students develop the fluency skills required of them in items like the one show here?How might teacher-developed formative assessments change in order to prepare students for items like the one shown here?

Grade 7 SpeedMost relevant Standard(s) for Mathematical Content

7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.In addition, see 7.RP.2d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (The “explain” portion is not required in the task, but the task involves some of the concepts detailed here.)

Most relevant Standard(s) for Mathematical Practice

MP.2 (Reason abstractly and quantitatively) -‐ Students must relate the graphs and tables to each other via the unit rate and then to the context at hand.

Scoring The interface would make available a four-‐function calculator for use at the student’s discretion during the task. For full credit, the

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Grade 7: 7.RP.2b, 7.RP.2d & MP.2RP-Ratios & Proportional Relationships

student must order the objects as A, B, D, C. Partial credit might be given; for example, in the incorrect response A, B, C, D, five of six pairwise comparisons are correct (A > B, A > C, A > D, B > C, and B > D), while in the response A, C, D, B, only three of six pairwise comparisons are correct (A > C, A > D, and A > B).

High School Math: Performance Based Task

Part A: Students analyze data from an experiment involving the effect on the water level of adding golf balls to a glass of water in which they:

•Explore approximately linear relationships by identifying the average rate of change

•Use a symbolic representation to model the relationship

Part B: Students suggest modifications to the experiment to increase the rate of change.

Part C: Students interpret linear functions using both parameters by examining how results change when a glass with a smaller radius is used by:

•Explaining how the “y” intercepts of two graphs will be different•Explaining how the rate of change differs between two experiments•Use a table, equation, or other representation to justify how many golf balls

should be used in each experiment Scorable Products: Five constructed response tasks

Reflection Question:

Which of the eight mathematical practices will be critical for student success on performance tasks such as the one shown here?

Standards for Mathematical Practice K-12

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

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Feedback & Concluding Thoughts

Directions: With a partner, discuss and review three important understandings that you have gained today about how the Common Core is linked to teacher evaluation, two important questions you have about the Common Core as it relates to teacher evaluation, and one element discussed today that you feel comfortable about as we move forward. Record your answers below.

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