Instructional Leadership Common Core PowerPoint

Report
Welcome
Instructional Leaders:
Common Core &
the Schools of Oakland County
Michael Yocum & Common Core Planning Member
1
Purpose of our day…
to launch the preparation of
Instructional Leaders for the
shifts required to lead and support
the common core.
Michael Yocum
2
Guiding Question
What are the leadership implications
for you,
your staff,
your school and
your district?
3
Today is the first in a series of
leadership support,
as we all begin to implement the
common core state standards &
prepare for upcoming assessments.
Michael Yocum
4
Connector
Before we get started, take a minute at
your table to be sure everyone has met,
…in a round of sharing offer the group,
what brings you to the table today, and
how are you thinking about today’s purpose?
Lauren
5
Current State
Poll Everywhere
Kristine
6
Parking Lot
Todaysmeet.com/
Kristine
7
8
9
Building context
Assessment Tasks
10
ELA task
Laura Schiller
11
Audience Participation
Writing Practice:
Without looking ahead, (NO CHEATING!!) we will follow
the directions for the following assessment.
You will read and write your response.
Laura Schiller
12
Laura Schiller
13
Laura Schiller
14
Laura Schiller
15
Laura Schiller
16
Laura Schiller
17
What does the learner need
to know and do
in order to be successful on this task?
Kristine
18
Whole Group Debrief
Kristine
19
Math task
Geraldine Devine
20
What does the learner need
to know and do
in order to be successful on this task?
Kristine
21
Sample Performance Task
Assume the
role of an
architect
designing a
park.
See page 10
for design
requirements.
Geraldine Devine
Explore “Session 1”
Three construction
companies sent
bids for work in the
park.
What do you notice
about the three
bids?
What information
would you need to
compare the bids?
Geraldine Devine
Scoring “Session 1”
Explore the
grading rubric and
sample response
on pages 20 and
23.
Geraldine Devine
Geraldine Devine
Geraldine Devine
Geraldine Devine
What does the learner need
to know and do
in order to be successful on this task?
Table conversation and sharing
Kristine
29
Table conversation and sharing
Poll everywhere
Kristine
30
Multiple Representations
Oral
Language
Real-World
Situations
Written
Symbols
Verbal
(written and oral)
Pictures
Manipulative
Models
Geometric/
Graphical
Contextual
Symbolic
Tabular
Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among
31
Representations in Mathematics Learning and Problem
Solving.
Standards for
Mathematical Practice
1.
Select one of the
Standards for
Mathematical Practice to
read.
2. Discuss this practice
standard in light of the
“Designing a Park” task.
Looking across the assessment tasks,
what are challenges for
instructors and learners as we
implement the CCSS?
What is standing out for you?
Kristine
33
Poll Everywhere
Wordle
Kristine
34
Guiding Question
What are the leadership implications
for you,
your staff,
your school and
your district?
Michael Yocum
35
Break
Michael Yocum
36
Common Core State Standards
(CCSS)
• Assessments
• Learning Progressions
• Shifts/Practices
The following slides may provide new or previously
learned information. Depending on your level of
experience with the CCSS you may need to:
• Focus on making sense of the information
• View through the lens of implications for your district
37
Dana Lauren Michele Susan
CCSS States and the
Assessment Consortia
Balanced
Partnership for Assessment of Readiness
for College and Careers (PARCC)
Balanced and Dynamic
Learning Maps Assessment Consortia
CCSS Assessment Systems in Michigan
http://www.smarterbalanced.org
Dana Lauren Michele Susan
http://dynamiclearningmaps.org
alternative assessment for
students with significant
cognitive disabilities
39
The Schools of Oakland County
A Balanced System
Dana Lauren Michele Susan
Smarter Balanced Assessment
With a partner, discuss how you would go about
solving this task.
Short Item
Standards for
Mathematical Practice
William McCallum
Standards for
Mathematical
Practice
Tucson, April 2011
Reasoning and
explaining
Modeling and
Using tools
Seeing structure
and generalizing
43
44
There are two parts in this performance assessment. In the first
part, you will be asked to complete a task in which you synthesize the
various perspectives on the American dream you have encountered in
high school and elsewhere. Your analysis of these texts and
the work you do to select, arrange, and understand the
different perspectives each offers are important work in and of
themselves, but they also prepare the way for the inclusion of an
additional voice—your own. In the second part of the
assessment, you will have the chance to offer your own perspective
on the American dream by crafting a text of your own about an
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American dreamer you know.
46
47
SBAC Content Specifications for
Summative Assessment
• There are 5 learning outcomes or CLAIMS for the CCSS ELA standards:
1.
2.
3.
4.
5.
Read closely and critically to comprehend a range of increasingly
complex literary and informational texts.
Produce effective writing for a range of purposes and audiences
Employ effective speaking and listening skills for a range of
purposes and audiences.
Engage appropriately in collaborative and independent inquiry to
investigate/research topics, pose questions, and gather and present
information.
Skillfully use and interpret written language across a range of
literacy tasks.
48
Assessment Reporting Categories:
The Claims
“Each claim is a summary statement about the knowledge and skill students
will be expected to demonstrate on the assessment related to a particular
aspect of the CCSS for mathematics.”
Claim 1:
Concepts and
Procedures, ≈ 40%
“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 ≈ 20%
“Students can clearly and precisely construct viable
arguments to support their own reasoning and to
critique the reasoning of others.”
Claim 4:
Data Analysis and
Modeling ≈ 20%
“Students can analyze complex, real-world scenarios
and can construct and use mathematical models to
interpret and solve problems.”
≈ 20%
49
Assessment Principles
www.smarterbalanced.org
1.
Assessments are grounded in a
thoughtful, standards-based
curriculum and are managed as
part of an integrated system.
2.
Assessments include evidence of
student performance.
3.
Teachers are integrally involved in
the development and scoring of
assessments.
4.
Assessments are structured to
continuously improve teaching and
learning.
5.
Assessment, reporting, and
accountability systems provide
useful information on multiple
measures.
Depth of
Knowledge
Assessment
Targets, derived
from Cluster
Headings, are
assigned Depth of
Knowledge
level(s) that
students will need
to bring to the
items or tasks
(p. 92).
Guiding Question
What are the leadership implications
for you,
your staff,
your school and
your district?
Michael Yocum
52
Common Core State Standards
• Standards are essential but inadequate by
themselves
• To be successful, educators also need:
Curriculum, including units of study, based on
the standards
Instructional materials that align with the
standards
A variety of assessments to measure student
progress
Resources and tools
Time to adjust classroom practices
Professional development
Common Core State Standards
Initiative Oakland
The Common Core State Standards Initiative
(CCSSI) Oakland provide support and
direction for educators as they move toward
full implementation:
CCSS aligned curriculum and coherent units
of study to highlight needed shifts in content
related and pedagogical practices
–
–
–
–
Highlight Lessons (Math)
Daily Sessions (ELA)
Formative Assessment
Resources (video, sample student work,
rubrics, instructional websites, etc.)
54
Atlas Curriculum Mapping
Units, lessons, formative assessments, and other
resources available in Atlas by Rubicon.
http://oaklandk12-public.rubiconatlas.org
55
Online CCSS
Curriculum Resources




Units of Study
Lesson resources
Assessment resources
Professional resources
• Video
• Sample student work
• And more
56
ELA Units of Study
LAC-O.org
58
59
60
61
62
The CCSS Resources are…
• not self-enacting
• raw materials to
support teachers as
they reorganize their
instruction and work
to implement the
CCSS
63
“To help young people learn the more
complex and analytical skills they need for
the 21st century, teachers must learn to
teach in ways that develop higher-order
thinking and performance. To develop the
sophisticated teaching required for this
mission, education systems must offer more
effective professional learning…”
Darling-Hammond and Richardson, 2009
ELA Professional Development
Grades K-2
Foundational
– Essentials of Writing Series
– Unit Roll-Outs by CCSS Text Types
– Opinion
– Narrative
– Informative/Explanatory
– Research to Build and Present Knowledge
Specialized
– Conferring & Forming Guided Writing Groups
– Using Various Forms of Assessment to Inform Instruction
Capacity Building
– Train the Trainer
– Pilot/Review
ELA Professional Development
Grades 3-5
Foundational
– Writing Workshop
– Reading Workshop
Specialized
– AARI: Expository Text Reading Intervention
– Four Resource Model
Capacity Building
– Train the Trainer
– Pilot/Review
ELA Professional Development
Grades 6-12
Foundational
– MiClass: Content Area Literacy (6-8)
– HiClass: Content Area Literacy (9-12)
Specialized
– AARI: Expository Text Reading Intervention
– Four Resource Model
– Revisioning Writing
Capacity building
– Train the Trainer
– Pilot/Review
Math Professional
Development
• Numbers and Operations Content Institute: Whole Numbers and Their
Operations K-5
• Everyday Mathematics
– EDM CCSSM Alignment
• Connected Mathematics Project
– CMP Grade Level Support
– CMP Roundtable
• Pilot/Review
• Train the Trainer
• NCSM: Illustrating the Standards for Mathematical Practice Modules
Math Professional
Development
• EMATHS Geometry: Embracing Mathematics Assessment and
Technology in High School (Registration closed 2012-2013)
• EMATHS Algebra II: Embracing Mathematics Assessment and
Technology in High School (Registration closed 2012-2013)
• Using the TI-Nspire to Support the Common Core State Standards
(Summer 2013)
• Supporting Engagement and Mathematical Reasoning Through
Discourse (Registration closed 2012-2013)
69
Guiding Question
What are the leadership implications
for you,
your staff,
your school and
your district?
Michael Yocum
70
Lunch
71
Book Giveaway!
Michael Yocum
72
Connector
In round robin fashion,
offer the group a one word descriptor
that captures your thinking
about your learning thus far today
Lauren
73
Poll Everywhere - Wordle
Kristine
74
Parking Lot update
Today’s Meet
Kristine
75
Leading the Change
Leading Change
By John Kotter
Marty
The Change Problem
•
•
•
•
•
•
•
•
Mistake #1: Complacency
Mistake #2: No Support
Mistake #3: Lack of a Vision
Mistake #4: Undercommunicating
Mistake #5: Allowing Obstacles to Block
Mistake #6: Failing to Identify Short-Term Wins
Mistake #7: Declaring the Victory Too Soon
Mistake #8: No Anchor to the Future
Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm
Current State:
Developing the Plan
Time clock
78
Eight Step Process
 Step 1: Create Urgency
 Step 2: Form a Powerful Coalition
 Step 3: Create a Vision for Change
 Step 4: Communicate the Vision
 Step 5: Remove Obstacles
 Step 6: Create Short-Term Wins
 Step 7: Build on the Change
 Step 8: Anchor the Change in the Culture
Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm
Step 1: Create Urgency
The desire to have
everything stay exactly the
same has a lot of momentum
– that’s called inertia.
- John Kotter
Time clock
Step 2: Form a Powerful Coalition
The biggest mistake you can
make is to
“go it alone”.
- John Kotter
 The biggest mistake
you can make is to
“go it alone.”
- John Kotter
Step 3: Create a Vision for Change
A well-articulated,
inspiring vision clears
away distractions and
aligns the resources…
to the ultimate goal.
- John Kotter
Step 4: Communicate the Vision
Keep your message
simple.
- John Kotter
Time clock
todaysmeet
Step 5: Remove Obstacles
Most obstacles melt
away when we make
up our minds to walk
boldly through them.
- Orison Swett Marden
Step 6: Create Short-Term Wins
Three Characteristics
 Visible
 Clear-cut
 Relevant
- John Kotter
Step 7: Build on the Change
Resistance is always
waiting to rear its
ugly head again.
- John Kotter
Step 8: Anchor to the Changes in the
Culture
People who are making an
effort to embrace the
future are a happier lot
than those who are
clinging to the past.
- John Kotter
Time clock
Todaysmeet
Poll Everywhere / Parking Lot /
Survey / Next Steps
Kristine & Lauren
88
Purpose of our day…
to launch the preparation of
Instructional Leaders for the
shifts required to lead and support
the common core.
Michael Yocum
89
Thank you!
Michael Yocum
90

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