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Leading The Common Core

Join this session to learn about the Common Core State Standards, their impact on administrators, and strategies for successful implementation. Explore resources and tools to support effective instruction for all students.

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Leading The Common Core

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  1. Leading The Common Core The Essential Role of Administrators Laura Petschauer ODE Special Education Drew Hinds ODE Instructional Materials Cheryl Kleckner ODE CCSS Co-Lead Marta Turner Northwest Regional ESD Jeff Coleman Clackamas ESD

  2. Welcome/Introductions Please Share: • Your Name • Your Role/Position • Your School District • What comes to mind when you hear the words “Common Core State Standards”?

  3. Overview of Administrator Strand • Part I: 10:00-11:30 • CCSS Why, When, What, Shifts • What Administrators Need to Know and Do • Diverse Learner Considerations • Part II: 1:30-3:00 • CCSS Across the Content • Quality Review Rubric for Lessons and Units • Part III: 3:30-5:00 • Resources and Tools • Implementation Planning and Action

  4. Goals for Today’s Sessions • Understand CCSS Shifts and Instructional Implications • Learn about Considerations that Support Effective Instruction for All Students • Explore Resources to Support Administrators and Teachers in Successful CCSS Implementation

  5. Raising the Bar • More rigorous expectations for students to better prepare them for high school and beyond.  • In 2010-11, students in grades 3 through 8 were held to a higher standard in math. • Last year higher expectations were put in place for reading and science.

  6. Math Results • In math, results were mixed. • The percent of elementary and middle school students meeting or exceeding the state standard went up at every grade. • High school performance dropped two percent.

  7. Reading Results • In reading, student learning increased substantially in elementary and middle school. • The percent of students meeting standard was down due to the change in reading expectations that went into effect last year.  • High school performance was up less than a percent.

  8. Science and Writing Results • In science, all grades saw a decrease in student performance.  • The percent of students meeting standard on the high school writing test went down one percent.

  9. Jobs and Education Requirements • 63% of jobs nationwide will require some postsecondary education by 2018 • 64% of Oregon jobs will require postsecondary education; of those: • 54% vocational training, certification, or associate degree • 46% bachelor or graduate degree Source: Georgetown University Center on Education and the Workforce, June 2010

  10. Average is Over "There will always be change — new jobs, new products, new services. But the one thing we know for sure is that with each advance in globalization and the I.T. revolution, the best jobs will require workers to have more and better education to make themselves above average.” Thomas L. FriedmanNew York Times, January 24, 2012

  11. Common Core State Standards A sea change that is going to require teachers to teach differently. And if teachers are to teach differently, then administrators need to lead differently.

  12. What is the Common Core? • State-led effort for a common set of standards in English Language Arts & Literacy and Math that: • Align with college and workplace expectations • Are rigorous and evidence-based • Are internationally benchmarked • Adopted by 46 states • Implementation Now • New State Assessments in 2014-15 • Next Generation Science Standards coming in March 2013

  13. It’s on the fast track… Implementation NOW! 2014–2015 Oregon Administers Smarter Balanced Assessments February 2012 46 States have Adopted CCSS October 2010 Oregon Adopted CCSS

  14. Benefits of Common Core

  15. SMARTER Balanced Assessment Consortium • 25 States (Oregon is a Lead) • Operational in 2014-2015 • Math Content and Practices • ELA and Literacy • Last 12 weeks of the school year • Computer Adaptive • Performance Tasks

  16. Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative tools and practices to improve instruction All students leave high school college and career ready Interim assessments that are flexible and open

  17. SMARTER Item Types TEXT TEXT TEXT EXT TXT

  18. Performance Tasks • Extended projects demonstrate real-world writing and analytical skills • May include online research, group projects, presentations • Require 1-2 class periods to complete • Included in both interim and summative assessments • Applicable in all grades being assessed • Evaluated by teachers using consistent scoring rubrics The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching. - Linda Darling-Hammond and Frank Adamson, Stanford University

  19. Transition: OAKS to SMARTER Field test and alignment work (2013-2014) • Scoring Guide Alignment Study • Determine the degree to which the Oregon scoring guides measure student CCSS proficiency Policy Questions • Will evidence collected prior to the transition (2014-2015) be allowable for graduation purposes? Yes • Will work samples and the other approved options be allowable through the transition period? Yes • When will students be eligible to use the Smarter Balanced assessment for Essential Skills? Not yet determined www.ode.state.or.us/superintendent/priorities/2012-dec-handout---essential-skills-transition-to-smarter-balanced-assessments.ppt

  20. What’s Different about CCSS? These Standards are NOT intended to be NEW NAMES FOR OLD WAYS OF DOING BUSINESS. They are a call to take the next step. It is time for states to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  21. If I keep doing what I’m doingand you keep not learning,then who is the slow learner?Dr. Marcia L. Tate

  22. The Instructional Core Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement. Principle #2: If you change one element of the instructional core, you have to change the other two. Richard Elmore, Ph.D., Harvard Graduate School of Education

  23. Changing Role of the Administrator Leadership through implementation of: • Common Core State Standards • Data-driven instruction • Teacher effectiveness: evidence-based observations Implementation through strategic use of: • Teacher planning time • Teacher professional development time • Principal time and energy • Observation/feedback cycle between principal and teachers • Interim assessment results

  24. CCSS Implications for Teaching and Learning

  25. MATHEMATICAL PRACTICES Essential component at ALL grades! Mathematics instruction must connect the practices to the content. Common Core State Standards for Mathematics

  26. The Standards for Mathematical Practice Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice? Mathematically Proficient Students…

  27. CCSS Mathematics – Six Shifts • Focus • Coherence • Procedural Fluency • Deep Conceptual Understanding • Applications (Modeling) • Balanced Emphasis www.ode.state.or.us/wma/teachlearn/commoncore/ common-core-shifts-math.pdf

  28. Math Shift 1: Focus

  29. SMARTER Mathematics Claims for Summative Assessment

  30. ELA & Literacy – Six Shifts • Increase Reading of Informational Text • Text Complexity • Academic Vocabulary • Text-based Answers • Increase Writing from Sources • Literacy Instruction in all Content Areas www.ode.state.or.us/wma/teachlearn/commoncore/ common-core-shifts-ela.pdf

  31. ELA/Literacy Shift 1: Increase Reading of Informational Text

  32. SMARTER ELA & Literacy Claims for Summative Assessment Place text here

  33. CCSS Shifts Implications What are the implications of these changes in Math and ELA & Literacy standards and assessments and who is affected by them? Where is your district in implementing the CCSS? What is your role and what do you need to successfully implement the CCSS?

  34. What Do Administrators Need To Know • What are the Common Core State Standards? • How will the CCSS impact state assessments? • What are the implications of the CCSS? To Do • Draft an implementation plan • Communicate how the CCSS address equity • Plan long-range, articulated professional development • Foster communication within and across content areas • Review current instructional materials • Develop a transition plan and curriculum framework www.ode.state.or.us/search/page/?id=3265

  35. Communicate How CCSS Addresses Equity • What do the data indicate about student achievement for each student group in our district? • What are the implications of these data for the implementation of the CCSS?

  36. CCSS Implications for Diverse Learners Quick Write • What are the implications of CCSS for diverse learners? • How will you address the needs of all students in CCSS implementation?

  37. CCSS Administrator Session Part II

  38. Foster Communication within and across Content Areas • How can we facilitate and support collaboration among teachers that is focused on implementation of the standards? www.ode.state.or.us/search/page/?id=3566

  39. Review Current Instructional Materials • To what extent do existing instructional materials align with and address the standards? • What changes can we make to better align our materials with the standards?

  40. CCSS Quality Lesson/UnitReview Rubric

  41. CCSS Administrator Session Part III

  42. Draft an Implementation Plan • Which stakeholders should be recruited to serve on a team to develop the district’s implementation plan? • What are the perceived challenges to effectively implementing the CCSS? • What approaches are needed to effectively address these challenges in our district? • What resources that others have developed can we use in our implementation efforts?

  43. Plan Long-range, Articulated Professional Development • How will we determine the knowledge and skill needs of teachers? • What does research say about effective professional development that impacts teacher practice and improves student learning? • How will professional development (and the time for it) be funded?

  44. Develop a Transition Plan and Curriculum Framework • How can the curricular content developed by other organizations and districts inform the work of our district? • How does our existing curricular content compare with other examples that “align with the standards”?

  45. CCSS Resources & Tools

  46. Communicating with Parentswww.ode.state.or.us/search/page/?id=3380

  47. CCSS Resources for Administratorswww.ode.state.or.us/search/page/?id=3388

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