Progress Metrics Toward Implementation of the CCSS: Progress Metrics Toward Implementation of the CCSS: A Conversation about Curriculum, Assessment and

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Progress Metrics Toward Implementation of the CCSS:

A Conversation about Curriculum, Assessment and Professional Learning to Make it Happen

Urban District Leadership Networks RetreatTampa, FL

May 21, 2013

At UDLN last year, we focused on…

• Integrating CCSS into teaching effectiveness work

• Districts were pushed to think deeply about how to align the CCSS with:

o Curriculum

o Teaching Frameworks

o Assessments

o Principal and Teacher Supports

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We now find ourselves at animportant moment.

• The CCSS were introduced in May 2010.

• Assessment for accountability begins in 2014-15.

• At this moment, we are “three years in and one year out” of full implementation of the CCSS.

• Reflection of our successes and our challenges is in order.

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We have the resolve to see it through.

• Your presence at UDLN today represents a deep commitment to excellence in education for all students.

• Implementing the CCSS is a once-in-a-generation challenge and opportunity for our profession to dramatically improve outcomes for our students.

• You are committed to the challenge of reaching the higher ground represented by the CCSS, and you are demonstrating the resolve to see it through.

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Session Goals

• District teams will engage in collaborative reflection on where they really are in the implementation of the Common Core State Standards.

• District teams will explore the paradigm shifts required to implement the Common Core State Standards.

• District teams will reflect on areas of strength—where they have assets ready to share—and areas of need—where they would welcome collaborative support.

• Through a structured networking activity, district teams will have the opportunity to identify and learn about available assets and shared needs among the family of UDLN districts.

Let’s take a step back and reflect.

• We’ve made important strides to align key systemic levers with the CCSS.

• Let’s reflect on three of those levers:

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Assessment

Professional

Learning

Curriculum

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Charting your assets and needs

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CURRICULUM DEVELOPMENT

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Curriculum aligned to the Common Core State

Standards is…

• More than a set of management and administrative tasks.

• More than a set of curriculum documents, programs, resources, and so on.

• Fluid and dynamic.

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We envision curriculum as the system of intentional interactions among teachers, content, and students within a school context; the curriculum is designed to support all students in attaining the knowledge and skills described in the standards.

The Charles A. Dana Center

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Where are we oncurriculum development?

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Every teacher is routinely collaborating with peers to develop a common understanding of the CCSS expectations and is using the district’s vetted curriculum resources to guide planning of CCSS-aligned instruction.

A. Area of great strength: “Have it made in the shade & ready to share.”

B. Area of some strength: “See the light and almost out of the tunnel.”

C. Area of moderate need: “In the frying pan.”

D. Area of great need: “In the fire!”E. Insufficient data to answer: “I really

can’t say.” A. B. C. D. E.

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To support all students in attaining the knowledge and skills described in the standards…

Our progress toward this goal can be characterized as:

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Every principal is delivering a consistent message about the “compelling why” for implementing the CCSS and is supporting teachers in implementing the district curriculum framework, monitoring its implementation, and making adjustments based on the data collected.






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The Central Office team is ensuring that the district’s curriculum resources are aligned to the CCSS and are easily accessible for every teacher, and that the clear expectations for implementing a CCSS aligned curriculum are consistently communicated to individuals at all levels of the system.






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ASSESSMENT

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Whether you call it formative, interim,

benchmark, or summative…Assessment aligned to the CCSS is an authentic learning experience for students that:

• Builds knowledge and skills.

• Enlarges intellectual experience and is cognitively challenging.

• Broadens worldviews and respect for other points of view.

• Develops in students the reflexive capacities to reason with evidence and think logically.

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The CCSS call for focus andcoherence in instruction and

assessment.Teachers should balance the assessment of discrete standards (focus) with frequent assessment of multiple standards (coherence) embedded within a “rich task”* and within “mathematical tasks of sufficient richness.”**

* Common Core State Standards for English Language Arts, p. 5.

** Common Core State Standards for Mathematics, p. 4.

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What is assessment that helps students become college and

career ready?Assessment aligned to CCSS in ELA and Literacy should empower students:

• “to gather, comprehend, evaluate, synthesize, and report on information and ideas”

• “to conduct original research in order to answer questions or solve problems and to”

• “analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.”*

* Common Core State Standards for English Language Arts, p. 4.

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What is assessment that helps students become college and

career ready?Assessment aligned to the CCSS in mathematics should empower students to demonstrate:

• Deep mathematical understanding.

• Procedural fluency.

• Ability to explain and justify answers.

• Rigorous and habitual application of mathematical practices with mathematical content.

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Coherence also means that assessment is:

• A seamless aspect of daily instruction.• Recurring over the course of a curriculum – it’s not

a “one off” event.• Often designed to incorporate complex texts,

content, and multimedia across subject areas and topics.

• Used frequently as a means of informing teaching and learning through the use of actionable data and feedback.

• Integral to the process of students refining and improving their work.

• Not primarily used to give students grades.• Understood by teachers and students to be tasks

worth preparing for and engaging with.

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Where are we on assessment?

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Our district’s approach to assessment will result in regular CCSS-aligned assessment (i.e. diagnostic, formative, interim, summative) of student performance in every school and classroom by 2014-15.






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Every teacher leverages CCSS-aligned assessments to drive instructional practice, ensuring all students are provided with multiple opportunities to demonstrate mastery of rigorous standards that help them become college and career-ready.






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Every principal routinely uses data generated from CCSS-aligned assessments to inform critical school-level decisions related to curriculum and instruction, educator evaluation, professional learning, resource allocation, and student intervention and enrichment.






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PROFESSIONALLEARNING

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Effective implementation of the CCSS is tied to:

• Deep understanding of the CCSS and the instructional shifts they require.

• The ability to drive those shifts in classroom practice.

• Robust professional learning experiences and systems that support understanding and implementation of the CCSS.

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Robust professional learning systems aligned to support

implementation of the CCSS:

• Incorporate multiple modes of delivery (i.e. workshops, coaching, feedback systems, face to face and remotely) and prioritize ongoing teacher collaboration and reflection.

• Create opportunities for teacher voice and leadership in planning for and delivery of professional learning experiences.

• Include a system for gathering and addressing feedback and data on impact.

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Experiences offered in a CCSS-aligned professional learning

system include:• Exploring content focused on CCSS instructional shifts.

• Modeling of CCSS-aligned instructional practices.

• Practicing instructional improvement strategies.

• Learning data-based decision making habits.

• Analysis of student work.

• Planning for CCSS-aligned instruction and

assessment.

• Peer observations.

• Reflection and feedback protocols.

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Where are we onprofessional learning?

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Our district’s professional learning system is aligned to the CCSS, including the key instructional shifts, and supports rigorous CCSS-aligned instruction across all grades and subject areas.






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Every principal implements and sustains formal and informal professional learning structures that provide regular opportunities for educators to collaborate, develop their craft, and learn from each other and their students.






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Every teacher is engaged in regular professional learning experiences that develop her or his capacities to implement the CCSS and every teacher prioritizes collaboration with colleagues to support effective CCSS-aligned instruction.






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Organizing for the gallery walk…

• CAO stays with the work: share your district’s assets and needs with colleagues.

• Avoid pack behavior: divide and conquer!

• Be strategic: what can really help your district?

• Bring back evidence: who will you follow up with, when, and why?

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Gallery Walk Time

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Thank you!

Dinner begins at 6:45pm in Audubon Ballroom DEF.

Documents

Progress Metrics Toward Implementation of the CCSS: Progress Metrics Toward Implementation of the CCSS: A Conversation about Curriculum, Assessment and