Transcript PRIORITIESfor PRINCIPALS &Building TEAMS

PART II
Priorities for
Principals
Your Presenter
Kevin Baird
[email protected]
PRIORITIES
FOR
PRINCIPALS &
BUILDING TEAMS
TODAY’S OVERVIEW
The Big Vision
The Requirements of Common Core
EXAMPLES: The New Assessments
PRIORITIES for NOW!
THE NATIONAL PATHWAY
A Process of Discovery, Support and Mastery
THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & Priorities
Curriculum
Instruction
Assessment
Observe, Communicate, Teach, Direct
Refinement
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
YOU ARE THE TEACHNOLOGY
Your Next Step
GET THE GRANT!
Make Contact
Get Support
Grant Funding:
[email protected]
BREAKING NEWS!
WHAT DOES IT MEAN?
UNDERSTANDING
THROUGH
ASSESSMENT
STUDY
PROBLEM STUDY
For each of the following examples..
? What is different compared to current
lessons?
STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
Traditional U.S. Problem
Which fraction is closer to 1:
4/5 or 5/4 ?
Same Problem with SMP integration
Which number is closer to 1: 4/5 or 5/4? Using
a number line, explain why this is so.
(Daro, Feb 2011)
SECOND GRADE
 When you add or subtract, line the numbers up on
the right, like this:
 23
 +9
 Not like this
 23
 +9
THIRD GRADE
3.24 + 2.1 = ?
If you “Line the numbers up on the right “ like
you spent all last year learning, you get this:
3.2 4
+ 2.1
You get the wrong answer doing what you
learned last year. You don’t know why.
Teach: line up decimal point.
Continue developing place value concepts
PROCESS OF TEACHING
Consider
How We Approach
Math Instruction…
BUTTERFLY METHOD
USE BUTTERFLIES ON THIS TIMSS ITEM
1/2 + 1/3 +1/4 =
GRADE K ADDITION & SUBTRACTION
GRADE 1 ADDITION AND SUBTRACTION
GRADE 2 PERFORMANCE TASK
http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStu
dentWork/default.htm
YESTERDAY
STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
McDonald’s Claim
(Is it True or False?)
Wikipedia 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? Using
mathematical evidence, defend your position.
Is your position a fact, an opinion, or an estimation?
( B r i a r s , Fe b 2 01 1 )
TODAY: HIGH SCHOOL EXIT
PERFORMANCE TASKS
Seeing Structure in a Quadratic Equation
HIGH SCHOOL ILLUSTRATIVE
SAMPLE ITEM
32
High School Illustrative Item Key Features and Assessment
Advances
The given equation is quadratic equation with two solutions. The task
does not clue the student that the equation is quadratic or that it has
two solutions; students must recognize the nature of the equation
from its structure. Notice that the terms 6x – 4 and 3x – 2 dif fer only
by an overall factor of two. So the given equation has the structure
𝑄 2 = 2𝑄
where Q is 3x – 2. The equation Q 2 - 2Q is easily solved by factoring as
Q(Q-2) = 0, hence Q = 0 or Q = 2. Remembering that Q is 3x – 2, we
have
3𝑥 − 2 = 0 or 3𝑥 − 2 = 2.
These two equations yield the solutions 23 and 43 .
Unlike traditional multiple -choice tests, the technology in this task
prevents guessing and working backwards. The format somewhat
resembles the Japanese Univer sity Entrance Examinations format (see
innovations in ITN Appendix F). A fur ther enhancement is that the
item format does not immediately indicate the number of solutions.
33
THE CCSS SHIFTS BUILD TOWARD
COLLEGE AND CAREER READINESS FOR
ALL STUDENTS
Assessment Framework Content
“For example, at grade 3, students might listen to an
animated cartoon character providing information
on ways to save energy in the home. The student is
then asked to respond to a series of short-answer
comprehension questions or perhaps to analyze or
integrate information in order to complete a graphic
organizer with key ideas and examples from the
public service announcement.”
GRADE 7 ANALY TICAL PROSE
CONSTRUCTED-RESPONSE ITEM #1
Based on the information in the text
“Biography of Amelia Earhart,” write an
essay that summarizes and explains the
challenges Earhart faced throughout her
life. Remember to use textual evidence to
support your ideas.
37
FINAL GRADE 7 PROSE CONSTRUCTEDRESPONSE ITEM #2
You have read three texts describing Amelia Earhart. All three
include the claim that Earhart was a brave, courageous person. The
three texts are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart ’s
bravery.
Write an essay that analyzes the strength of the arguments about
Earhart’s bravery in at least two of the texts. Remember to use
textual evidence to support your ideas.
38
Literary Analysis Task (Grade 10):
Ovid’s “Daedalus and Icarus” and
Sexton’s “To a Friend Whose Work
Has Come to Triumph ”
39
GRADE 10 PROSE CONSTRUCTEDRESPONSE ITEM
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come to
Triumph” by Anne Sexton to write an essay that provides an
analysis of how Sexton transforms Daedalus and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or dif ferent in the two texts, but feel free
to develop your own focus for analysis.
Develop your essay by providing textual evidence from both
texts. Be sure to follow the conventions of standard English.
40
GRADE 10 EVIDENCE-BASED SELECTEDRESPONSE ITEM
Part A
Which of the following sentences best states an
important theme about human behavior as described
in Ovid’s “Daedalus and Icarus”?
a.Striving to achieve one’s dreams is a worthwhile
endeavor.
b.The thoughtlessness of youth can have tragic
results.*
c.Imagination and creativity bring their own rewards.
d.Everyone should learn from his or her mistakes.
41
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that
support the answer to Part A.
a. “and by his playfulness retard the work/his anxious father planned” (lines
310-311)*
b. “But when at last/the father finished it, he poised himself” (lines 312-313)
c. “he fitted on his son the plumed wings/ with trembling hands, while down
his withered cheeks/the tears were falling” (lines 327-329)
d. “Proud of his success/the foolish Icarus forsook his guide” (lines 348349)*
e. “and, bold in vanity, began to soar/rising above his wings to touch the
skies” (lines 350-351)*
f. “and as the years went by the gifted youth/began to rival his instructor’s
art” (lines 376-377)
g. “Wherefore Daedalus/enraged and envious, sought to slay the youth”
(lines 384-385)
h. “The Partridge hides/in shaded places by the leafy trees…for it is mindful
of its former fall” (lines 395-396, 399)
SUMMARY
Complex (Non-Fiction) Text
STRATEGY: Text Dependent / Critical Thinking
Evidence & Argument
Vocabulary
Type of Math Problem
Math Fluency
REFLECTION QUESTION
What does an ELA or Social Studies
or Science
class look like?
How is Math Instruction
Different?
IMMEDIATE
PRIORITIES
FOR
PRINCIPALS &
BUILDING LEADERSHIP
TEAMS
NATIONAL
PATHWAY
FOR COMMON CORE
IMPLEMENTATION
Priorities for NOW
THE NATIONAL PATHWAY
A Process of Discovery, Support and Mastery
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
YOU ARE THE TEACHNOLOGY
DO NOW
FOCUS ON INSTRUCTIONAL PRACTICE
REVISE CURRICULUM (COMPLEXITY)
BUILD DEEP CAPACITY
[email protected]
DO NOW
EDUCATE FEDERAL PROGRAM DIRECTORS
MESSAGE YOUR COMMUNITY
(Scores, Different Approach)
Lexile
Quantile
[email protected]
KEY CONCEPT
HiFIs
High Fidelity Impact Strategies
WHAT IS YOUR GOAL
What is your Coherence Lens
Across Initiatives
What is your VISION for this year?
Specific
Measurable
PRIORIT Y
PRINCIPAL DEVELOPMENT
• What are they responsible for?
• What do CCSS HiFIs Look Like?
• One Key Question: How are you increasing
Complexity
2 nd: AWARE FOR ALL!
CERTIFICATION PROGRAMS
Black Belt: Leadership
Black Belt: Principal’s Academy
Black
Black
Black
Black
Black
One Year
30 Hours
Belt School Certification
Two Years
Belt Cross Curricular Literacy 30 Hours
Belt Close Reading
60 Hours
Belt: Common Core Technology 30 Hours
Belt: Curriculum Mapping
30 Hours
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
PRIORIT Y
FOCUS ON ONE THING
• VISION – We all will do one thing differently
• Focus on Skills!
2 nd: How to use existing resources
CURRICULUM
Approach Curriculum Differently!
Step One: Complexity + Inquiry
CONTENT
ELA: Non-Fiction, Social Studies,
Science, Classics
MATH: Text-based Problems, Model
Problems, Short Answer Questions
“Explain your answer”
K – 8 DOMAINS
Domains
K
1
2
3
4
5
6
7
8
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Statistics and Probability
Functions
7/18/2015 • page 61
INSTRUCTION: FLUENCY
Required Fluency
K
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
Kindergarten
Number Sense
Operations
Measurement
Consumer Applications
Basic Algebra
Advanced Algebra
Geometric Concepts
Advanced Geometry
Data Displays
Statistics
Probability
Analysis
Trigonometry
Special Topics
Functions
Instructional Technology
I.
II.
III.
IV.
V.
Memorize Facts, Definitions, Formulas
Perform Procedures
Demonstrate Understanding
Conjecture, Analyze, Generalize, Prove
Solve Non-Routine Problems/Make
Connections
First
Second
Third
INSTRUCTION
WRITING
SIMILAR TO ACT FORECAST
PRIORIT Y
 Require WEEKLY use of computer for writing
 Require 4 to 5 pages of writing weekly
ELA & Social Studies
 Thesaurus Use (Vocabulary)
RESOURCE
ASSESSMENT
WRITING
Multiple Sources
Performance Tasks
PERFORMANCE TASKS
THE CCSS SHIFTS BUILD TOWARD
COLLEGE AND CAREER READINESS FOR
ALL STUDENTS
FLUENCY
Required Fluency
K
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
RESOURCES
PROGRESSIONS
for
UNDERSTANDING
GRADUATE PROGRAMS
CommonCoreInstitute.Org
CERTIFICATION PROGRAMS
Black Belt: Leadership
Black Belt: Principal’s Academy
Black
Black
Black
Black
Black
One Year
30 Hours
Belt School Certification
Two Years
Belt Cross Curricular Literacy 30 Hours
Belt Close Reading
60 Hours
Belt: Common Core Technology 30 Hours
Belt: Curriculum Mapping
30 Hours
COLLEGE & CAREER READINESS
BLACK BELT INSTITUTES
Institute I: What is College & Career Readiness
Institute II: Approaching Instruction - Socratic
Practice & Productive Struggle
Institute III: Achieving Complexity – Curriculum
& Instruction
Institute IV: Finding Voice – Literacies
Institute V: Progress Monitoring for College &
Career Readiness
National Conference on College & Career
Readiness Capstone Strand
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
SECONLINE.WCERUW.ORG RESOURCES
KIDS.NATIONALGEOGRAPIC.COM
WWW.NCTM.ORG
CORESTANDARDS.ORG
OECD.ORG
COLLEGECAREER.ORG
COMMONCOREINSTITUTE.ORG
READ: NON FICTION
WRITE: PERSUASIVELY
ALIGN: CRITICAL THINKING
IMPLEMENT: MATH PRACTICES
IMPLEMENT: ELA ANCHORS
USE: CCSS LESSON PROMPTS
USE: DECONSTRUCTED CCSS
REMEMBER
On-Level
Students
are TWO
GRADES
BEHIND
Your Next Step
GET THE GRANT!
Make Contact
Get Support
Grant Funding:
[email protected]
THE TEAM
THANK YOU!
Your Presenter
Kevin Baird
[email protected]