Transitioning to Common Core One Step At A Time

1. Transitioning to Common CoreOne Step At A Time

2. Introductions • Patty Sweet • psweet@alcaweb.org • (Cell) 580-744-0611

3. “Identify Problems – Look for Solutions” • “Wouldn’t it be nice if…?”

4. New Initiatives • More work! • More time! • More meetings!

5. Why are New Initiatives a Problem? • There is never enough time. • There is never enough funding. • There is never adequate guidance. • And now, there are simply too many projects to manage efficiently and effectively.

6. Discussion Discussion Process offers the Opportunity to Reflect and Share Elbow Partner (Paired-Reflection) Table Talk (Consensus) Group-Team (Shared Belief-Requires a Reporter) Partner-Outside-Your-Team (Quick-Break)

7. Establishing Common Routines • Call back signals… • “Focus on Me Please” • Silent “Five”

8. Discussion Topics • The collective consequences of too much, too soon, too fast… • What questions do you have…

9. School Improvement - Random School Improvement

10. Vision, Mission, Purpose -Focused School Improvement

11. Synergy – Focus Together! School Transformation

12. Synergy Defined • Cooperative interaction among groups, especially among the acquired subsidiaries or merged parts of a corporation, that creates an enhanced combined effect. • A mutually advantageous conjunction or compatibility of distinct business participants or elements (as resources or efforts)

13. The Question? • Do I focus my energy on teaching to the test? • Do I focus on teaching real-life application aligned to the world of work?

14. Don’t be successful at the wrong thing? http://www.youtube.com/watch?v=gBfHofVAy0c&feature=related

15. Narrow Your Focus Integration of Effective Teaching Strategies and Brain-based Strategies

17. Literacy Strategies for Every Content Area • Building Academic Vocabulary • Before-During-After Reading Guides • Graphic Organizers • Note-taking • Formal and Informal Writing Assignments • Cooperative Learning

18. "The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn." -Alvin Toffler (Futurist/Author)

19. Learning Goal Today • Develop a COMMON vocabulary, COMMON purpose, COMMON vision to communicate and collaborate efficiently and effectively as highly functioning, state- and district-wide teams.

20. Big Idea for CCSS Sustained rigorous curriculum which is aligned to standards, assessment, and instructionrequires highly functioning, inter-disciplinary, district-wide teams.

21. Before-During-After Reading Guides/Strategies

22. Combination Notes

23. Look Deeper

24. Define Rigorous Google it…

25. Rigorous by Definition According to American Heritage Dictionary http://education.yahoo.com/reference/dictionary/entry/rigorous Rigorous: ADJECTIVE Characterized by or acting with rigor: a rigorous program to restore physical fitness. Full of rigors; harsh: a rigorous climate. Rigidly accurate; precise. See Synonyms at burdensome.

26. SREB – TCTW National Forum January 2010

27. Rigor Defined • Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. • …the reaching for a higher level of quality in both effort and outcome. • Larry Ainsworth • Rigorous Curriculum Design, 2010

28. RigorousCurriculum • A rigorous curriculum is an inclusive set of intentionally aligned components – clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies – organized into sequenced units of study. • Larry Ainsworth • Rigorous Curriculum Design, 2010

29. Explore the synergy of: Higher Order Thinking Problem-Solving Depth of Knowledge Rigor, Relevance, & Relationship Address the Components of Rigor

30. Criteria for Complex Teaching and Learning Matrix adapted from: Benjamin Bloom's Taxonomy Norman Webb's Depth of Knowledge William Daggett's Rigor, Relevance, & Relationship L. W. Trowbridge’s Five E Teaching/Learning Cycle Analyze and Evaluate Rigor

31. Rigorous Curriculum • A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area. • Larry Ainsworth • Rigorous Curriculum Design, 2010

32. Criteria for Complex Teaching and Learning Matrix adapted from: Benjamin Bloom's Taxonomy Norman Webb's Depth of Knowledge William Daggett's Rigor, Relevance, & Relationship L. W. Trowbridge’s Five E Teaching/Learning Cycle Analyze and Evaluate Rigor

34. Norman Webb Depth of Knowledge (DOK)

35. 3-5 Grade OCCT Norman Webb Depth of Knowledge (DOK)

36. 6-8 Grade OCCT Norman Webb Depth of Knowledge (DOK)

44. Effective Instructional Strategies

45. Effective Instructional Strategies

46. The Power of Vocabulary For Educators and Students

47. Learner Responsibility

48. FIDELITY OF IMPLEMENTATION

49. “The definition of insanity is doing the same thing over and over again expecting different results.” –Albert Einstein