Leading The Common CoreThe Essential Role of Administrators

Cheryl KlecknerODE CCSS Co-Lead

Laura PetschauerODE Special Education

Drew HindsODE Instructional Materials

Jeff ColemanClackamas ESD

Marta TurnerNorthwest Regional ESD

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”?

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

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

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.

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.

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.

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.

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

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

Common Core State StandardsA sea change that is going to require teachers to teach differently.

And if teachers are to teach differently, then administrators need to lead differently.

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

It’s on the fast track…

February 2012

46 States have Adopted CCSS

2014–2015

Oregon Administers Smarter BalancedAssessments

Implementation NOW!

October 2010 Oregon Adopted CCSS

Benefits of Common Core

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

All students leave high school college and

career ready

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

Interim assessments that are flexible and

open

SMARTER Item Types

TEXT

TEXT

TEXT

TXT

EXT

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

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

Transition: OAKS to SMARTERField 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 determinedwww.ode.state.or.us/superintendent/priorities/2012-dec-handout---

essential-skills-transition-to-smarter-balanced-assessments.ppt

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)

If I keep doing what I’m doingand you keep not learning,

then who is the slow learner?Dr. Marcia L. Tate

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.

Richard Elmore, Ph.D., Harvard Graduate School of Education

Principle #2: If you change one element of the instructional core, you have to change the other two.

The Instructional Core

Changing Role of the AdministratorLeadership 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

CCSS Implications for Teaching and Learning

Common Core State Standards for Mathematics

MATHEMATICAL PRACTICES

Essential component at ALL grades!

Mathematics instruction must connect the practices to the content.

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…

CCSS Mathematics – Six Shifts

1.Focus2.Coherence3.Procedural Fluency4.Deep Conceptual Understanding5.Applications (Modeling)6.Balanced Emphasis

www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-math.pdf

Math Shift 1: FocusWhat Students Do … What Teachers Do …

• Spend more time on fewer concepts

• Excise content from the curriculum• Focus instructional time on priority concepts• Give students the gift of time

What Principals Do …

• Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention)

• Give teachers permission and hold teachers accountable for focusing on the priority standards immediately

• Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge

SMARTER Mathematics Claims for Summative Assessment

Claim #1 Concepts & Procedures: “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2 Problem Solving: “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim #3 Communicating Reasoning: “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #4 Modeling and Data Analysis: “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

ELA & Literacy – Six Shifts

1. Increase Reading of Informational Text2. Text Complexity3. Academic Vocabulary4. Text-based Answers 5. Increase Writing from Sources6. Literacy Instruction in all Content Areas

www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela.pdf

ELA/Literacy Shift 1: Increase Reading of Informational Text

What Principals Do …

• Purchase and provide equal amounts of informational and literacy texts for each classroom

• Provide PD and co planning opportunities for teachers to become more intimate ‐with nonfiction texts and the way they spiral together

• Support and demand ELA teachers’ transition to a balance of informational text

What Students Do … What Teachers Do …

• Build content knowledge• Get exposure to the world through

reading• Apply strategies

• Balance informational & literary text• Scaffold for informational texts• Teach “through” and “with”

informational texts

SMARTER ELA & Literacy Claims for Summative Assessment

Place text here

CCSS Shifts ImplicationsWhat 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?

What Do Administrators NeedTo 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

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?

CCSS Implications for Diverse Learners

Quick WriteWhat are the implications of CCSS for diverse learners?How will you address the needs of all students in CCSS implementation?

CCSS Administrator Session Part II

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

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?

CCSS Quality Lesson/UnitReview Rubric

CCSS Administrator Session Part III

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?

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?

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”?

CCSS Resources & Tools

http://www.ode.state.or.us/search/page/?id=2860

Communicating with Parents

www.ode.state.or.us/search/page/?id=3380

https://smart.wikispaces.hcpss.org/SMART+Pages

CCSS Resources for Administrators

www.ode.state.or.us/search/page/?id=3388

CCSS Toolkit

www.ode.state.or.us/search/page/?id=3430

Planning, Transition, and Implementation Resources

Conduct a Needs Assessment www.ode.state.or.us/search/page/?id=3472

Develop Transition and Implementation Plans www.ode.state.or.us/search/page/?id=3468

Ensure Effective Teamswww.ode.state.or.us/search/page/?id=3577

Examine Classroom Instructionwww.ode.state.or.us/search/page/?id=3579

Target Professional Developmentwww.ode.state.or.us/search/page/?id=3580

Assessment Resources Smarter Balanced Website www.smarterbalanced.org/

Smarter Sample Items and Performance Tasks www.smarterbalanced.org/sample-items-and-performance-tasks/

Smarter Item Writing and Review Materialswww.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/

Common Core State Standards Assessment Resourceswww.ode.state.or.us/search/page/?id=3298

Take a Sample Testwww.smarterbalanced.org/sample-items-and-performance-tasks-questions-and-feedback/

CCSS Implementation Checklist

• Review Article• Group discussion

– Key strengths– Areas of focus for improvement

• Each group shares a strength and a focus area

www.naesp.org/communicator-may-2012/common-core-implementation-checklist-principals

Leadership in Teacher Effectiveness

Leadership in Teacher Effectiveness• Be in classrooms as often as possible• Provide high quality, evidence based feedback• Drive discourse about classroom practice• Meet with teachers regularly • Study student results and observations• Agree on actionable change• Hold teachers accountable

www.ode.state.or.us/search/page/?id=3478

Integrating Common Core and Educator Effectiveness

1. What are the biggest shifts in instruction required by the Common Core?

2. What is the relationship between performing well against current teaching frameworks and teaching that is aligned to Common Core expectations?

3. Who is responsible for integrating Common Core into teaching frameworks and how will it get done?

insighteducationgroup.drotzdesign.com/pdf/CCSS_TE_Integration_DRAFT_Feb12.pdf

Please Complete the Online Evaluation Now

https://www.surveymonkey.com/s/oace_ccss

Your Time

• Questions• Sharing• Planning• Networking

Thank You!

Cheryl Klecknercheryl.kleckner@state.or.us

503-947-5794