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]