Welcome to the October 1 Educator Effectiveness

Meeting.

The School District of Philadelphia

Dr. William Hite, Jr.
Superintendent

Using the Curriculum Engine

to Implement the District-Wide Instructional Practices

The School District of Philadelphia

Donyall D. Dickey
Chief Academic Support Officer

6 Pedagogical Shifts for

Instruction

(For Reading, English, Social Studies, Science and the Technical

Subjects)
Shift 1: Balancing Informational & Literary Texts (English/Reading ONLY)
Students read a true balance of informational and literary texts: K-5 (50L-50I); 6-8 (45L-55I);
and 9-12 (30L-70I)
Shift 2: Knowledge of the Disciplines
Students build knowledge about the world (domains/content areas) through TEXT rather than through the
teacher or through activities.
Shift 3: Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are
patient, create more time and space and support in the curriculum for close reading (engage in careful,
sustained interpretation of a variety of texts: process of reading with a greater emphasis on the particular
over the general with strategic attention to individual words, syntax, and the order in which sentences
and ideas unfold as they are read).
Shift 4: Text-Based Responses
Students engage in rich and rigorous evidence-based conversations about the text (95%).
Shift 5: Writing from Sources
Students are required to produce original text characterized by an emphasis on the use of evidence from
sources to inform or make an argument.
Shift 6: General and Domain Specific Vocabulary
Students consistently build transferrable vocabulary they need to access grade level complex texts.

6 Pedagogical Shifts for

Instruction
(For Mathematics)

Focus: Teachers significantly narrow and deepen the scope of how time and energy is spent in the
mathematics classroom. They do so in order to focus deeply on only the concepts that are prioritized in
the standards.

Coherence: Teachers carefully connect the learning within and across grades so that students can build
new understanding onto foundations built in previous years. Each standard is not a new event, but an
extension of previous learning.

Procedural 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 such as multiplication tables so that they are more able to understand and manipulate more
complex concepts.

Deep Conceptual Understanding: Students deeply understand and can operate easily within a
mathematics concept before moving on (mastery). Students learn more than a trick to get the answer
right because they are able to see mathematics as more than a set of mnemonics or discrete procedures.
Students actually learn the math and can write and speak about their understanding using the language
of mathematics.

Application: 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 mathematics concepts in real world situations. Teachers in content areas outside of
mathematics, particularly science, ensure that students are using mathematics to make meaning and
access content.

District-Wide Instructional Practices 1-3

September June
ELA, Social Studies, Science, and the Technical Subjects

1.

An instructional objective
(accessible to students, teachers, and
observers) linked to the content
and a literacy standard or higherorder thinking skill.
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1

2.

Curriculum-driven opportunities
to determine the meaning of
general and domain-specific
words and phrases (pre and during
reading)
Danielson
Correlation: 1a; 1b; 1c; 1e; 2b; 4e
Pedagogical Shift 6

3.

Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson
Correlation: 1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation

Mathematics

1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1 and 5

2. Curriculum-driven
opportunities to determine the
meaning of general and domain
specific words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b;
4e
Pedagogical Shift 4

3. Lessons characterized by
knowledge of student ability
and gradual release of
responsibility (from teacher
dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation

POST-ITS 1, 2, 3
On three different post-its, write down one example
youre already doing in your classroom practice that
fits each of the districts instructional practices.

OR, write what you will try in the future to enact this
instructional practice.

Ex. Post-it 1: Today my objective was SWBAT analyze

Urban Ed content (interview data, college urban ed
syllabi) IOT construct an outline for their final project.

District-Wide Instructional Practices 1

Highlight
Mathematics

1. An instructional
objective (accessible
to students, teachers,
and observers) linked
to the content and
a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a;
4e
Pedagogical Shift 1 and 5

Characteristic of a Worthwhile Mathematical

Task
1. Has useful mathematics embedded in it
2. Requires higher-level thinking and problem solving in
it.
3. Contributes to the conceptual development of
students.
4. Creates an opportunity for the teacher to assess what
students are learning and where they are
experiencing difficulty.
5. The problem can be approached in multiple ways using
different solution strategies.
6. The problem allows different decisions or positions to be
taken or defended.
7. The problem encourages student engagement and discourse.
8. The problem connects to other important mathematical
ideas.
9. The problem promotes the skillful use of mathematics.

District-Wide Instructional Practices 4-6

September June
Mathematics

ELA, Social Studies, Science, and the Technical Subjects

4.

Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)

4.

The consistent use of

manipulatives to teach abstract
mathematical concepts
Danielson Correlation: 1a; 1b; 1d; 3c; 3d
Pedagogical Shift 4

Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e

Pedagogical Shift 1

5.

Curriculum-driven reading
opportunities characterized by disciplinespecific approaches to text; regularly
taught, assessed, and re-taught (if
necessary) the discipline-specific lens
through which members of the specific
discipline read, analyze, and make use of
text

5.

A scope and sequence driven by

the connection of new concepts as
a logical extension of previously
taught/mastered concepts
(coherent instruction)
Danielson Correlation: 1a; 1b; 1c; 1e; 3b; 3c
Pedagogical Shift 2

Danielson Correlation: 1a; 3a; 3b; 3c; 4e

Pedagogical Shift 2

6.

Curriculum-driven reading
opportunities characterized by careful,
sustained interpretation of a variety of
texts with an emphasis on: (1) the
quantitative measure; (2) the qualitative
measure; and (3) the reader & task
measure
Danielson Correlation: 1e; 3c; 3e; 4a
Pedagogical Shift 3

6.

Lesson characterized by a balance

of procedural fluency and
conceptual understanding (dual
intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f;
2b; 2c; 3a; 3b; 3c
Pedagogical Shift 6

POST-ITS 4, 5, 6
On three different post-its, write down one example
youre already doing in your classroom practice that
fits each of the districts instructional practices.

OR, write what you will try in the future to enact this
instructional practice.

Ex. Post-it 5: The Syllabus Consultants project involves

students evaluating the sources of knowledge professors
have when teaching courses on Urban Ed, and comparing
that to the credibility they have as students to speak
about urban education

District-Wide Instructional Practices 1-6

September June
ELA, Social Studies, Science, and the Technical Subjects

1.

An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a literacy standard
or higher-order thinking skill.

4.

Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e

Pedagogical Shift 1

Danielson
Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1

2.

5.

Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b;
1c; 1e; 2b; 4e
Pedagogical Shift 6

3.

Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b; 1e; 1f; 2a; 2c;
3a; 3b; 3c; 3d; 3e; 4a
Differentiation

Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)

Curriculum-driven reading
opportunities characterized by disciplinespecific approaches to text; regularly
taught, assessed, and re-taught (if
necessary) the discipline-specific lens
through which members of the specific
discipline read, analyze, and make use of
text
Danielson Correlation: 1a; 3a; 3b; 3c; 4e
Pedagogical Shift 2

6.

Curriculum-driven reading
opportunities characterized by careful,
sustained interpretation of a variety of
texts with an emphasis on: (1) the
quantitative measure; (2) the qualitative
measure; and (3) the reader & task
measure
Danielson Correlation: 1e; 3c; 3e; 4a
Pedagogical Shift 3

District-Wide Instructional Practices 1-6

September June
Mathematics

1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task

4.

The consistent use of

manipulatives to teach abstract
mathematical concepts
Danielson Correlation: 1a; 1b; 1d; 3c; 3d
Pedagogical Shift 4

Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e

Pedagogical Shift 1 and 5

2. Curriculum-driven
opportunities to determine the
meaning of general and domain
specific words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b;
4e
Pedagogical Shift 4

3. Lessons characterized by
knowledge of student ability
and gradual release of
responsibility (from teacher
dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation

5.

A scope and sequence driven

by the connection of new
concepts as a logical extension
of previously taught/mastered
concepts (coherent instruction)
Danielson Correlation: 1a; 1b; 1c; 1e; 3b; 3c
Pedagogical Shift 2

6. Lesson characterized by a
balance of procedural fluency
and conceptual understanding
(dual intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 2b; 2c;
3a; 3b; 3c
Pedagogical Shift 6

Whats the purpose of our new curriculum

engine?

1. To align, curriculum, daily instruction, and assessment

2. To ensure access for all students to standards-based, rigorous learning
opportunities.

Lets take a look inside the NEW engine.

at
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Unit of Study/Domain
PA Common Core Standard
Correlate National Standard
Eligible Content
Key Terms and Definitions
Curriculum Framework

Big Ideas

Enduring Understandings

Essential Questions

Curriculum Standards (Comprehensive)

Common Misconceptions
Starting Points

Essential Questions

Curriculum Standards

Unit Analysis Number of Days

Online Resources

(Lessons and Worthwhile Tasks)

Illustrative and CK-12 (Secondary)

Progressions Document
UDL Lesson with Checklist (6-8)
Teacher PD Resource (Videos 6-8)

http://www.philasd.org

Lets take a look inside the NEW engine.

at
M

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m
e
h

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ti

http://www.philasd.org

Lets take a look inside the NEW engine.

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En uag
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Quarter of Study
Highlighted Focus Standards

1.2 Informational Text Standards

1.3 Literary Text Standards

Correlate National Standard
Eligible Content
Starting Points (Common Core Instructional
Guide)
Performance-Based Objectives
Key Terms and Definitions
Essential Questions

With teacher notes and misconception

reminders
Exemplary Complex Texts

Appendix B

District Recommended

http://www.philasd.org

Lets take a look inside the NEW engine.

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http://www.philasd.org

District-Wide Instructional Practices 1-3 and Link to

Curriculum Engine
ELA, Social Studies, Science, and the Technical Subjects

1.

An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson
Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1
Engine: Performance-Based Objectives (K-12)

2.

Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)

3.

Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts

Mathematics

1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task
Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e
Pedagogical Shift 1 and 5
Engine:
Starting Points (Curriculum Standards)

2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols
Danielson Correlation: 1a; 1b; 1c; 1e; 2b; 4e
Pedagogical Shift 4
Engine:
Key Terms & Definitions (Grades K-Algebra)

3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12

District-Wide Instructional Practices 4-6 and Link to

Curriculum Engine
Mathematics

ELA, Social Studies, Science, and the Technical Subjects

4.

Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1

4.

The consistent use of manipulatives

to teach abstract mathematical
concepts
Danielson Correlation: 1a; 1b; 1d; 3c; 3d
Pedagogical Shift 4
Engine: Teacher Professional Development
Resource (Grades 6-Algebra)

Engine:

Exemplary Complex Texts

5. Curriculum-driven reading opportunities

characterized by discipline-specific
approaches to text; regularly taught,
assessed, and re-taught (if necessary) the
discipline-specific lens through which
members of the specific discipline read,
analyze, and make use of text

5.

Danielson Correlation: 1a; 1b; 1c; 1e; 3b; 3c

Pedagogical Shift 2
Engine: Starting Points

Danielson Correlation: 1a; 3a; 3b; 3c; 4e

Pedagogical Shift 2

Engine: Exemplary Complex Texts

6.

Curriculum-driven reading opportunities

characterized by careful, sustained
interpretation of a variety of texts with an
emphasis on: (1) the quantitative measure;
(2) the qualitative measure; and (3) the
reader & task measure
Danielson Correlation: 1e; 3c; 3e; 4a

Pedagogical Shift 3
Engine: Exemplary Complex Texts

A scope and sequence driven by the

connection of new concepts as a
logical extension of previously
taught/mastered concepts (coherent
instruction)

6.

Lesson characterized by a balance of

procedural fluency and conceptual
understanding (dual intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 2b;
2c; 3a; 3b; 3c
Pedagogical Shift 6
Engine: Teacher Professional Development
Resource (Grades 6-Algebra); Common Core
Progressions Document

Using the Curriculum Engine

to Implement the District-Wide Instructional Practices

Network Breakout Session

Enter Your Name Here
Assistant Superintendent

Opening Questions

1. What is your most significant take-away from the

plenary?
2. What is your first impression of the alignment of the
District-Wide Instructional Practices with the NEW
Curriculum Engine?

Lets Break into Grade Level Bands

Please sit in collaborative (grade level band) groups of no

more than 4 participants.

K-8 or

High School

District-Wide Instructional Practices 1-6 and Link to

Curriculum Engine
ELA, Social Studies, Science, and the Technical Subjects

1.

An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson

4.

Correlation: 1a; 1c; 1e; 2b; 3a; 4e

Pedagogical Shift 1
Engine: Performance-Based Objectives (K-12)

2.

Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)

Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1

Engine:

Exemplary Complex Texts

5. Curriculum-driven reading opportunities

characterized by discipline-specific
approaches to text; regularly taught,
assessed, and re-taught (if necessary) the
discipline-specific lens through which
members of the specific discipline read,
analyze, and make use of text
Danielson Correlation: 1a; 3a; 3b; 3c; 4e
Pedagogical Shift 2

Engine: Exemplary Complex Texts

3.

Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts

6.

Curriculum-driven reading opportunities

characterized by careful, sustained
interpretation of a variety of texts with an
emphasis on: (1) the quantitative measure;
(2) the qualitative measure; and (3) the
reader & task measure
Danielson Correlation: 1e; 3c; 3e; 4a

Pedagogical Shift 3
Engine: Exemplary Complex Texts

District-Wide Instructional Practices 1-6 and Link to

Curriculum Engine
Mathematics

1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task

4.

Danielson Correlation: 1a; 1b; 1d; 3c; 3d

Pedagogical Shift 4
Engine: Teacher Professional Development
Resource (Grades 6-Algebra)

Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e

Pedagogical Shift 1 and 5
Engine:
Starting Points (Curriculum Standards)

2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols

5.

Danielson Correlation: 1a; 1b; 1c; 1e; 2b; 4e

Pedagogical Shift 4
Engine:
Key Terms & Definitions (Grades K-Algebra)

3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12

The consistent use of manipulatives

to teach abstract mathematical
concepts

A scope and sequence driven by the

connection of new concepts as a
logical extension of previously
taught/mastered concepts (coherent
instruction)
Danielson Correlation: 1a; 1b; 1c; 1e; 3b; 3c
Pedagogical Shift 2
Engine: Starting Points

6.

Lesson characterized by a balance of

procedural fluency and conceptual
understanding (dual intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 2b;
2c; 3a; 3b; 3c
Pedagogical Shift 6
Engine: Teacher Professional Development
Resource (Grades 6-Algebra); Common Core
Progressions Document

Lets take another look into the curriculum

engine.

As a group, decide if you would like to take a look at the ELA Engine
or the Mathematics Engine.

Select a grade level (You may only choose quarter 1).

Login to IMS.

Go to the Curriculum Engine.

Select a content area and grade level/course.

District-Wide Instructional Practices 1-6 and Link to

Curriculum Engine
ELA, Social Studies, Science, and the Technical Subjects

1.

An instructional objective
(accessible to students, teachers, and
observers) linked to the content and
a literacy standard or higher-order
thinking skill.
Danielson

4.

Correlation: 1a; 1c; 1e; 2b; 3a; 4e

Pedagogical Shift 1
Engine: Performance-Based Objectives (K-12)

2.

Curriculum-driven opportunities to
determine the meaning of general
and domain-specific words and
phrases (pre and during reading)
Danielson Correlation: 1a; 1b; 1c; 1e;
2b; 4e
Pedagogical Shift 6
Engine: Key Terms and Definitions (K-12)

Curriculum-driven opportunities
characterized by a balance of:
informational (in a variety of topics,
perspectives, and eras) and/or
literary texts (from a variety of authors,
topics, genres, eras, and traditions)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 3e
Pedagogical Shift 1

Engine:

Exemplary Complex Texts

5. Curriculum-driven reading opportunities

characterized by discipline-specific
approaches to text; regularly taught,
assessed, and re-taught (if necessary) the
discipline-specific lens through which
members of the specific discipline read,
analyze, and make use of text
Danielson Correlation: 1a; 3a; 3b; 3c; 4e
Pedagogical Shift 2

Engine: Exemplary Complex Texts

3.

Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation:
1b; 1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Essential Questions; Exemplary Complex Texts

6.

Curriculum-driven reading opportunities

characterized by careful, sustained
interpretation of a variety of texts with an
emphasis on: (1) the quantitative measure;
(2) the qualitative measure; and (3) the
reader & task measure
Danielson Correlation: 1e; 3c; 3e; 4a

Pedagogical Shift 3
Engine: Exemplary Complex Texts

District-Wide Instructional Practices 1-6 and Link to

Curriculum Engine
Mathematics

1. An instructional objective
(accessible to students, teachers,
and observers) linked to the
content and a worthwhile
mathematical task

4.

Danielson Correlation: 1a; 1b; 1d; 3c; 3d

Pedagogical Shift 4
Engine: Teacher Professional Development
Resource (Grades 6-Algebra)

Danielson Correlation: 1a; 1c; 1e; 2b; 3a; 4e

Pedagogical Shift 1 and 5
Engine:
Starting Points (Curriculum Standards)

2. Curriculum-driven opportunities
to determine the meaning of
general and domain specific
words and symbols

5.

Danielson Correlation: 1a; 1b; 1c; 1e; 2b; 4e

Pedagogical Shift 4
Engine:
Key Terms & Definitions (Grades K-Algebra)

3. Lessons characterized by
knowledge of student ability and
gradual release of responsibility
(from teacher dependence to student
independence)
Danielson Correlation: 1b;
1e; 1f; 2a; 2c; 3a; 3b; 3c; 3d; 3e; 4a
Differentiation
Engine:
Curriculum Framework; Starting Points; Common
Core Progressions; CK12

The consistent use of manipulatives

to teach abstract mathematical
concepts

A scope and sequence driven by the

connection of new concepts as a
logical extension of previously
taught/mastered concepts (coherent
instruction)
Danielson Correlation: 1a; 1b; 1c; 1e; 3b; 3c
Pedagogical Shift 2
Engine: Starting Points

6.

Lesson characterized by a balance of

procedural fluency and conceptual
understanding (dual intensity)
Danielson Correlation: 1a; 1b; 1c; 1d; 1e; 1f; 2b;
2c; 3a; 3b; 3c
Pedagogical Shift 6
Engine: Teacher Professional Development
Resource (Grades 6-Algebra); Common Core
Progressions Document

WHAT? SO WHAT? NOW

WHAT?
What - What do your gallery walk observations tell us
about our community of practice?
So what what are important next steps for us as a
learning community? (Including: what should we plan
for our next PD?)
Now what what am I going to do (or continue to do)
in my classroom to continue to improve my
instructional practices?