2011 – 2012 Phase I LECTURE TWO. Phase I 2011 - 2012 NATIONAL PATHWAY FOR COMMON CORE...
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2011 – 2012Phase I
LECTURE TWO
Phase I2011 - 2012
NATIONALPATHWAY
FOR COMMON COREIMPLEMENTATION
Lecture TwoLeadership
Articulating the Brand Vision: What is College & Career Readiness /
Grieving Lost Practices
TODAY’S WEBINAR
Knowledge:Quick Review & Closely Held KnowledgeCollege & Career Readiness: Change BrandBuilding Enterprise-wide Change ProcessBuilding in Quality
Synthesis: ELEMENTS: Your CCSS Implementation Leadership Plan
Introduce:Job-embedded Professional DevelopmentCurriculum Mapping
TODAY’S OVERVIEW
Readings from last lecture and for this lecture included in the link: Lecture 1: What is the National Pathway CCSS & Lecture 2: Articulating the Brand Vision (Deming, Lewin, Survey of Enacted Curriculum, College & Career Readiness as a Standard)
SCOPE & SEQUENCE
THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & PrioritiesCurriculum
Instruction
Assessment
Observe, Communicate, Teach, DirectRefinement
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful Implementation
Plan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
What do we communicate about CCSS? How is CCSS implementation different
from other past initiatives? What are the elements of our Implementation Leadership plan?
How do we set ourselves up for success
from the beginning?
KEY QUESTIONS?
The Common Core Standards are the single largest enterprise wide initiative ever undertaken in American K-12 Schools.
The Common Core Standards represent the largest change in classroom expectations ever
ASSERTIONS
Civil Rights / Desegregation (50’s to 70’s) – busing, affi rmative action, Title IX, school prayer
1980s: Nation at Risk, Drug Prevention Landmark event – first time indication of failing schools,
falling scores, inflated grades
1990s: Outcomes-based Education, National Education Goals (Goals 2000), NRP formed
2000’s: NRP Report (2000), NCLB (2001), Reading First Report (2008)
MODERN ERA (1950’S TO TODAY)
Common Core Standards require significant change for every K-5 teacher, and most 6-12 teachers.
Common Core Standards require significant change for every principal.
Common Core Standards require immediate action.. Although implementation is over time.
SCHOOLS DO NOT HAVE SUBSTANTIAL EXPERIENCE WITH
ENTERPRISE CHANGE
Requirements:Non-Fiction Information Text Increased Lexile-levels / Text Complexity Text-dependent Questions Evidence-based writing Instruction at higher levels of cognitive demand
New Instructional Practices: College & Career Readiness Anchors (ELA/Sci/Soc), and Standards for Math Practices
Linking Skills to Cognitive Demand
CLOSELY HELD KNOWELDGE
Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels
CurrentTypical text measures
(by grade)
Common CoreText complexity grade bandsand associated Lexile ranges
Percentage distribution of literary and informational passages
– Non Fiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.
ACT Study – Schmeiser, 2006
Unprepared in Reading
Preparedin Reading
Chance of later success
1%
32%
Science
15%
67%
Mathematics
ELA
StanzaPreferencePunctuationCollaborateIllustratorBrainstormPunctuationNon-fiction
Math
AttributeDecomposeDecompositionCompositionHexagonDimensionalVerticesCategory
KINDERGARTEN ESSENTIAL VOCABULARY
IN DOE: PARCC Lead
To Argue . . . and Inform . . . in WritingCCSS Requires Argument / Evidence-based Writing
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
20
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments / critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Deming: To create consistent quality, create constancy of purpose.. (Point 1 in 14 Points)
.. With the aim to become competitive,stay in business and provide jobs
.. “with the aim to create competitive students, & support business by preparing them for jobs”
CHANGE REQUIRES A BRAND
How do we know if our college and career readinessdefi nition is internationally competitive?
ACT conducted a comprehensive analysis of the assessmentresults of 2,248 US tenth-grade students from 77 highschools across the United States who took a specialadministration of the Programme for International StudentAssessment (PISA), which is an international assessment for15-year-olds, and PLAN® , ACT’s tenth-grade college andcareer readiness assessment. The analysis identifi ed the PISAscore equivalents to PLAN’s college and career readinessbenchmark scores in reading and math. From this, wedetermined if US college and career readiness performancestandards are internationally competitive by comparing themwith the performance of the highest performing nations.
IS IT AN ADEQUATE “BRAND”?
Deming: Point 2 – We must adopt the new philosophy –
Leadership must awaken to the challengeWe are in a new ageWe must learn new responsibilitiesWe must take on Leadership for change
“BRAND” OR “PHILOSOPHY”
A HIGHER STANDARD
It is no longer sufficient to meet specifications or minimum expectations..
We must create students that our communities, our country and our competitors boast about.. hold in high esteem.. Identify as excellent
College & Career Readiness is not about something as mundane as a standard.. College & Career Readiness is about Brilliance.
Unlocking the Brilliance in every student, by Unleashing the Brilliance in every teacher.
Be Competitive. Be Brilliant. Got Brilliance?
BRAND + VISION
Today’s text gap
Source: Metametrics
How will you position the Brand? How will you help your district
ENVISION College & Career Readiness? How will you illustrate, and motivate
others to adopt..
BRILLIANCE!
PRACTICUM QUESTIONS
If Constancy of Purpose is the First Step to Quality, Motivation to Change is the First Step to Organization Development (Lewin)
Not everyone will change (it’s OK) Resistance is ugly Build advocates and change agents
ENTERPRISE CHANGE
(Lewin / Schein; See Wirth, 2004)
- Build on Dissatisfaction (We all agree.. Kid’s skills are not where they should be..)
- Diminish the Gap between what is currently accepted as “true” and what is required as “needed”.. If that gap is too big, then more likely to be ignored..
HOW TO MOTIVATE CHANGE?
Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels
CurrentTypical text measures
(by grade)
Common CoreText complexity grade bandsand associated Lexile ranges
Vestige of old, now invalid thinking Leads to defensiveness and resistance
due to pain of having to UNLEARN and RETHINK
Three stages: Denial (won’t happen), scapegoating and passing the buck (their fault / I’m retiring), maneuvering & bargaining (my kid’s can’t, it isn’t developmentally appropriate, etc)
ANTICIPATE “SURVIVAL ANXIETY”
Enterprise (everybody) Big Steps (Rigor) Scary Change (New Practices) Skills Fear (Especially Math) Consequences? Fired?
COMMON CORE CHALLENGE
(See Kritsonis article, Comparison of Change Theories)
1. Diagnose the Problem2. Assess Motivation & Capacity for Change3. Assess Resources (skills) and Motivation of
Change Agent (Who is YOUR Change Agent?)Commitment? Power? Stamina?
4. Choose progressive change objects.. 5. Make Role of Change Agent Clear
(Cheerleader, facilitator, expert)6. Maintain change: Constant Push,
Communication7. Gradually release “helping” relationship
LEWIN / LIPPITT PRESCRIPTION
Do you view change as linear or cyclical? Cyclical change includes a constant success /
relapse behavior (like dieting, or quitting smoking)
Either way: Self Effi cacy is KEY
The confidence to Take ActionThe confidence to Persist
QUESTIONS TO CONSIDER
Originally funded by National Science Foundation
Largest study of Standards Alignment and Effi cacy since advent of NCLB
Informs the CCSS Lessons for our Implementation
REAL EXPERTS ON STANDARDS IMPLEMENTATION
Professional Development for Consistent, Eff ective Instruction Aligned to Standards
Define Standards Define Common Curriculum (Master Curriculum)
We look at this in our next lecture on Curriculum Mapping
Predict: The Planning Process Should include Standards Alignment Activity / Forecast
Observe / Analyze: What is the “Reality Check” / Look at Gaps
Interpret: What was the gap, why were there gaps?
PROCESS FOR IMPLEMENTATION
Schools chose Specific Targets for Improvement / Implementation
Ex: Measurement, algebraic thinking, nature of science, hands-on learning
Ex: bottom quartile students, spatial sense
Teachers were implementing enterprise change, but with a Progressive, Focused Approach in a Process
Plan / Forecast Reality Check / Observe / Analyze Interpret / Make Sense / Change Activity
CHOOSE YOUR TARGET(S)
Allocation of Suffi cient Time for Professional Development Included Saturday Sessions
Consistent PD Participation School-level leadership that linked the model to
other professional development activitiesRegular identification and communication of targets
for improvement from the analysis
CONDITIONS FOR EFFECTIVENESS
CCSSO: SURVEY OF ENACTED CURRICULUM
NSF / CCSSO:
Misalignment of the content of instruction (instruction or curriculum) accounts for 50% of student achievement variance.
Ed Researcher
Vol 31, #7
Research shows that a well-articulated curriculum, aligned to standards is critical for student achievement. (Marzano 2003, 2006)
Survey of Enacted CurriculumPervasive misalignment of standards and instruction – particularly the level of rigor (CCSSO, 2010)
50% of the variance in student achievement can be explained by the extent to which curriculum, instruction, and assessment are aligned to state standards (CCSSO, 2004)
CURRICULUM ALIGNMENT
(See Kritsonis article, Comparison of Change Theories)
1. Diagnose the Problem2. Assess Motivation & Capacity for Change3. Assess Resources (skills) and Motivation of Change
Agent (Who is YOUR Change Agent?)Commitment? Power? Stamina?
4. Choose progressive change objects.. 5. Make Role of Change Agent Clear (Cheerleader,
facilitator, expert)6. Maintain change: Constant Push, Communication7. Gradually release “helping” relationship
COMPARE… LEWIN/LIPPITT
What lessons do Deming / Quality Improvement and Lewin / Change Theory and the CCSSO / Survey of Enacted Curriculum have to share with us?
What are the implications for our implementation of the Common Core State Standards?
TAKE AWAYS
What do we communicate about CCSS? How is CCSS implementation different from other past initiatives?
What are the elements of our Implementation Leadership plan?
How do we set ourselves up for successfrom the beginning?
KEY QUESTIONS?
Positive Brand (College & Career Readiness)
Consistent & Constant Message Focused on Simple Things First (Don’t
make the Gap too big!) Connect to Other Initiatives Rationale (Why: Need to be BRILLIANT) Capture the Imagination
WHAT DO WE COMMUNICATE
Enterprise-wide Multiple Gaps to Address:
Belief Systems (Can Special Ed Kids make it?)
Skills (Can I teach at higher levels of cognition?)
Multiple Change Agents (What are their roles?)
Not a single or simple focus (the ENTIRE curriculum!)
Self-Effi cacy may be in doubt (can everyone do it?) CROSSING THE BELIEF BARRIER IS KEY!
HOW IS CCSS DIFFERENT?
Practicum Element**
1. Brand Definition2. Brand Articulation – Be Specific3. Define the Change Agents4. Change Agent Job Description5. Define the Focus of the Change – Don’t Pick
Everything
WHAT ARE THE ELEMENTS OF OUR PLAN?
Practicum Element**
6. Progressive, Measurable Change7. Account for Differences in Team Adoption
Rates8. Prepare Responses and Plans ahead-of-time
to Survival Anxiety9. Plan / Forecast – Observe / Analyze –
Interpret / Modify10. Create Structures for Constant & Consistent
Feedback
WHAT ARE THE ELEMENTS OF OUR PLAN?
You must address the EMOTION of Change before you can master the OPERATION of Change
REMEMBER..
As much as we fear the NEW.. We fear giving up the OLD even more.
Habits, Mastered Content and Practice…
Provide Comfort Support Ego / Self Esteem
Organize Structure and Coherence
SO.. A KEY FEAR TO ADDRESS
The First Tool Training is focused on the Common Core Standards Analysis Website from the Survey of Enacted Curriculum
seconline.wceruw.org
USE YOUR FIRST TOOL SET
SecondFirst ThirdKindergartenNumber Sense
OperationsMeasurement
Consumer ApplicationsBasic Algebra
Advanced AlgebraGeometric ConceptsAdvanced Geometry
Data DisplaysStatistics
ProbabilityAnalysis
TrigonometrySpecial Topics
FunctionsInstructional Technology
I. Memorize Facts, Definitions, FormulasII. Perform ProceduresIII. Demonstrate UnderstandingIV. Conjecture, Analyze, Generalize, ProveV. Solve Non-Routine Problems/Make
Connections
Identify Three Changes in the Content Standards
Prioritize Three Changes in the CCR / MPS Standards
Develop a Plan to Transition Teacher Activity – What will you say? How will you migrate them?
-- All at once? Over time?
TOOL TASK
EXAMPLE
CurrentTypical text measures
(by grade)
Common CoreText complexity grade bandsand associated Lexile ranges
Pair new, rigorous Non-Fiction with Existing lower-level Fiction (connection)
Key Learning Targets from this lecture
Closely Held Knowledge (Slides 14 to 23) The Key New Elements and Requirements of the Common
Core College & Career Readiness is the “brand”
Rationale: ACT Study, See slide 25Deming’s Points for Building Quality into Change
Consistent Focus, Don’t Make the Gap Too Big Change Theory Prescription: Slide 41 Survey of Enacted Curriculum Process: Slides 45-47 Importance of Fear
EVERYBODY WITH ME?
In Practicum, we will build a plan.Begin your plan, using the 10 Elements (slides 55 & 56)
Learn the SEC Website Tool (training times will come via EMAIL registration)
Determine Priority Change Elements, Make a Plan to Overcome Fear / Enact Migration
PRODUCT & PERFORMANCE
You will receive :
Reading for next Two Weeks This Power Point & Session Recording Links to register for Tool Training
If you do not get within 5 days,
EMAIL [email protected]
DOCUMENTS
THEY EXPIRE AFTER THE CLASS
So.. You have to Download ConcurrentWith Classes
A NOTE ABOUT DOWNLOADS
All Materials are For Your Use
Registration in the Black Belt Certification Program Constitutes a License to Use Materials Provided in Class
We Want You to Teach Using the Materials
Only Requirement: Attribution
USE THEM!
Curriculum Mapping to Create Master CCSS Aligned Curriculum
Focus for Professional Development (link to SEC research)
NEXT LECTURE IN TWO WEEKS
Great Work!
