Common Core Professional DevelopmentJanuary 2012

Writing to Learn ActivityINDIVIDUALLY COMPLETE THE FOLLOWING

STATEMENT:

I Would Know That Teaching And Learning In A Classroom or School Were Rigorous if….

• List all indicators that come to your mind• Find a partner and share list• Pair with another pair and agree on items to report

out

Learning Targets

• Participants will develop a deeper understanding of rigor and Revised Bloom’s Taxonomy

• Participants will develop the understanding of the importance of having a coherent instructional program that promotes rigor in all classrooms

• Participants will be introduced to the Common Instructional Framework for Duplin Co. Schools

• Participants will apply knowledge of the Common Instructional Framework to Instructional Lessons

Revised Bloom’s Taxonomy Online Module

K-W-LShared Responsibility ActivityCreating Instructional Program

CoherenceJournal

School-Wide Coherence

COHERENCE

NOT

“Our World” VS.

“Their World”

The 21st Century Learner

Literacy Group Activity

Rigor Redefined, by Tony WagnerFour “A”s Text Protocol

What are Instructional Strategies?

“How” vs. “What”

Common Instructional Framework

• Originated at University Park Campus School in Worcester, MA

• Implemented in all NCNSP Schools• Allows students to read, write, think

and talk

Proven Results

University Park Campus School(Worcester, MA)

• Demographics:

•88% Free/Reduced Lunch•65% ESL•75% Minority•90% 1st Gen. College Students

University Park Campus School(Worcester, MA)

• Results: • 95% of graduates have gone on to

college• 99% of students have passed the state’s

graduation exam the first time• Named the top-ranked high-poverty

high school in the nation by Newsweek

More students stay in school

• Annual dropout rate for NC’s innovative high schools in 2009-10 was 2.3%--significantly below the statewide rate of 3.75%. For early college high schools, it was less than 1%.

• Two thirds of all innovative high schools had no 9th grade dropouts in 2009-10.

• The combined graduation rate for 73 innovative high schools with cohorts completing in 2011 was 85.6%, compared to a statewide rate of 77.7%. Early college high schools had a combined graduation rate of 91.2%.

More students are making academic progress (Growth and Proficiency)

• More than half of all innovative high schools in 2009-10 reached their academic growth targets set by the state.

• More than three quarters of innovative high schools achieved “Adequate Yearly Progress,” or AYP, under the federal No Child Left Behind law.

More students succeed at college-level work

• Three quarters (77%) of community college courses taken by early college students in 2009-10 received a passing grade of C or better.

• For courses taken by their college-age peers, 70% earned a C or better.

Fewer students are suspended

• The median suspension rate of 106 innovative high schools in 2009-10 was 9 suspensions for 100 students, compared to a median of 24 per 100 students for all high schools in the state.

• For the 70 early college high schools open last year, the median suspension rate was 6 per 100 students.

More teachers believe in their schools

Nearly 45 percent of teachers in innovative high schools believe strongly that their schools are “a good place to work and learn,” compared to about a third of comparison high schools, based upon the NC’s 2010 Teacher Working Conditions survey.

Collaborative Group Work

Common Instructional Framework Packet

Jigsaw Protocol

Collaborative Group Work

Classroom Scenarios Activity

Classroom Talk

Barriers and Bright Spots

Resources

For more information on RBT/CIF:Visit www.duplinschools.net Departments

Race-to-the-Top Team Resources

Common Core PD – Jan 2012

Man’s mind stretched to a new idea never goes back to its original dimensions.

(Oliver Wendell Holmes)