Transitioning to the Common Core Bobby Moore, EdD Judy VanVoorhis, PhD 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” Copyright, 2011. Battelle for Kids. Today’s Learning Targets 1. 2. 3. 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. Copyright, 2012. Battelle for Kids. All Rights Reserved. OLAC Modules as Resources 1. 2. 3. 4. 5. 6. The Change Process Collaborative Teams and Organizational Structures Developing Shared Accountability Development of A Focused Plan Effective Curriculum Practices The Collaborative Process Copyright, 2012. Battelle for Kids. All Rights Reserved. Change Leadership Copyright, 2012. Battelle for Kids. All Rights Reserved. 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? Copyright, 2011. Battelle for Kids. 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? Copyright, 2011. Battelle for Kids. Kotter’s Eight-Stage Process for Change 1. Create The Case for Change. 2. Create a Guiding Coalition and Engage Stakeholders. 3. Develop a Vision and Strategy. 4. Communicate The Change Vision. 5. Identify and Overcome Barriers to Success. 6. Generate Short-Term Wins—Celebrate Hard Work. 7. Build on Success. Fail Forward. 8. Anchor Change In The Culture—Encourage a Culture of Continuous Improvement. Copyright, 2011. Battelle for Kids. School Leadership Developing and maintaining a cohesive team with a relentless focus on student learning is 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 right goals, prioritize the right practices, monitor the right measures and demonstrate high levels of emotional intelligence. Copyright, 2011. Battelle for Kids. 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. Copyright, 2011. Battelle for Kids. Proficient is Not College Ready Copyright, 2011. Battelle for Kids. Proficient is Not College Ready Gr. Rd Prof./Raw % 3rd 4th 5th 6th 7th 8th 92.71 96.47 91.79 96.86 96.78 98.20 78.79 77.87 75.01 68.25 74.55 78.81 Math Prof./Raw % 94.77 94.57 85.17 94.53 94.94 96.13 82.29 78.50 68.82 69.92 67.12 70.18 Copyright, 2011. Battelle for Kids. Where Are People? Leading change requires disturbing people, but at a rate they can accommodate. Comfort Zone Risk Zone Fear Zone Fight Flight Copyright, 2011. Battelle for Kids. Lowering the Temperature Raise the Temperature 1. Draw attention to the tough questions. 2. Give people more responsibility than they are comfortable with. 3. Bring conflicts to the surface. Lower the Temperature 1. Address technical aspects of problems. 2. Establish structures and roles. 3. Reclaim the responsibility for tough issues. Heifetz & Linsky (2002) Copyright, 2011. Battelle for Kids. 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. Copyright, 2011. Battelle for Kids. The Common Core Copyright, 2012. Battelle for Kids. All Rights Reserved. Common Core Adoptions *Maine and Washington have adopted the CCSS provisionally ** Minnesota adopted the CCSS in ELA only Source: PARCC consortia Copyright, 2011. Battelle for Kids. Implementation Timeline Transition to the Common Core: • Teacher development State Board Adopts • Local curriculum revision Standards • Test development June 2010 2011-2014 State Board Adopts Transition Model Curriculum Complete March 2011 June 2014 2010 2011 2012 2013 2014 Copyright, 2011. Battelle for Kids. Standards Reflect New Features New Focus • Fewer, clearer, and higher • College and career readiness • Internationally benchmarked • Content and skills • Coherence, focus, rigor • Aligned to model curriculum Copyright, 2011. Battelle for Kids. Ohio’s Language is Changing National Common Core Standards Ohio Revised Standards ELA Math Science Social Studies Current OACS Strand Domain Strand Strand Standard Topic* Cluster Topic Topic Benchmark Standard Standard Content Statement Content Statement Indicator Copyright, 2011. Battelle for Kids. Format of K-12 ELA Standards Copyright, 2011. Battelle for Kids. Format of K-8 Math Standards Copyright, 2011. Battelle for Kids. Format of HS Math Standards Copyright, 2011. Battelle for Kids. What Will Change? 1. 2. 3. 4. 5. 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 Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. Before implementation can proceed Who needs deep understanding of the Common Core State Standards? Teachers and Administrators need deep understanding of the Common Core State Standards? Whose commitment is required? Teachers and Administrators need to commit to implementation of the Common Core State Standards. Copyright, 2011. Battelle for Kids. 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. Copyright, 2011. Battelle for Kids. 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. Copyright, 2012. Battelle for Kids. All Rights Reserved. Content Shifts See handouts: 12 Content Shifts Resources Copyright, 2012. Battelle for Kids. All Rights Reserved. ELA CCSS Focus Focus on Coherence Focus text complexity in reading Students required to read texts of increasing complexity Focus on college and career readiness in writing Progressions develop literacy skills across grade levels (close reading and literary nonfiction) 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 Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. Learning Progressions Copyright, 2011. Battelle for Kids. High School Pathways High School’s Best Resource Copyright, 2011. Battelle for Kids. 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” Copyright, 2011. Battelle for Kids. What Should We Do Now? 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 Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. 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; 35; 6-8 and HS) to discuss the 3-4 critical areas at each grade with their team. Teachers record their findings on the template. Copyright, 2011. Battelle for Kids. Critical Areas of Focus (K-8) Copyright, 2011. Battelle for Kids. Teacher PD As a team, discuss 3-4 critical areas in each grade Vertically 3 6 4 7 5 8 Copyright, 2011. Battelle for Kids. Common Core State Standards for Mathematical Practices 1. 2. 3. 4. 5. 6. 7. 8. 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. Copyright, 2011. Battelle for Kids. ALIGNMENT across grades 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. COLLABORATION across grades, courses and content areas Copyright, 2011. Battelle for Kids. Four Focuses for Transition 1. 2. 3. 4. 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). Copyright, 2012. Battelle for Kids. All Rights Reserved. Sample of an Actual District’s Inventory of Initiatives Literacy First DIBELS Read 180 Buckle Down Waterford Early Literacy Success Maker Readers’ Workshop Scholastic Reading Inventory Writers’ Workshop Reading Counts Data Teams Study Island Ramp Up to Language Arts Saxon Math Ramp Up to Math Math Leap Frog Teacher Leader Effectiveness Harcourt Science Kits Power School Accelerated Reader Math Investigations Star Early Literacy Everyday Math Fast Math Response to Intervention Professional Learning Communities Positive Behavioral Support Saxon Phonics Copyright, 2011. Battelle for Kids. Too Many Initiatives? Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. Transition Plan 2010-2011 2011-2012 • Introduce new standards • Participate in creating model curricula • Build awareness of new standards • Introduce model curricula • Conduct crosswalk activities • Initiate curriculum mapping activities • Initiate formative instruction PD • Begin using new standards in grades K-2 and 11-12. 2012-2013 • Introduce performance tasks and scoring rubrics • Continue formative instruction PD • Practice online formative assessments • Introduce Instructional Improvement System (IIS) 2013-2014 • Integrate standards and curricula into district curricula and teachers’ course planning • Integrate performance tasks in course activities • Prepare for online testing • Complete formative instruction PD Copyright, 2011. Battelle for Kids. Curriculum Development: A Multi-Stage Process with Timeline for Implementation Familiarity Intense PD Implementation Getting to know the standards Articulating the District Curriculum Assessment and Instruction 2011-12 2012-13 2013-14 Stage 1 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. Stage 2 Unwrapping the Standards •Utilize Crosswalk tool and Model Curricula •Identify changes in content •Identify changes in levels of rigor •Site gradelevel issues/ concerns •Etc. Stage 3 Stage 4 Stage 5 Re-Wrap the Standards •Create the “skeleton” of units around big ideas/ concepts •Think intraand interdisciplinary •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 & Understandings •Identify targets for learning •Develop “I Can” statements for each target using K, S, R. P •Apply authentic literacy practices across all units Assessment Development •Develop assessments for each “I Can” •Incorporate common formative and summative assessments for each unit •Design performancebased assessment items •Use assessment results to redesign units, identify intervention, Etc. Stage 6 Lesson Development •Design lessons for each unit to support the assessment of each learning target •Use Model Curricula to support instructional design •Use researchbased practices •Establish protocols and rubrics for lesson design Stage 7 Stage 8 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 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 Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. 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. Copyright, 2011. Battelle for Kids. 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 Copyright, 2011. Battelle for Kids. Other Curricular Supports Crosswalks Comparative Analysis Documents Model Curriculums Formative Instruction Modules Instructional Improvement System Copyright, 2011. Battelle for Kids. Crosswalks Copyright, 2011. Battelle for Kids. Grade Level Comparative Analysis Tool An analysis of each grade to determine What topics are still there What topics are moved What topics are new Copyright, 2011. Battelle for Kids. Copyright, 2011. Battelle for Kids. Copyright, 2011. Battelle for Kids. Copyright, 2011. Battelle for Kids. Now what? What have you done? What do you plan to do? What challenges do you anticipate? Copyright, 2011. Battelle for Kids. www.BattelleforKids.org http://twitter.com/BattelleforKids