District FOCUS on the Common Core

1. District FOCUS on the Common Core August 2, 2011

2. LAW backchannel: http://todaysmeet.com/LeadershipAcademy-2011

3. Leadership Academy Wiki http://laweek.pbworks.com

4. Resources We all think and work differently…just like your teachers and our students. So, you’ll find hard copy and electronic organizers and resources. Use and adapt them to fit YOUR needs. As is ALWAYS the case…it’s about the LEARNER

5. We’ve listened… • You want to know where we’re going • You need resources to share at your school • You need to be able to differentiate within • a common framework

6. We’ve narrowed our focus… • Selecting a critical few • Modeling activities and resources you • can use with your staff in August • Defining “tight/loose”

7. “We’re not in Kansas anymore!” http://movieclips.com/kg4sQ-the-wizard-of-oz-movie-were-not-in-kansas-anymore/

8. Interconnected Common Core FOCUS Teamwork Matrix (Timeline) Data CWT and Results (Accountability)

9. Learning Targets • I can explain the connections between • the Common Core, Teamwork Matrix and • Data (CWT and Results). • I can use the new CWT tool to gather data • to improve learning at my school. • I can engage staff at my school in learning • activities to build their shared understanding • of this year’s FOCUS.

10. Development of the Common Core Blue Ribbon Commission Report SBE’s Framework For Change NCDPI’s Response to Framework For Change 10

11. Development of the Common Core 11

12. Status Report: Common Core Rollout • ERPD on April 13 • Discussed the 8 practices for math, College and • Career Readiness Anchor standards • Received a copy of the crosswalks • CRW Pre-planning on April 15 and May 5 • Reviewed crosswalks and identified similarities • and differences • Discussed key operational definitions • Began vertical alignment • Reviewed feedback from 4/13 drivers/barriers and • provided guidance for CRW work

13. Status Report: Common Core Rollout • Curriculum Review Week 2011 • Built shared understanding of key Operational • definitions • Shared revised CWT • Worked with new Curriculum Guides (Used state • unpacking to develop drafts of learning targets and • criteria for success; sequenced targets for student • success) • Team time for vertical alignment (gap identification, • cross walks) • Predictive assessments –minimal revision based on +/

14. Timeline for implementation 2011-12 2012-13 All other standards and new state assessments implemented K-2 Math Common Core and Informational Technology Standards Implemented All other standards transition year

15. Which helps us FOCUS our work this year • PLCs • Identification of gap areas and strategies to bridge the • transformation year. • Look at alignment with current text adoptions. • Consult the Common Core Guides (unpacking/ learning • targets/criteria for success) as they teach the existing • NCSCOS. • ERPD • Discussions and training on 8 math practices and anchor • standards, balanced literacy, and informational text.

16. Different ways to roll this out…

17. Different ways to roll this out…

18. Your job is two fold…

19. We need you to keep

20. And we need you to support your staff with implementation by… • Providing an overview for your staff • Leadership team choice of dates in August per • Early Release PD plan submitted to the SBOE • The August PD Planner Checklist details your • responsibilities. • Leadership Academy Week Wiki has all activities • used today – please feel free to use/ adapt for • your staff (www.laweek.pbworks.com). • Expecting and supporting Common Core • Implementation

21. And we’ll support you on your journey…

22. Take a few minutes to process…. • What questions do you have? • What input do you have? • Feel free to use the back channel or issue bin to provide input. LAW backchannel: http://todaysmeet.com/LeadershipAcademy-2011

23. Curriculum Guides: Then & Now

24. Connections: Formative assessment “If we don’t begin with clear statements of the intended learning, we won’t end with sound assessments.” (Classroom Assessment for Learning)

25. Connections: “I Can” Statements “I can” statements are statements of intended learning. Success criteria – statements that describe how we will know that we have learned it – need to be devised with students and posted, not just shared verbally. (Shirley Cooke, 2001)

26. Using Criteria for Success Effectively with Students • We’ll develop these as a district, but here’s where you can really create some student ownership in the classroom. Use these as your “key” to help have that discussion with your students. • They will provide your “look fors” and your questions for formative assessment and feedback.

28. What did you see? Spend a few minutes with your shoulder partner. • How could students benefit from this process? • How will teacher practice improve from using this process.

29. Standard (“Big Idea”) Students must demonstrate that they can swim.

31. Refining Vocabulary Lists… This is an opportunity to… • add vocabulary new to the Common Core Standards. • delete vocabulary that has moved or been dropped. • create operational definitions for clarity. • clarify Academic vs. Content Vocabulary. Remember that… • with or without the template, we often have to build background knowledge for our students! • this is a work in progress! It’s our best thinking today!

33. How can the standard be broken down into chunks of learning that students can reach in 1-2 lessons? Learning targets are… • Measurable subparts of the objective (What are the essential parts of the objective that students need to learn?) • Written in student-friendly language • Broken down into 1-2 lessons

34. Learning Targets (chunks of learning that students can reach in 1-2 lessons? • Floating – I can float in the water. • Kicks – I can kick in the water to keep myself afloat. • Arm strokes – I can use different strokes to float and propel myself. • Breathing techniques – I can demonstrate proper breathing techniques in the water. • Turns – I can demonstrate proper techniques for turning in the water. • Dives – I can demonstrate proper diving form.

36. Criteria for SuccessWhat reminders should teachers provide to help students be successful? Learning Target: I can demonstrate proper hand placement when doing the arm strokes for the freestyle. Criteria for Success: I will keep my fingers together so that water doesn’t go through them. I will alternate armstrokes to propel myself through the water. (“freestyle”)

38. 7th Gr. Math Common Core Standard 7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

43. Sequencing for Student Success CCS are developmentally sequenced both within a grade level/course and across grade levels/courses ( example of Math, Science, SS)

45. Things to think about when determining sequence of skills… • Developmental sequence • Balance • Misconceptions that you anticipate students may have • Extra support for gap areas

47. Our best thinking now won’t be our best thinking a year from now… • Capture additions, deletions, tweaks throughout the upcoming year • Capture and collect quarterly • Feedback would drive our work in CRW next year • Capture vocabulary and resources

48. But wait, there’s more!!

49. Team Time: Curriculum Guides • Review the sample Curriculum Guides. • Based on the grade level and your current • understanding of Learning Targets and Criteria • for Success, do you feel the targets are broken • down in a way that facilitates student • understanding and success? • What OFIs do you see? • How might you coach teachers? • Post your processing card to help us determine • readiness to share

50. Team Time: C3 • Some teachers may be more willing than others to begin implementation of the Common Core. • We heard a few “Yeah, buts…” at CRW • Read the scenarios at your table. • Determine as a group what your Leadership • response might be. • Add your input to the posted “Chart Paper Splash.” • Post your processing card to help us determine • your readiness to share.