bobby moore, edd judy vanvoorhis, phd transitioning to the common core

Bobby Moore, EdD Judy VanVoorhis, PhD

Transitioning to the Common Core

Copyright, 2011. Battelle for Kids.

Narrow Focus Proficient Levels of Implementation Reallocation of Resources Few Initiatives Action Oriented Leaders Model “Best Practices” Focus on “Vital Behaviors” and “Results”

BFK’s Discovery on “High Growth” Schools

Copyright, 2012. Battelle for Kids. All Rights Reserved.

1. To introduce OLAC Modules that can assist with building capacity necessary for a successful transition to the Common Core.

2. To provide an update and better understanding on the Common Core and Assessments.

3. Analyze four focuses for transition to the Common Core.

Today’s Learning Targets


OLAC Modules as Resources

1. The Change Process

2. Collaborative Teams and Organizational Structures

3. Developing Shared Accountability

4. Development of A Focused Plan

5. Effective Curriculum Practices

6. The Collaborative Process


Change Leadership


Self-Reflection Part 1

Think of a large-scale change initiative that you have led or been involved in that was not successful. Why was it not successful?

Think about and list the root causes: What factors led to an unsuccessful outcome? What was done well? What was not done well? What could have been done better?


Self-Reflection Part 2

Think of a large-scale change initiative that you have led or been involved in that was successful. Why was it successful?

Think about and list the root causes: What factors led to a successful outcome? What was done well? What was not done well? What could have been done better?


Kotter’s Eight-Stage Process for Change

1. Create The Case for Change.

2. Create a Guiding Coalition and Engage Stakeholders.

3. Develop a Vision and Strategy.

4. Communicate The Change Vision.

5. Identify and Overcome Barriers to Success.

6. Generate Short-Term Wins—Celebrate Hard Work.

7. Build on Success. Fail Forward.

8. Anchor Change In The Culture—Encourage a Culture of Continuous Improvement.


School Leadership

Developing and maintaining a cohesive team with a relentless focus on student learning is a daunting task.

To cultivate a culture that is always challenging the status quo and where excellence is the expectation, school leaders will need to be courageous, focus on the right goals, prioritize the right practices, monitor the right measures and demonstrate high levels of emotional intelligence.


More Than 50% of the Districts Were Excellent or Higher

Advanced Placement Examinations67 districts rated excellent or excellent with distinction had zero students take AP exams.

ACT Scores109 districts rated excellent or excellent with distinction had average ACT scores below the state average.

Diplomas with Honors160 districts rated excellent or excellent with distinction had fewer than 20% of their graduating class receive diplomas with honors.

College Remediation Rates136 districts rated excellent had college remediation rates above the state average.


Proficient is Not College Ready


Gr. Rd Prof./Raw % Math Prof./Raw %

3rd 92.71 78.79 94.77 82.294th 96.47 77.87 94.57 78.505th 91.79 75.01 85.17 68.826th 96.86 68.25 94.53 69.927th 96.78 74.55 94.94 67.128th 98.20 78.81 96.13 70.18

Proficient is Not College Ready


Where Are People?

Leading change requires disturbing people, but at a rate they can accommodate.

Comfort

Zone

RiskZone

FearZone Flight

Fight


Lowering the Temperature

Raise the Temperature

1. Draw attention to the tough questions.

2. Give people more responsibility than they are comfortable with.

3. Bring conflicts to the surface.

Lower the Temperature

1. Address technical aspects of problems.

2. Establish structures and roles.

3. Reclaim the responsibility for tough issues.

Heifetz & Linsky (2002)


Constructive Discontent

Creating a culture that is rarely satisfied with results and that is always looking for ways to improve without being de-motivating.What is the fundamental purpose of the school?Why are we brought together?The main thing is to keep the main thing the main thing.


The Common Core


*Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA only

Source: PARCC consortia

Common Core Adoptions


Implementation Timeline

20102010 20112011 2014201420122012 20132013

State Board Adopts Model

CurriculumMarch 2011March 2011

State Board Adopts

StandardsJune 2010 June 2010

Transition CompleteJune 2014June 2014

Transition to the Common Core:•Teacher development•Local curriculum revision•Test development

2011-20142011-2014


Standards Reflect

New Features New Focus• Fewer, clearer, and higher

• Internationally benchmarked

• Aligned to model curriculum

• College and career readiness

• Content and skills

• Coherence, focus, rigor


National Common Core Standards

Ohio RevisedStandards

ELA Math Science Social Studies

Current OACS

Strand Domain Strand Strand Standard

Topic* Cluster Topic Topic Benchmark

Standard Standard Content Statement

Content Statement

Indicator

Ohio’s Language is Changing


Format of K-12 ELA Standards


Format of K-8 Math Standards


Format of HS Math Standards


1. Content at various grade levels

2. Delivery of instruction and assessment

3. Teacher focus on formative instructional practices

4. Creation and reliance on professional learning communities—peer-to-peer accountability

5. Stronger connection between delivery of instruction, assessment, use of data, and teacher effectiveness

What Will Change?


Where Are We Going?

Best practices, strong content, and uniform assessments employed consistently across the state and nation

Increased collaboration among teachers, driven and supported by effective leaders

Increased student achievement


Before implementation can proceed

Who needs deep understanding of the Common Core State Standards?

Teachers and Administrators need deep understanding of the Common Core State Standards?

Whose commitment is required?Teachers and Administrators need to commit to implementation of the Common Core State Standards.


College and Career Readiness Standards

These standards represent a huge shift in thinking from minimal levels of proficiency to high levels of achievement for ALL students.

To be career ready requires more from students and their teachers than merely getting into college or getting a job.

Fast paced global society.


Shift in emphasis from fiction to nonfiction in reading and writing.Focus on close analysis of texts with evidence to back up claims and conclusions.Emphasis in teaching literacy skills in and through history/social studies, science, and technical content areas.

Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Shifts in English Language Arts


See handouts: 12 Content Shifts Resources

Content Shifts


ELA CCSS Focus

Focus on Coherence Progressions develop literacy skills across grade levels

(close reading and literary nonfiction)

Focus text complexity in reading Students required to read texts of increasing complexity

Focus on college and career readiness in writing Students required to write using evidence from

informational reading (writing to sources; arguments [not persuasion] and increased research)

Focus on literacy across content areas Literacy skills in reading and writing included in

history/social studies, science, and technical areas


Mathematics Emphasis (Shifts)

Greater emphasis on reasoning and problem solving

Teach content through the standards for mathematical practice

Learning Progressions

Critical areas 1st pg. of each grade and course

Mathematical practices


Learning Progressions


High School Pathways

High School’s Best Resource


What can be done now?

Get to know the CCSS: Begin developing the Mathematical Practices

Provide teachers vertical understanding of content across several grades using the “Critical Areas”


What Should We Do Now?

Embed greater emphasis on reasoning and problem-solving tasks

Provide time for teachers to focus on the 3-4 critical areas in each grade, and discuss the grade before and the grade after

Teach content through the standards for the 8 mathematical practices


Critical Areas of Mathematics

PD Option Posters needed – 1 of each

K, 1, 2, 3, 4, 5, 6, 7, 8 High School Posters

Number and quantity Algebra Functions Modeling Geometry Statistics/Probability


PD Teacher Activity

Need Posters of Critical Areas of Focus, K-8 and 9-12 Template for teachers to record findings

Actions Place posters on the walls in order K-8 and a wall for

HS. Have teacher teams select 3 grades (vertically; K-2; 3-

5; 6-8 and HS) to discuss the 3-4 critical areas at each grade with their team.

Teachers record their findings on the template.


Critical Areas of Focus (K-8)


Teacher PD

As a team, discuss 3-4 critical areas in each grade Vertically

3

4

5

6

7

8


Common Core State Standards forMathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and 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.


The Bottom Line: Alignment & Collaboration

A tool, like the BFK K-12 Common Core Vertical Progression Guide for ELA or Mathematics, that displays Common Core Standards can support collaborative teams as they align and craft curriculum, instruction and assessments.

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COLLABORATION across grades, courses and content areas


1. Create an urgency and manage the change process.

2. Prioritize this initiative.

3. Develop and communicate a specific and coherent action plan.

4. Provide resources (guides, tools, instructional materials and time).

Four Focuses for Transition


Sample of an Actual District’s Inventory of Initiatives

Literacy First Buckle Down Waterford Early Literacy Scholastic Reading Inventory Reading Counts Study Island Saxon Math Math Leap Frog Harcourt Science Kits Accelerated Reader Star Early Literacy Fast Math Professional Learning Communities

DIBELS Read 180 Success Maker Readers’ Workshop Writers’ Workshop Data Teams Ramp Up to Language Arts Ramp Up to Math Teacher Leader Effectiveness Power School Math Investigations Everyday Math Response to Intervention Positive Behavioral Support Saxon Phonics


Too Many Initiatives?


Initiative Fatigue

In a time of financial constraints, educational leaders must mandate a clear direction for effective allocation of precious resources of time, energy, and money. There are too many initiatives not explicitly linked to improved student achievement and as a result educational systems are suffering from “Initiative Fatigue.”

Doug Reeves

The Leadership and Learning Center


Transition Plan


Curriculum Development: A Multi-Stage Process with Timeline for Implementation

FamiliarityGetting to know the standards

Intense PDArticulating the District

Curriculum

Implementation

Assessment and Instruction

2011-12 2012-13 2013-14

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Stage 8

Get organized for the effort•Understand multi-step process•Charter teams•Set goals based on vision and mission•Establish high performing work team protocols•Set high expectations •Etc.

Unwrapping the Standards•Utilize Cross-walk tool and Model Curricula•Identify changes in content•Identify changes in levels of rigor•Site grade-level issues/ concerns•Etc.

Elaborate Units•Establish unit titles•Develop Essential Questions & Under-standings•Identify targets for learning•Develop “I Can” statements for each target using K, S, R. P•Apply authentic literacy practices across all units

Assessment Development•Develop assessments for each “I Can”•Incorporate common formative and summative assessments for each unit•Design performance-based assessment items•Use assessment results to redesign units, identify intervention, Etc.

Lesson Development•Design lessons for each unit to support the assessment of each learning target•Use Model Curricula to support instructional design•Use research-based practices•Establish protocols and rubrics for lesson design

Instructional Delivery•All lessons and learning activities reflect the Common Core and revised state standards•Learning is focused on the depth of what students should know & be able to do•Lessons are delivered in segments with checks for learning after each segment•Pacing guides identify when common assessments occur

PLCs•Teacher teams (TBTs, BLTs, departments, etc.) to meet to work on units, lessons, and common assessments•Protocols established for content teams to review assessment results, student work, assessment items and lessons, etc. to provide feedback and support curricular changes

Re-Wrap the Standards •Create the “skeleton” of units around big ideas/ concepts•Think intra- and inter-disciplinary•Focus on rigor including 21st Century Skills, Inquiry-based learning, globalization•Sequence units based on school calendar & “rhythm” of school year


School-Level Recommendations Grades K-2 (and as many grades as possible)

Begin CCSS implementation for LA/Reading and Math in Fall 2011 Common Core Implementation Teams

Much like School Improvement or OIP Committees School Implementation Teams

Composed of principal and lead teachers to oversee implementation and professional development within school

School lead teachers Language Arts/Reading and Math teachers from each grade Promote maximum student success and ensure all students are

college and career ready Collaboration

Increased collaboration among teachers, driven and supported by effective leaders. Time built into scheduled teacher in-service for grade level collaboration and comparison of old and new standards by teachers


Building Capacity

The sooner teachers can begin comparing current standards to the CCSS, the more confident and competent teachers will become in designing and delivering instruction on these standards.

Training offered by Battelle for Kids, ODE, ESC and others will assist in this, by enabling teachers to design better instruction at the deeper level required in CCSS.


What do you need for the transition?

ODE’s crosswalks and comparative analyses can help, but these do not execute the transition

Common Core State Standards Knowledge of the major shifts for ELA and

Mathematics


Other Curricular Supports

Crosswalks Comparative Analysis Documents Model Curriculums Formative Instruction Modules Instructional Improvement System


Crosswalks


Grade Level Comparative Analysis Tool

An analysis of each grade to determine What topics are still there What topics are moved What topics are new


Now what?

What have you done? What do you plan to do? What challenges do you anticipate?

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