Transcript Module 2 January 17, 2012
California’s Common Core State Standards
MODULE 3 FEBRUARY 16, 2012
“Commitment to Quality Education for All”
UNLIKE THIS ROAD THAT LEADS US TO PLACES UNKNOWN
OUR GOAL: CREATE A STRAIGHT PATH TO COMMON CORE STATE STANDARDS IMPLEMENTATION
OUTCOMES FOR MODULE 3
Participants will: Explore leadership responsibilities and impact as we shift from current state standards to CCSS Receive support and direction to meet the needs of individual district/schools as they prepare for CCSS Plan and implement the transition from state standards to CCSS (action, timeline)
TRANSITIONING TO THE COMMON CORE SYSTEM Awareness and Dissemination
Building Readiness
Transition
Moving to the New Standards
Implementation
Making Meaning
Transformation
Changing Teaching and Learning
LEADERSHIP AND CHANGE
FIRST AND SECOND ORDER CHANGE
First-order change is doing more, or less, of something we are already doing. First-order change is always reversible.
Second-order change is deciding, or being forced, to do something significantly or fundamentally different from what we have done before.
CHARACTERISTICS OF FIRST AND SECOND ORDER CHANGE
First-order change Adjustments within the existing structure Doing more or less of something Reversible Restoration of balance Non-transformational New learning is not required Old story can still be told
CHARACTERISTICS OF FIRST AND SECOND ORDER CHANGE (CONTINUED)
Second-order change New way of seeing things Shifting gears Irreversible Often begins through the informal system Transformation to something quite different Requires new learning New story is told Bateson, G.
Mind and Nature: A Necessary Unity (1979)
and Bergquist, W.,
The Modern Organization: Mastering the Art of Irreversible Change (1993)
T-CHART
First Order Change Second Order Change
ACTIVITY
With a partner, consider implementation of the Common Core State Standards in your district. 1.
2.
3.
Review the list of elements for implementation Decide which implementation elements are first-order changes and which elements are second-order changes Turn to a table partner and discuss: As a result of this activity, which first order change and which second order change tasks will you start with and why?
COGNITIVE RIGOR MATRIX
CCSS fewer, clearer and more rigorous Based upon Cognitive Rigor Matrix Revised Blooms Webb’s Depth of Knowledge Levels
OLD Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom, 1956
BLOOM’S
NEW Create Evaluating Analyzing Applying Understanding Remembering Anderson & Krathwohl, 2001
WEBB’S DEPTH-OF-KNOWLEDGE LEVELS (DOK)
DOK-1 – Recall & Reproduction
DOK-2 - Basic Application of Skills/Concepts
DOK-3 - Strategic Thinking
DOK-4 - Extended Thinking
READ
Read pages 1-4 of the article, “What exactly do “fewer, clearer, and higher standards really look like in the classroom?” Share with a table partner one new learning from the article.
Examine the Cognitive Rigor Matrix. Discuss with your table group which Webb Level and which Bloom’s you think are used to assess most often at your site.
ACTIVITY
Take out the white handout with two math problems With a partner analyze the 7 Released Item using the Cognitive Rigor Matrix (CRM) th grade CST Apply the same process to the SMARTER Balanced sample assessment question Now, as a table group modify the SMARTER Balanced question to increase the rigor by at least one Webb and one Bloom level
7TH GRADE CST
Activity
Examine the questions below and determine the Depth of Knowledge using Hess’ Cognitive Rigor Matrix on page 5 of the article “What exactly do “fewer, clearer, and higher standards” really look like in the classroom?”
CST- 7 th grade
Mr. Craig made a scale drawing of his office. The width of the scale drawing of the office is 2 inches. What is the actual width, in feet, of Mr. Craig’s office? A.
3 B.
6 C.
9 D.
12 SCALE ½ inch = 3 feet 2 inches
7TH GRADE SMARTER BALANCED SAMPLE QUESTION
STUDENTS’ BELIEFS ABOUT THEIR INTELLIGENCE
Fixed Mindset Avoid learning situations if they might make mistakes Try to hide, rather than fix, mistakes or deficiencies Growth Mindset Work to correct mistakes and deficiencies View effort as positive; increase effort when challenged Briars (2011)
Implementing the More Challenging Aspects of Common Core State Standards
STUDENTS AND ALL EDUCATORS CAN DEVELOP GROWTH MINDSETS
Explicit instruction about the brain, its function, and intellectual development is the result of effort and learning Supports the implementation of CCSS Praise influences mindsets: Fixed: Praise refers to intelligence Growth: Praise refers to effort, engagement, perseverance Briars (2011)
Implementing the More Challenging Aspects of Common Core State Standards
“SAVVY” LEADERSHIP ATTRIBUTES
: Careful entry into the new setting Listening to and learning from those who have been there longer Engage in fact finding and joint problem solving Carefully (rather than rashly) diagnosing the situation Forthrightly addressing people’s concerns Being enthusiastic, genuine and sincere about the change circumstances Obtaining buy-in for what needs fixing Developing a credible plan for making that fix Fullan,
The Six Secrets of Change
(2008)
TURN AND TALK
With a table partner, discuss how you are currently, or will be called upon during the implementation of CCSS to exhibit each of Fullan’s “Savvy” Leadership attributes.
BREAK
ELEVATOR SPEECH As a table group, create an elevator speech about the Common Core State Standards to a targeted audience.
Audience Board Staff Parent/Family Students Extended learning Community Early childhood Post secondary Business
VIEW IT
http://www.youtube.com/watch?v=8NPzLBSBz PI&feature=fvwrel
REFLECTION, CONNECTION, DIRECTION
SMARTER Balanced assessments include: computer adapted administer online, with timely results achievement and growth information rigorous multiple measures student’s progress towards CC Ready performance based assessments What can you build upon that is occurring in your school or district as you get ready for the next generation of assessment?
How will it impact the transition to the CCSS?
"You don't have to change the student
population to get results; you simply have to change the conditions under which they
learn."
PEDRO NOGUERA
FOUR KEYS TO COLLEGE AND CAREER READINESS Key Cognitive Strategies Key Content Knowledge Key Learning Skills & Techniques Key Transition Knowledge & Skills +
Problem formulation
+ +
Hypothesize Strategize
+
Research
+ +
Identify Collect
+
Interpretation
+
Analyze
+
Evaluate
+
Communication
+ +
Organize Construct
+
Precision & accuracy
+ +
Monitor Confirm
+
Structure of knowledge
+ + +
Key terms and terminology Factual information Linking ideas
+
Organizing concepts
+
Challenge level
+
Value
+
Attribution
+
Effort
+
Ownership of learning
+ + + + +
Goal setting Persistence Self-awareness Motivation Help seeking
+ +
Progress monitoring Self-efficacy
+
Learning techniques
+
Time management
29 +
Test taking skills
+
Note taking skills
+
Memorization/recall
+
Strategic reading
+
Collaborative learning
+
Technology prof.
+ + + + + +
Postsecondary awareness
+
Aspirations
+
Norms/culture Postsecondary costs
+
Tuition
+
Financial aid Matriculation
+
Eligibility
+ +
Career awareness
+
Requirements
+
Admissions Program Readiness Role and identity
+
Role models Self-advocacy
+
Resource acquisition
+
Institutional advocacy
Teaching Student Achievement
Organizational Leadership
ORGANIZATIONAL LEADERSHIP
Belief and Culture -
All students will graduate high school and will be college and career ready Focus Area Tasks-Action Steps To Be Taken What Supports do we need to be successful?
Timeline Short term Long Term Persons Involved Monitoring Accountability, Evaluation and Support Organizational Leadership
How will we:
•Create a unified vision • Develop District CCSS Team •Gain commitment and understanding •Hold High Expectations •Sustain momentum •Protect the focus •Nurture collaborative efforts
GUIDING QUESTIONS TASKS-ACTION STEPS TO BE TAKEN What supports do we need to be successful?
What does it look like?
What does it sound like?
What is expected of us?
What do we stand for?
How do we frame our work?
ONE MINUTE RESPONSE
What we learned… What we are unclear/unsure about Comments…
Instructional Leadership
AREAS OF EMPHASIS- ELA
Focus on text complexity Address reading and writing across the curriculum Emphasize analysis of informational text Focus on writing arguments and drawing evidence from sources Emphasize participating in collaborative conversation Integrate media sources across the standards
AREAS OF EMPHASIS - MATHEMATICS
Conceptual understanding of the mathematics more than one correct answer Participation in collaborative conversation Standards for Mathematical Practice Carry across all grade levels Think like a mathematician
INSTRUCTIONAL LEADERSHIP
Belief and Culture -
All students will graduate high school and will be college and career ready Focus Area Tasks-Action Steps To Be Taken What Supports do we need to be successful?
Timeline Short term Long Term Persons Involved Monitoring Accountability, Evaluation and Support Instructional Leadership
How will we:
•Promote high expectations • Align Curriculum •Ensure implementation of CCSS Literacy & Math •Utilize data-driven decision making •Embody a Professional Learning Communities •Provide professional growth
QUALITY INSTRUCTION
Belief and Culture -
All students will graduate high school and will be college and career ready Focus Area Tasks-Action Steps To Be Taken What Supports do we need to be successful?
Timeline Short term Long Term Persons Involved Monitoring Accountability, Evaluation and Support Quality Instruction
How will we include:
• 21
st
Skills and Tools • Revised Bloom’s • Habits of Mind • Level of Cognitive Rigor and Relevance • Establish expectations, common rubrics, exemplars
GUIDING QUESTIONS TASKS-ACTION STEPS TO BE TAKEN
What supports do we need to be successful?
What does it look like?
What does it sound like?
What is expected of us?
What do we stand for?
How do we frame our work?
ONE MINUTE RESPONSE
What we learned… What are we unclear/unsure about Comments…
COMMUNICATION
Belief and Culture -
All students will graduate high school and will be college and career ready Focus Area Tasks-Action Steps To Be Taken What Supports do we need to be successful?
Timeline Short term Long Term Persons Involved Monitoring Accountability, Evaluation and Support Communication
How will we:
Develop strategic communication plan for all stakeholders Ensure constant and consistent messaging Engage all stakeholders Provide access to available CCSS resources
GUIDING QUESTIONS TASKS-ACTION STEPS TO BE TAKEN What supports do we need to be successful What does it look like?
What does it sound like?
What is expected of us?
What do we stand for?
How do we frame our work?
ONE MINUTE RESPONSE
What we learned… What are we unclear/unsure about Comments…
SELECT A FOCUS
In creating a vision in our district/schools for all to be students college and career ready, what will your focus be?
NEXT LEVEL OF WORK – PLAN OF ACTION
Review your CCSS Implementation Plan Select 1 Focus area to begin your work Identify the action items/steps necessary Determine the timeline for each step Post your completed plan of action
PLAN OF ACTION
?
?
?
Focus #1 ?
?
?
GALLERY WALK
A gallery walk is a way of reading, reflecting, discussing and exploring multiple texts or images in an active forum. View your neighboring districts’ Focus Area and plan of action Return to your seats
Respond to the following: What would you like to add, change or refine in your plan?
TRANSITIONING TO THE COMMON CORE SYSTEM Awareness and Dissemination
Building Readiness
Transition
Moving to the New Standards
Implementation
Making Meaning
Transformation
Changing Teaching and Learning
BY 2014-15, THIS LITTLE ONE WILL BE READY FOR THE CCSS. WILL WE BE READY?
EXIT REFLECTION
I Think We Got It Need More Gas
THANK YOU
Please complete the Evaluation Form
COMMON CORE, BABY!
http://www.youtube.com/watch?v=BwND8J2SvGE
CONTACT INFORMATION
Dr. Valerie Chrisman, Assistant Superintendent Educational Services, 383 1903, [email protected]
Lynn Friedman, Director Curriculum and Instruction Support, 437 1306, [email protected]
Martha Hernandez, Director Curriculum and Instruction Support, 437 1333, [email protected]
Dr. Jane Wagmeister, Director Curriculum and Instruction Support, 437 1335, [email protected]