Progress Metrics Toward
Implementation of the CCSS:
A Conversation about Curriculum, Assessment and
Professional Learning to Make it Happen
Urban District Leadership Networks Retreat
Tampa, FL
May 21, 2013
1
At UDLN last year, we focused on…
• Integrating CCSS into teaching effectiveness work
• Districts were pushed to think deeply about how
to align the CCSS with:
o Curriculum
o Teaching Frameworks
o Assessments
o Principal and Teacher Supports
2
We now find ourselves at an
important moment.
• The CCSS were introduced in May 2010.
• Assessment for accountability begins in 2014-15.
• At this moment, we are “three years in and one
year out” of full implementation of the CCSS.
• Reflection of our successes and our challenges is in
order.
3
We have the resolve to see it through.
• Your presence at UDLN today represents a deep
commitment to excellence in education for all
students.
• Implementing the CCSS is a once-in-a-generation
challenge and opportunity for our profession to
dramatically improve outcomes for our students.
• You are committed to the challenge of reaching the
higher ground represented by the CCSS, and you are
demonstrating the resolve to see it through.
4
Session Goals
• District teams will engage in collaborative reflection on
where they really are in the implementation of the Common
Core State Standards.
• District teams will explore the paradigm shifts required to
implement the Common Core State Standards.
• District teams will reflect on areas of strength—where they
have assets ready to share—and areas of need—where they
would welcome collaborative support.
• Through a structured networking activity, district teams
will have the opportunity to identify and learn about
available assets and shared needs among the family of
UDLN districts.
5
Let’s take a step back and reflect.
• We’ve made important strides to align key
systemic levers with the CCSS.
• Let’s reflect on three of those levers:
6
Curriculum
Assessment
Professional
Learning
7
Charting your assets and needs
8
CURRICULUM DEVELOPMENT
9
Curriculum aligned to the Common
Core State Standards is…
• More than a set of management and
administrative tasks.
• More than a set of curriculum documents,
programs, resources, and so on.
• Fluid and dynamic.
10
We envision curriculum as the system of
intentional interactions among teachers,
content, and students within a school
context; the curriculum is designed to
support all students in attaining the
knowledge and skills described in the
standards.
The Charles A. Dana Center
11
Where are we on
curriculum development?
12
To support all students in attaining the knowledge and skills
described in the standards…
Every teacher is routinely collaborating with peers to develop a
common understanding of the CCSS expectations and is using the
district’s vetted curriculum resources to guide planning of CCSSaligned instruction.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
13
To support all students in attaining the knowledge and skills
described in the standards…
Every principal is delivering a consistent message about the
“compelling why” for implementing the CCSS and is supporting
teachers in implementing the district curriculum framework,
monitoring its implementation, and making adjustments based on the
data collected.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
14
To support all students in attaining the knowledge and skills
described in the standards…
The Central Office team is ensuring that the district’s curriculum
resources are aligned to the CCSS and are easily accessible for every
teacher, and that the clear expectations for implementing a CCSS
aligned curriculum are consistently communicated to individuals at all
levels of the system.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
15
Charting your assets and needs
Minutes
remaining
4
58
10
6
2
3719
0
16
ASSESSMENT
17
Whether you call it formative, interim,
benchmark, or summative…
Assessment aligned to the CCSS is an authentic
learning experience for students that:
• Builds knowledge and skills.
• Enlarges intellectual experience and is
cognitively challenging.
• Broadens worldviews and respect for other
points of view.
• Develops in students the reflexive capacities to
reason with evidence and think logically.
18
The CCSS call for focus and
coherence in instruction and assessment.
Teachers should balance the assessment of
discrete standards (focus) with frequent
assessment of multiple standards (coherence)
embedded within a “rich task”* and within
“mathematical tasks of sufficient richness.”**
* Common Core State Standards for English Language Arts, p. 5.
** Common Core State Standards for Mathematics, p. 4.
19
What is assessment that helps students
become college and career ready?
Assessment aligned to CCSS in ELA and Literacy
should empower students:
• “to gather, comprehend, evaluate, synthesize, and
report on information and ideas”
• “to conduct original research in order to answer
questions or solve problems and to”
• “analyze and create a high volume and extensive range
of print and nonprint texts in media forms old and
new.”*
* Common Core State Standards for English Language Arts, p. 4.
20
What is assessment that helps students
become college and career ready?
Assessment aligned to the CCSS in mathematics
should empower students to demonstrate:
• Deep mathematical understanding.
• Procedural fluency.
• Ability to explain and justify answers.
• Rigorous and habitual application of mathematical
practices with mathematical content.
21
Coherence also means that assessment is:
• A seamless aspect of daily instruction.
• Recurring over the course of a curriculum – it’s not a “one
off” event.
• Often designed to incorporate complex texts, content, and
multimedia across subject areas and topics.
• Used frequently as a means of informing teaching and
learning through the use of actionable data and feedback.
• Integral to the process of students refining and improving
their work.
• Not primarily used to give students grades.
• Understood by teachers and students to be tasks worth
preparing for and engaging with.
22
Where are we on
assessment?
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To support all students in attaining the knowledge and skills
described in the standards…
Our district’s approach to assessment will result in regular CCSSaligned assessment (i.e. diagnostic, formative, interim,
summative) of student performance in every school and
classroom by 2014-15.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
24
To support all students in attaining the knowledge and skills
described in the standards…
Every teacher leverages CCSS-aligned assessments to drive
instructional practice, ensuring all students are provided with
multiple opportunities to demonstrate mastery of rigorous
standards that help them become college and career-ready.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
25
To support all students in attaining the knowledge and skills
described in the standards…
Every principal routinely uses data generated from CCSS-aligned
assessments to inform critical school-level decisions related to
curriculum and instruction, educator evaluation, professional
learning, resource allocation, and student intervention and
enrichment.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
26
Charting your assets and needs
Minutes
remaining
4
58
10
6
2
3719
0
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PROFESSIONAL
LEARNING
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Effective implementation
of the CCSS is tied to:
• Deep understanding of the CCSS and the
instructional shifts they require.
• The ability to drive those shifts in classroom
practice.
• Robust professional learning experiences
and systems that support understanding
and implementation of the CCSS.
29
Robust professional learning systems aligned
to support implementation of the CCSS:
• Incorporate multiple modes of delivery (i.e.
workshops, coaching, feedback systems, face to
face and remotely) and prioritize ongoing teacher
collaboration and reflection.
• Create opportunities for teacher voice and
leadership in planning for and delivery of
professional learning experiences.
• Include a system for gathering and addressing
feedback and data on impact.
30
Experiences offered in a CCSS-aligned
professional learning system include:
• Exploring content focused on CCSS instructional shifts.
• Modeling of CCSS-aligned instructional practices.
• Practicing instructional improvement strategies.
• Learning data-based decision making habits.
• Analysis of student work.
• Planning for CCSS-aligned instruction and assessment.
• Peer observations.
• Reflection and feedback protocols.
31
Where are we on
professional learning?
32
To support all students in attaining the knowledge and skills
described in the standards…
Our district’s professional learning system is aligned to the CCSS,
including the key instructional shifts, and supports rigorous
CCSS-aligned instruction across all grades and subject areas.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
33
To support all students in attaining the knowledge and skills
described in the standards…
Every principal implements and sustains formal and informal
professional learning structures that provide regular
opportunities for educators to collaborate, develop their craft,
and learn from each other and their students.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
34
To support all students in attaining the knowledge and skills
described in the standards…
Every teacher is engaged in regular professional learning
experiences that develop her or his capacities to implement the
CCSS and every teacher prioritizes collaboration with colleagues
to support effective CCSS-aligned instruction.
Our progress toward this goal can be characterized as:
A. Area of great strength: “Have it made in
the shade & ready to share.”
B. Area of some strength: “See the light
and almost out of the tunnel.”
C. Area of moderate need: “In the frying
pan.”
D. Area of great need: “In the fire!”
E. Insufficient data to answer: “I really
can’t say.”
0%
A.
0%
0%
B.
C.
0%
0%
D.
E.
35
Charting your assets and needs
Minutes
remaining
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10
6
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3719
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Organizing for the gallery walk…
• CAO stays with the work: share your
district’s assets and needs with colleagues.
• Avoid pack behavior: divide and conquer!
• Be strategic: what can really help your
district?
• Bring back evidence: who will you follow up
with, when, and why?
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Gallery Walk Time
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remaining
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Thank you!
Dinner begins at 6:45pm in
Audubon Ballroom DEF.
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