Bobby Moore, EdD Judy VanVoorhis, PhD

1. Transitioning to the Common Core Bobby Moore, EdD Judy VanVoorhis, PhD

2. BFK’s Discovery on “High Growth” Schools • Narrow Focus • Proficient Levels of Implementation • Reallocation of Resources • Few Initiatives • Action Oriented • Leaders Model “Best Practices” • Focus on “Vital Behaviors” and “Results”

3. Today’s Learning Targets To introduce OLAC Modules that can assist with building capacity necessary for a successful transition to the Common Core. To provide an update and better understanding on the Common Core and Assessments. Analyze four focuses for transition to the Common Core.

4. OLAC Modules as Resources The Change Process Collaborative Teams and Organizational Structures Developing Shared Accountability Development of A Focused Plan Effective Curriculum Practices The Collaborative Process

5. Change Leadership

6. Self-Reflection Part 1 • Think of a large-scale change initiative that you have led or been involved in that was not successful. • Why was it not successful? • Think about and list the root causes: • What factors led to an unsuccessful outcome? • What was done well? • What was not done well? • What could have been done better?

7. Self-Reflection Part 2 • Think of a large-scale change initiative that you have led or been involved in that was successful. • Why was it successful? • Think about and list the root causes: • What factors led to a successful outcome? • What was done well? • What was not done well? • What could have been done better?

8. Kotter’s Eight-Stage Process for Change • Create The Case for Change. • Create a Guiding Coalition and Engage Stakeholders. • Develop a Vision and Strategy. • Communicate The Change Vision. • Identify and Overcome Barriers to Success. • Generate Short-Term Wins—Celebrate Hard Work. • Build on Success. Fail Forward. • Anchor Change In The Culture—Encourage a Culture of Continuous Improvement.

9. School Leadership Developing and maintaining a cohesive team with a relentless focus on student learningis a daunting task. To cultivate a culture that is always challenging the status quo and where excellence is the expectation, school leaders will need to be courageous, focus on the rightgoals, prioritize therightpractices, monitor the rightmeasuresand demonstrate high levels of emotionalintelligence.

10. More Than 50% of the Districts Were Excellent or Higher Advanced Placement Examinations 67 districts rated excellent or excellent with distinction had zero students take AP exams. ACT Scores 109 districts rated excellent or excellent with distinction had average ACT scores below the state average. Diplomas with Honors 160 districts rated excellent or excellent with distinction had fewer than 20% of their graduating class receive diplomas with honors. College Remediation Rates 136 districts rated excellent had college remediation rates above the state average.

11. Proficient is Not College Ready

12. Proficient is Not College Ready Gr. Rd Prof./Raw % Math Prof./Raw % 3rd 92.71 78.79 94.77 82.29 4th 96.47 77.87 94.57 78.50 5th 91.79 75.01 85.17 68.82 6th 96.86 68.25 94.53 69.92 7th 96.78 74.55 94.94 67.12 8th 98.20 78.81 96.13 70.18

13. Where Are People? • Leading change requires disturbing people, but at a rate they can accommodate. Comfort Zone Risk Zone Fear Zone Fight Flight

14. Lowering the Temperature Raise the Temperature • Draw attention to the tough questions. • Give people more responsibility than they are comfortable with. • Bring conflicts to the surface. Lower the Temperature • Address technical aspects of problems. • Establish structures and roles. • Reclaim the responsibility for tough issues. Heifetz & Linsky (2002)

15. Constructive Discontent Creating a culture that is rarely satisfied with results and that is always looking for ways to improve without being de-motivating. • What is the fundamental purpose of the school? • Why are we brought together? • The main thing is to keep the main thing the main thing.

16. The Common Core

17. Common Core Adoptions *Maine and Washington have adopted the CCSS provisionally** Minnesota adopted the CCSS in ELA only Source: PARCC consortia

18. Implementation Timeline • Transition to the Common Core: • Teacher development • Local curriculum revision • Test development • 2011-2014 State Board Adopts Standards June 2010 State Board Adopts Model Curriculum March 2011 Transition Complete June 2014 2010 2011 2012 2013 2014

19. Standards Reflect

20. Ohio’s Language is Changing

21. Format of K-12 ELA Standards Strand Grade Level Topic* Standard

22. Format of K-8 Math Standards Grade Level Domain Standard Cluster

23. Format of HS Math Standards Conceptual Category Domain Standard Cluster

24. What Will Change? • Content at various grade levels • Delivery of instruction and assessment • Teacher focus on formative instructional practices • Creation and reliance on professional learning communities—peer-to-peer accountability • Stronger connection between delivery of instruction, assessment, use of data, and teacher effectiveness

25. Where Are We Going? • Best practices, strong content, and uniform assessments employed consistently across the state and nation • Increased collaboration among teachers, driven and supported by effective leaders • Increased student achievement

26. Before implementation can proceed • Who needs deep understanding of the Common Core State Standards? TeachersandAdministrators need deep understanding of the Common Core State Standards? • Whose commitment is required? TeachersandAdministrators need to commit to implementation of the Common Core State Standards.

27. College and Career Readiness Standards • These standards represent a huge shift in thinking from minimal levels of proficiency to high levels of achievement for ALL students. • To be career ready requires more from students and their teachers than merely getting into college or getting a job. • Fast paced global society.

28. Shifts in English Language Arts Shift in emphasis from fiction to nonfiction in reading and writing. Focus on close analysis of texts with evidence to back up claims and conclusions. Emphasis in teaching literacy skills in and through history/social studies, science, and technical content areas. Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

29. Content Shifts See handouts: 12 Content Shifts Resources

30. ELA CCSS Focus • Focus on Coherence • Progressions develop literacy skills across grade levels (close reading and literary nonfiction) • Focus text complexity in reading • Students required to read texts of increasing complexity • Focus on college and career readiness in writing • Students required to write using evidence from informational reading (writing to sources; arguments [not persuasion] and increased research) • Focus on literacy across content areas • Literacy skills in reading and writing included in history/social studies, science, and technical areas

31. Mathematics Emphasis (Shifts) • Greater emphasis on reasoning and problem solving • Teach content through the standards for mathematical practice • Learning Progressions • Critical areas • 1st pg. of each grade and course • Mathematical practices

32. Learning Progressions

33. High School Pathways High School’s Best Resource

34. What can be done now? • Get to know the CCSS: • Begin developing the Mathematical Practices • Provide teachers vertical understanding of content across several grades using the “Critical Areas”

35. Embed greater emphasis on reasoning and problem-solving tasks Provide time for teachers to focus on the 3-4 critical areas in each grade, and discuss the grade before and the grade after Teach content through the standards for the 8 mathematical practices What Should We Do Now?

36. Critical Areas of Mathematics • PD Option • Posters needed – 1 of each • K, 1, 2, 3, 4, 5, 6, 7, 8 • High School Posters • Number and quantity • Algebra • Functions • Modeling • Geometry • Statistics/Probability

37. PD Teacher Activity • Need • Posters of Critical Areas of Focus, K-8 and 9-12 • Template for teachers to record findings • Actions • Place posters on the walls in order K-8 and a wall for HS. • Have teacher teams select 3 grades (vertically; K-2; 3-5; 6-8 and HS) to discuss the 3-4 critical areas at each grade with their team. • Teachers record their findings on the template.

38. Critical Areas of Focus (K-8)

39. Teacher PD • As a team, discuss 3-4 critical areas in each grade • Vertically

40. Common Core State Standards forMathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

41. The Bottom Line: Alignment & Collaboration A tool, like the BFK K-12 Common Core Vertical Progression Guide for ELA or Mathematics, that displays Common Core Standards can support collaborative teams as they align and craft curriculum, instruction and assessments. ALIGNMENT across grades COLLABORATION across grades, courses and content areas

42. Four Focuses for Transition Create an urgency and manage the change process. Prioritize this initiative. Develop and communicate a specific and coherent action plan. Provide resources (guides, tools, instructional materials and time).

43. Sample of an Actual District’s Inventory of Initiatives • DIBELS Read 180 • Success Maker Readers’ Workshop • Writers’ Workshop • Data Teams • Ramp Up to Language Arts • Ramp Up to Math • Teacher Leader Effectiveness • Power School • Math Investigations • Everyday Math • Response to Intervention • Positive Behavioral Support • Saxon Phonics • Literacy First • Buckle Down Waterford Early Literacy • Scholastic Reading Inventory • Reading Counts • Study Island • Saxon Math • Math Leap Frog • Harcourt Science Kits • Accelerated Reader • Star Early Literacy • Fast Math • Professional Learning Communities

44. Too Many Initiatives?

45. Initiative Fatigue In a time of financial constraints, educational leaders must mandate a clear direction for effective allocation of precious resources of time, energy, and money. There are too many initiatives not explicitly linked to improved student achievement and as a result educational systems are suffering from “Initiative Fatigue.” Doug Reeves The Leadership and Learning Center

46. Transition Plan

47. Curriculum Development: A Multi-Stage Process with Timeline for Implementation • Instructional Delivery • All lessons and learning activities reflect the Common Core and revised state standards • Learning is focused on the depth of what students should know & be able to do • Lessons are delivered in segments with checks for learning after each segment • Pacing guides identify when common assessments occur • Assessment Development • Develop assessments for each “I Can” • Incorporate common formative and summative assessments for each unit • Design performance-based assessment items • Use assessment results to redesign units, identify intervention, Etc. • PLCs • Teacher teams (TBTs, BLTs, departments, etc.) to meet to work on units, lessons, and common assessments • Protocols established for content teams to review assessment results, student work, assessment items and lessons, etc. to provide feedback and support curricular changes • Lesson • Development • Design lessons for each unit to support the assessment of each learning target • Use Model Curricula to support instructional design • Use research-based practices • Establish protocols and rubrics for lesson design • Get organized for the effort • Understand multi-step process • Charter teams • Set goals based on vision and mission • Establish high performing work team protocols • Set high expectations • Etc. • Unwrapping the Standards • Utilize Cross-walk tool and Model Curricula • Identify changes in content • Identify changes in levels of rigor • Site grade-level issues/ concerns • Etc. • Re-Wrap the Standards • Create the “skeleton” of units around big ideas/ concepts • Think intra- and inter-disciplinary • Focus on rigor including 21st Century Skills, Inquiry-based learning, globalization • Sequence units based on school calendar & “rhythm” of school year • Elaborate Units • Establish unit titles • Develop Essential Questions & Under-standings • Identify targets for learning • Develop “I Can” statements for each target using K, S, R. P • Apply authentic literacy practices across all units

48. School-Level Recommendations • Grades K-2 (and as many grades as possible) • Begin CCSS implementation for LA/Reading and Math in Fall 2011 • Common Core Implementation Teams • Much like School Improvement or OIP Committees • School Implementation Teams • Composed of principal and lead teachers to oversee implementation and professional development within school • School lead teachers • Language Arts/Reading and Math teachers from each grade • Promote maximum student success and ensure all students are college and career ready • Collaboration • Increased collaboration among teachers, driven and supported by effective leaders. Time built into scheduled teacher in-service for grade level collaboration and comparison of old and new standards by teachers

49. Building Capacity • The sooner teachers can begin comparing current standards to the CCSS, the more confident and competent teachers will become in designing and delivering instruction on these standards. • Training offered by Battelle for Kids, ODE, ESC and others will assist in this, by enabling teachers to design better instruction at the deeper level required in CCSS.

50. What do you need for the transition? • ODE’s crosswalks and comparative analyses can help, but these do not execute the transition • Common Core State Standards • Knowledge of the major shifts for ELA and Mathematics