Common Core PD #2 PowerPoint

Common Core Professional Development
January 2012
Writing to Learn Activity
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
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
• 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
Shared Responsibility Activity
Creating Instructional Program Coherence
School-Wide Coherence
Century Learner
“Our World”
“Their World”
Literacy Group Activity
Rigor Redefined, by Tony Wagner
Four “A”s Text Protocol
What are Instructional
“How” vs. “What”
Common Instructional
• Originated at University Park Campus
School in Worcester, MA
• Implemented in all NCNSP Schools
• Allows students to read, write, think and
Proven Results
University Park Campus School
(Worcester, MA)
• Demographics:
• 88%
• 65%
• 75%
• 90%
Free/Reduced Lunch
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
Collaborative Group Work
Common Instructional Framework Packet
Jigsaw Protocol
Collaborative Group Work
Classroom Scenarios Activity
Classroom Talk
Barriers and Bright Spots
For more information on RBT/CIF:
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
(Oliver Wendell Holmes)

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