NATIONAL Pathway for Common Core Implementation

NATIONALPATHWAY

FOR COMMON COREIMPLEMENTATION

PRACTICUM ONE

Closely Held KnowledgeCommon ReadingReasoning: What is Rigor in the CCSS?Experience: Common Core ELA & MathYour Plan: Trainer or Changer / A RubricPlan Review and PresentationPinning Ceremony

TODAY’S OVERVIEW

PRIORITY

Require WEEKLY use of computer for writing

Require 4 to 5 pages of writing weeklyELA & Social Studies

Thesaurus Use (Vocabulary)

The purpose of Practicum One is to Synthesize the learning points

related to Leading a Common Core Standards Implementation.

Our goal is to further explore the critical elements of Organizational

Change related to the CCSS.

LEARNING TARGET

What are you doing to implement CCSS?

What’s going well? Where are the Pushback Points? What strategies are you using to

overcome them? What is most challenging so far?

SHARING

:30

8

WHAT’S IN YOUR ANXIETY CLOSET?

PRACTICUM ONE: KNOWLEDGE

Q: What Grades See the Largest Shift in Lexile Requirements for Text Complexity?

RIGOR

Q: What Grades See the Largest Shift in Lexile Requirements for Text Complexity?

A: 4th to 5th

RIGOR

Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels

CurrentTypical text measures

(by grade)

Common CoreText complexity grade bandsand associated Lexile ranges

Grade 4?

Grade 8?

Grade 12?

WHAT ARE THE PERCENTAGES OF NON-FICTION IN..

Grade 4? 50%

Grade 8? 55%

Grade 12? 70%

WHAT ARE THE PERCENTAGES OF NON-FICTION IN..

Percentage distribution of literary and informational passages

– Non Fiction - is Key

Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

Give me three reasons….

WHY IS INFORMATIONAL NON-FICTION IMPORTANT


1. Type of text read in college & work place

2. Students who fail to meet CCR Benchmarks are weak in this type of reading

3. Key type of text for Science and Math

WHY IS INFORMATIONAL NON-FICTION IMPORTANT

ACT Study – Schmeiser, 2006

Unprepared in Reading

Preparedin Reading

Chance of later success

1%

32%

Science15%

67%

Mathematics

Grade 4

Grade 8

Grade 12

WHAT ARE THE PERCENTAGE TARGETS FOR ARGUMENTATIVE

WRITING IN..

Grade 4 30%

Grade 8 35%

Grade 12 40%

WHAT ARE THE PERCENTAGE TARGETS FOR ARGUMENTATIVE

WRITING IN..

To Argue . . . and Inform . . . in WritingCCSS Requires Argument / Evidence-based Writing

Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework


WHY IS EVIDENCE-BASES WRITING IMPORTANT?


1. Uses Evidence and Argument2. Uses Critical Thinking Skills – creates

understanding of Facts / Knowledge3. Real world need: We have 24/7 access

to any fact with Mobile Device.. But what is Truth? Understanding argument is a key skill.

WHY IS EVIDENCE-BASES WRITING IMPORTANT?

What are the implications for your teachers?

Are your teachers comfortable with evidence-based writing?

How well do they understand the differences between opinion and argument?

Do all content area teachers understand when to assign expositional and argument writing assignments?

What are your plans to help them prepare for these shifts?

EVIDENCE-BASED WRITING

TEACHER ACTIVITY CHANGES

• The Common Core Standards emphasize student outcomes at higher levels of cognitive performance / critical thinking.

• Instruction must expect higher levels of critical understanding.

• Skills define the type of Rigorous Mastery for each skill in the standards

SecondFirst ThirdKindergartenNumber Sense

OperationsMeasurement

Consumer ApplicationsBasic Algebra

Advanced AlgebraGeometric ConceptsAdvanced Geometry

Data DisplaysStatistics

ProbabilityAnalysis

TrigonometrySpecial Topics

FunctionsInstructional Technology

I. Memorize Facts, Definitions, FormulasII. Perform ProceduresIII. Demonstrate UnderstandingIV. Conjecture, Analyze, Generalize, ProveV. Solve Non-Routine Problems/Make

Connections

USE THE TOOL

http://seconline.wceruw.org/secwebhome.htm

Or Linked inside of..

www.CurriculumMapper.com



Who can explain what “Fluency” means in the Common Core math standards?

WHY IS THE MEANING OF “FLUENCY” IN THE CCSS MATH

STANDARDS?

Who can explain what “Fluency” means in the Common Core math standards?

Critical skill sets at each grade level where students should be able to quickly apply knowledge and understanding to novel problems…

WHY IS THE MEANING OF “FLUENCY” IN THE CCSS MATH

STANDARDS?

Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20

Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100

Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division

Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r

FLUENCY

What are the implications for your teachers?

What are your plans to help them prepare for this shift?

FLUENCY IN THE COMMON CORE MATH CLASS IS IMPORTANT

BECAUSE. . .

Thinking differently about math

McDonald’s ClaimWikipedia reports that 8% of all Americans eat

at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.

Do you believe the Wikipedia report to be true? Create a mathematical argument to justify your position.

(Briars, Feb 2011)

STANDARDS FOR MATHEMATICAL PRACTICE IN A CLASSROOM

What percent of Content Standards within the CCSS are already “aligned” to existing State Standards?

ON AVERAGE..

What percent of Content Standards within the CCSS are already “aligned” to existing State Standards?

Two-Thirds (2/3)

ON AVERAGE..

Give me three Impact Points….

HOW DOES THE 2/3 CURRENT ALIGNMENT IMPACT OUR WORK?

Give me three Impact points….

1. Content Standards are not the center of the “Big Shift”

2. Curriculum Alignment is less challenging as compared to Alignment of Instructional Practice

3. Focus on Career/College Anchors (ELA) & Math Practices

HOW DOES THE 2/3 CURRENT ALIGNMENT IMPACT OUR WORK?

What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects..

WHAT IS THE PRIORITY CCR?

What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects..

CCR #1Read Closely to determine what the text says explicitly, make logical inferences from it, use evidence from the text when writing and speaking to support conclusions

WHAT IS THE PRIORITY CCR?

What is the Phase One Priority Standard for Mathematical Practice?

WHAT IS THE PRIORITY MPS?

What is the Phase One Priority Standard for Mathematical Practice?

CCR #1Read Closely to determine what the text says explicitly, make logical inferences from it, use evidence from the text when writing and speaking to support conclusions

WHAT IS THE PRIORITY MPS?

ACT Study – Schmeiser, 2006

Unprepared in Reading

Preparedin Reading

Chance of later success

1%

32%

Science15%

67%

Mathematics

47

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments / 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

What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements?

WHAT KIND OF VOCABULARY IS CRITICAL

TO MEET THE COMMON CORE GOALS?

What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements?

1. Academic Vocabulary2. Domain Specific Vocabulary (Science,

Social Studies, Math, Technical)

WHAT KIND OF VOCABULARY IS CRITICAL

TO MEET THE COMMON CORE GOALS?

ELAStanzaPreferencePunctuationCollaborateIllustratorBrainstormPunctuationNon-fiction

MathAttributeDecomposeDecompositionCompositionHexagonDimensionalVerticesCategory

KINDERGARTEN ESSENTIAL VOCABULARY

What is the technical definition of College & Career Readiness, as put forth by the National Governor’s Association, various workplace associations like the US Chamber of Commerce, and academics like the Council of Chief State School Officers and ACT, as well as U.S. DOE?

DEFINE COLLEGE AND CAREER READINESS

What is the technical definition of College & Career Readiness, as put forth by the National Governor’s Association, various workplace associations like the US Chamber of Commerce, and academics like the Council of Chief State School Officers and ACT, as well as U.S. DOE?

Moving to the next level of learning without need for remediation.

DEFINE COLLEGE AND CAREER READINESS

What are the five elements of sustainable change which we must include within our Common Core State Standards Implementation?

SUSTAINABLE CHANGE

Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision Skills+ + Resources + Action Plan = Resistance

Vision Skills+ + Incentives + Action Plan = Frustration

Vision Skills+ + Incentives + Resources = Treadmill

Curriculum Mapping Implementation

Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"

Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"

Conditions for Successful ImplementationPlan

Plan

Plan

Plan

Plan

Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.

Plan: Provides the direction to eliminate the treadmill effect.

Knoster, T., Villa, R., & Thousand, J. (2000)

What does sustainable change look like in your school or district?

Have you documented the vision for Common Core implementation? Have you gotten buy-in?

Do you have a plan?

SUSTAINABLE CHANGE

Lexile Shift Targets for Non-Fiction, Argumentative

Writing Learning Target Requirements Math Fluency Requirements Use of the SEC tool College & Career Anchors and Math Practices Priorities for Instructional Focus Vocabulary Targets College & Career Readiness Background Elements of Sustainable Change

CLOSELY HELD CONTENT

You’ve Come a LONG WAY

QUICKLY!

CONGRATULATIONS!

PRACTICUM ONE: REASONING

RIGOR IS…

Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels.

Barbara Blackburn, 2008

ACADEMIC RIGOR IS ACCOMPLISHED BY…

Increasing the complexity of thinking in :course content, instruction and assessment

• Course content Content acquisition (Learning Progressions) Appropriate leveled text for challenge

• Instruction Activities promoting critical thinking Communication building relevance Applying integrated ideas Application of concepts Promote responsibility

• Assessment Aligned to learning targets Engages with academic content Requires extended, elaborated responsesSource: Adapted from Defining Rigor, Julie Edmunds, SERVE

Rigor is defined by my ability

to think, apply, and perform in

novel or non-routine circumstances.

You Are ReadyTo Communicate the VISION,the REQUIREMENTS, and the

PRIORITIES of theCommon Core State Standards!

CONGRATULATIONS!

SIMILAR TO ACT FORECAST

PRACTICUM ONE: DEEP EXPERIENCE

What is the result of TEACHING LESS CONTENT over three days..

but teaching MORE DEEPLY WITHIN THE CONTENT over three days?

GO SLOW TO TEACH MORE

Learning through “Exemplars” can be effective as you lead your school / district through Common Core.

PROBLEM: I don’t know how to replicate the experience of the Exemplar beyond the one, specific lesson example.

THE PROBLEM WITH EXEMPLARS

They exist in the Common Core Standards documents.

The assessment consortia are publishing regularly.

Use them by “deconstructing the lesson” and creating a routine.. So teachers can independently implement a Common Core Lesson!

USING EXEMPLARS

Conditions for Successful Implementation










Plan

Plan

Plan

Plan

Plan




You Have A DEEPER UNDERSTANDING of the

Common Core State Standardsand the skills to transform

Exemplars into Reproducible Routines!

CONGRATULATIONS!

PRACTICUM ONE: PLANNING

What are some of the key concerns you have about transitioning to and/or implementing the Common Core State Standards?

What are some of the immediate steps you can take?

REFLECTION QUESTIONS

Write Down, within your group,

Based upon our learning so far, what are THREE HABITS or PRACTICES that need to change for a successful implementation of CCSS?

How many days of “Professional Learning” will it take to change…?

REFLECTION QUESTION

This Practicum is about ORGANIZATIONAL CHANGE.

RECALL… the elements of organizational change

TRAINING OR CHANGING?

1. BELIEVE that students can and must do more

2. BELIEVE that I can and must accomplish more

3. Break Old Habits / Give Up Old Practices4. Try New Instructional Practices5. Build Mastery Over Time through

ROUTINE6. Make New Habits / ROUTINE

ELEMENTS OF ORGANIZATIONAL CHANGE

As a Common Core Black BeltYour MISSION is to BECOME THE

EXPERTand TAKE BACK UNDERSTANDING

to BUILD CAPACITY

Take 30 minutes and write out your plan on a Flipchart, as it exists so far, for

accomplishing your MISSION!

YOUR PLAN SO FAR

Share out..

YOUR PLAN SO FAR










Conditions for Successful ImplementationPlan

Plan

Plan

Plan

Plan




What do you think will be most difficult for

Teachers?

FIRST STEP

Step 1: Believe

The first step is believing teachers (and students) can and will change.

Research clearly shows the Power of Expectation!

HOW DO WE GET THERE?

Step 2: Change OUR Behavior

The Second Step in Movement Forward is Changing Practice.

Doing the same thing and expecting different results = CRAZY!

ASK FOR SPECIFIC CHANGEASK FOR LARGE CHANGECHANGE ONLY ONE THING AT A TIME


If Constancy of Purpose is the First Step to Quality, Motivation to Change is the First Step to Organization Development (Lewin)

Not everyone will change (it’s OK) Resistance is ugly Build advocates and change agents

ENTERPRISE CHANGE

Vestige of old, now invalid thinking Leads to defensiveness and resistance

due to pain of having to UNLEARN and RETHINK

Three stages: Denial (won’t happen; won’t last) Scapegoating and passing the buck (their fault ; I’m retiring)

Maneuvering & bargaining (my kid’s can’t; it isn’t developmentally appropriate; etc)

ANTICIPATE “SURVIVAL ANXIETY”

Choose specific targets for improvementStay focusedDon’t try to solve everything this yearWhat’s yours to address?

Teachers/teacher leaders have ownership of the targets and the changes to be implementedPlanReality check/observe/analyze/ Interpret/make sense/change activity

CHOOSE YOUR TARGET(S)

Allocation of Sufficient Time for Professional Development/Learning

Consistent Ongoing PD ParticipationSchool-level leadership that links the model

to other professional development activitiesPD reflects targets or provides paths to

achieve targetsRegular identification and communication

of targets for improvement from the analysis even if it is uncomfortable

CONDITIONS FOR EFFECTIVENESS

Step 3: Understand the New Bar

You cannot become what you cannot envision.

You cannot implement if you do not understand!


Don’t Do It.

ASSESSMENT / EVALUATION

The “test” drives our behavior and activity

Step 5: Begin Movement

Prioritize Key Elements of ACTIVITY


Conditions for Successful Implementation










Plan

Plan

Plan

Plan

Plan




What are the implications for your plan? Is there anything you’ve not considered?

Have you addressed all elements for sustainable change?

Have you identified a specific strategy? What are your concerns about why it might not be effective? How will you mitigate those concerns?

What else do you need to consider or anticipate?

QUESTIONS

Rationale Make sure you know why you’re doing

what you’re doing Be sure others know and can explain it

Vision of the Common Core Experience What does the Common Core classroom

look like and sound like? Is there consensus among your teachers?

DOES YOUR PLAN INCLUDE. . .

Elements for Sustainable ChangeTargets for successObservable measures of successPathway to success

DOES YOUR PLAN INCLUDE. .

PRACTICUM ONE: PLANNING REVISION

Review your plan Consider what it means to be a “change

agent Revise your plan and present it to the team Use the following title as the vision

statement for your plan:

Beyond Training: Creating Capacity for College & Career Ready Instruction Through

Sustainable Change

FINAL EXERCISE

Rationale Vision of the Common Core Experience Elements for Sustainable Change Targets for success Observable measures of success Pathway to success

DOES YOU PLAN INCLUDE. . .

PRESENTATION

CONGRATULATIONS GREEN BELTS

The Green Belt Represents GROWTH, like that of a green plant as it sprouts our of the ground. The student has built a firm foundation and is ready to begin to grow in their study of College & Career Readiness through the Common Core State Standards.

The first INTERMEDIATE Belt!

EMERGING LEARNER

My Name Is..

.. And I am a Common Core Green Belt!

I have learned..

PINNING

Documents

NATIONAL Pathway for Common Core Implementation