Report to the Shelby County Schools Board of Education July 2015

TNCORE

Preparing all Students, Staff, and Schools for Career and College Readiness

1

2025

2

COLLEGE AND CAREER READY (CCR)/TNCore STANDARDS

Students learn the most important content because teachers

know what content to teach in order to put students on a college and career ready path.

COMPREHENSIVE LITERACY IMPROVEMENT PLAN (CLIP)

Students master CCR content because teachers’ lessons meet

our vision for effective literacy instruction.

TEACHER EFFECTIVENESS MEASURE (TEM) EVALUATION SYSTEM

Students master the CCR content because teachers deliver

lessons well, in alignment with the TEM Rubric.

80% OF SENIORS

WILL BE COLLEGE OR

CAREER-READY.

90% OF SENIORS

WILL GRADUATE ON

TIME.

100% OF CCR

GRADUATES WILL

ENROLL IN A POST-

SECONDARY

OPPORTUNITY.

TNCore, Tennessee’s State Standards • new state ELA and math standards adopted in 2010 • “to prepare students with the most important

knowledge and skills to attain higher education or careers and succeed in an increasingly competitive work environment”

• “emphasize critical thinking, problem solving, and creativity”

• “new standards”/Common Core State Standards that are: – based on solid research and best practice – fewer, higher/more rigorous, and clearer – College and Career Readiness focused

ELA AND LITERACY STANDARDS AND SHIFTS

English Language Arts and Literacy Standards

• In:

– Reading, writing, speaking and listening, and language (as well as reading foundations in K-5)

• For:

– History/Social Studies

– Science

– Technical Subjects

• Regular practice with complex text and its academic language

• Reading, writing and speaking grounded in evidence from text, both literary and informational

• Building knowledge through content-rich non-fiction

Shifts

“Read like a detective and write like an investigative reporter” – David Coleman, CCSS author

ELA standards divided into six strands:

• Reading: Literature (RL) • Reading: Informational Text (RI) • Reading: Foundational Skills (K-5) (RF) • Writing (W) • Speaking and Listening (SL) • Language (L) • Include a subset of literacy standards for teachers of history/social studies,

science, and technical subjects. These literacy standards do not change the subject-area content, which is governed by Tennessee standards for each subject, but provide expectations for how students will read and write in those courses.

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9

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CLIP creates a pathway to CCR that addresses and integrates each domain of effective literacy teaching and learning

Elements of Effective Literacy

Programming

Foundational Skills

Reading

Writing

Speaking & Listening

Language

Integration of Domains in Service of

Learning “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.”

--Common Core State Standards, Key Design Considerations

CLIP Tools for Teachers, Coaches, and School and District Leaders

MATHEMATICS STANDARDS AND SHIFTS

Shifts Mathematics Standards

• In:

– Mathematical Practice

– Mathematics Content

• For:

– Grades K-8

– first three HS courses (Algebra 1, Geometry, Algebra 2, and Core Math 1, 2, and 3), and

– in 2014, new standards for the further HS math courses

• Focus strongly where the standards focus

• Coherence: Think across grades, and link to major topics within grades

• Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Mathematics

topics

intended at

each grade by

at least two-

thirds of A+

countries

Mathematics

topics

intended at

each grade by

at least two-

thirds of 21

U.S. states

The shape of math in A+ countries

1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

15

US Math Curricula: A mile wide and an inch deep

16

Non-example of assessment eliciting conceptual understanding

17

Example of assessment eliciting conceptual understanding

24 x 25 = ?

What was your approach/reasoning?

How did you use:

Composing and decomposing

Place value in base ten

Properties of the operations

Fluency:

speed/efficiency, accuracy, flexibility

The eight Standards for Mathematical Practice are an important component of standards for each grade and course, K-12. They describe varieties of expertise, habits of minds, and productive dispositions for all students.

• 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.

TEACHING QUALITY

Improving teacher performance, progress, and professional learning

Resources

• TNCore-aligned curriculum frameworks/guides and curated resources

• High-quality, aligned professional development

– Teachers

– Coaches

– Leaders

• Standards-aligned, benchmark assessment (RFP in process)

District curriculum guides build on adopted materials; identify gaps and priorities; clarify scope, sequencing, and pacing; and support standards-

aligned application

Adopted Textbook/ Core Texts

Curriculum Guide

State TNCore PD

• 30 SCS TNCore Coaches

• 8 SCS TNCore Leaders

• PD sessions w/ +110 SCS principal participants

District-sponsored PD Teachers • May pilot of TNCore (school pairs) PD • This summer, CLIP/CCR-related PD

– +55 sessions – +25 CLIP/CCR-related, content-specific (e.g.,

SS, science, health, AP/IB, librarians) PD sessions

– + SpEd, ESL, and other CLIP/CCR sessions

• This summer, CCR math PD – +25 sessions

• Districtwide Admin Day(s), 8/5-6 School Leaders • Week-long, Principals Institutes (6/15,

7/15) – Unpacking standards – Close reading, model lessons

Central Office/CAO staff • +200, Close reading, demo. lesson

I was shocked at what my Kindergarteners took in and retained from the lesson. They remembered what the word “nutrients” meant from the story we read the day before.

I cannot believe I have not been challenging my students more. They can do this. We’ve just been giving them the “surface.” This lesson was the meat and potatoes.

At a recent faculty meeting, my principal asked, who knows what CCR instruction looks like? I was the only teacher that raised my hand. And I told them I saw a lesson modeled for me, and it was so helpful.

Full-time coaches who support literacy and

mathematics instruction in our buildings.

INSTRUCTIONAL COACHES

Full-time coaches who coach 1:1 a caseload of

new and struggling peers.

PAR CTs

Full-time teachers who receive stipends to provide mentoring

support to new-to-the-profession teachers.

NEW TEACHER MENTORS

Full-time coaches who lead team-based learning

and support PD, formal observations, and Title I.

PLC COACHES

Each school leverages a team of effective leaders, coaches, and teachers to improve teaching (aligned to TEM and CCR/CLIP) and accelerate student

learning

New Literacy and Math Instructional Coaches carefully screened for CCR/TNCore knowledge and skills: • View a 20-minute teaching video • Describe CCR teacher shifts observed • Identify the most important thing for the teacher to focus on, in

alignment with the CCR standards and overall performance • Model/role play the follow-up coaching conversation

Enhanced Teacher Learning and Transfer Into Classroom Practice, through Aligned Teacher Supports

Central Office (e.g., district PD

ILDs

PLC Coaches

Literacy Coaches

School Leaders

Teachers

Leveraging Teacher Observation, Evaluation, and Feedback to Support TNCore

TEACH 1 TEACH 2 TEACH 3 TEACH 4 TEACH 5 TEACH 6 TEACH 7

Objective‐ Driven

Lessons

Explain Content

Appropriately Challenging

Work

Content Engagement

Higher‐ Level Thinking

Skills

Check for Understanding

Instructional Time

Engage students in objective‐

driven lessons

based on content

standards

Explain content clearly

accurately

Engage students at all learning

levels in appropriately

challenging work

Provide students

multiple ways to engage

with content

Use strategies

that develop higher‐ level

thinking skills

Check for understanding and respond appropriately

during the lesson

Maximize instructional

time

Teacher Effectiveness Measure (TEM) Rubric Domains

27 TEACHER EFFECTIVENESS

NU

MB

ER O

F TE

AC

HER

S Career and College Readiness

2025

28

COLLEGE AND CAREER READY (CCR)/TNCore STANDARDS

Students learn the most important content because teachers know what content to teach in order to put students on a college and career ready path.

COMPREHENSIVE LITERACY IMPROVEMENT PLAN (CLIP)

Students master CCR content because teachers’ lessons meet our vision for effective literacy instruction.

TEACHER EFFECTIVENESS MEASURE (TEM) EVALUATION SYSTEM

Students master the CCR content because teachers deliver lessons well, in alignment with the TEM Rubric.

80% OF SENIORS

WILL BE COLLEGE OR

CAREER-READY.

90% OF SENIORS

WILL GRADUATE ON

TIME.

100% OF CCR

GRADUATES WILL

ENROLL IN A POST-

SECONDARY

OPPORTUNITY.