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Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
Superintendents and the Common Core
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Superintendents and the Common Core

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Presentation made at the November 18, 2011 IASA Workshop titled "Leading in this New Age of Student, Teacher and Principal Accountability

Presentation made at the November 18, 2011 IASA Workshop titled "Leading in this New Age of Student, Teacher and Principal Accountability

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  • 1. Marilynn Kulieke, Ph.D. Laura Murray, Ph.D. November 18, 2011
  • 2. Presentation Overview 1. Role of Leadership in Transitioning to Common Core Standards 2. What the Superintendent Needs to Know: A Road Map for Success 3. Assessment and the PARCC Consortium 4. Questions and Answers
  • 3. Leadership What are the characteristics of great leadership for Superintendents transitioning to Common Core Standards? 1. Develop and communicate strong beliefs 2. Accept responsibility 3. Surround yourself with great people 4. Study, read, learn independently “Leadership can be learned and developed through practice as well as by studying the leadership, ideas, and behaviors of great leaders.” – Rudolph Guiliani with Ken Kursh
  • 4. Leadership “The true measure of a successful organization is not what it knows but what it does with what it knows.” - Warran Bennis
  • 5. Leadership • Its test is not logic, but results • Its essence is not knowing, but doing •Its only authority is performance
  • 6. Mythbusters: CCS Edition 1. Illinois Adopted CCS in June 2010 True. However, the implementation is a process. Illinois plans to completely transition to CCS by 2014. Currently standards exist in English, Language Arts, and Mathematics. There are plans for developing both Science and Social Studies 2. The standards will be implemented through NCLB led by the federal government False. CCS was developed at the state level through collaboration between state and education leaders. – ISBE 2011
  • 7. Mythbusters (continued) 3. No teachers were involved in writing the standards False. The standards were developed through collaboration between content experts, states, teachers, school administrators, and parents. 4. The standards tell teachers what to do False. The standards are a clear set of shared goals. Local teachers and administrators will decide how the standards are to be met. – ISBE 2011
  • 8. Mythbusters (continued) 5. 48 States worked on the Common Core Standards. True. Which states were not involved in the process? 6. The standards prepare students for Algebra 1 in 8th Grade. True. In order to better prepare all students for high school mathematics and college coursework in the STEM disciplines, the Common Core teaches students Algebra 1 in 8th grade. – ISBE 2011
  • 9. ISBE Position According to the ISBE in July 2011: • Illinois is not aligning state standards to CCS BUT TRANSITIONING to CCS by 2014. • There will be CCS in science by 2012. • Social Science is just beginning to develop CCS.
  • 10. Design of English and Language ArtsStandards 1. Reading – balance of literature and informational tests; text complexity 2. Writing – emphasis on argument and informative writing; writing using primary sources 3. Speaking and listening – inclusion of formal and informal talk 4. Language – stress on general academic and domain-specific vocabulary 5. Embedded in ELA are standards for reading and writing in social science, science, and technology
  • 11. Design of K-12 ELA Standards • K-8 listed by grade-level • 9-12 listed in two year bands (9 and 10; 11 and 12) to allow for flexibility in course design
  • 12. Illinois Standards to Common Core Common Core Standard CC IL Illinois Matched Grade Grade Standard Use knowledge that every 1 1 Demonstrate phonological syllable must have a vowel awareness (e.g., counting sound to determine the and syllabus) of sounds in number of syllables in a words. printed word.
  • 13. Illinois Standards to Common Core Common Core Standard CC IL Illinois Matched Grade Grade Standard Propel conversations by 11-2 11-12 1. Analyze and defend posing and responding to interpretation questions that probe 2. Evaluate how text is reasoning and evidence; used to express ideas ensure a hearing for a full 3. Critically evaluate range of positions, clarify, information verify, or challenge ideas and conclusions.
  • 14. Mathematics Focus and coherence •Focus on key topics at each grade level •Coherent progression across grade levels Balance of concepts and skills •Content standards require both conceptual understanding and procedural fluency Mathematical practices •Foster reasoning and sense making •Real world implications and applications College and career readiness •Level is ambitious but achievable •Algebra 1 in 8th grade
  • 15. Design of K-8 Math Standards Domain – overarching ideas that connect types across grade levels Clusters – demonstrate the grade-by-grade progress of task complexity Standards – define what a student should know and be able to do at a specific grade level
  • 16. Design of 9-12 Math Standards Organized by conceptual categories: • Numbers and quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability
  • 17. Illinois Standards to Common Core Common Core Standard CC IL Illinois Matched Grade Grade Standard Identify and describe shapes. K K-3 Identify related two and Describe objects in the three dimensional shapes environment using names of including circle-sphere, shapes, and describe the square-cube, triangle- relative position of these pyramid, rectangle- objects such as above, rectangular prism and their below, beside, and next to. basic properties.
  • 18. Illinois Standards to Common Core Common Core Standard CC IL Illinois Matched Grade Grade Standard Understand and apply the 8 6-8 Compute distances, Pythagorean Theorem. lengths and measures of Explain a proof of the angles using proportions, Pythagorean Theorem and the Pythagorean theorem its converse. and its converse.
  • 19. Illinois Standards to Common Core Common Core Standard CC IL Illinois Matched Grade Grade Standard Create equations that 9-12 6-8 Solve problems using describe numbers or numeric, graphic or relationship. Create symbolic representations of equations and inequalities in variables, expressions, one variable and use them to equations and inequalities. solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
  • 20. Mathematics Debate Procedures, calculus, discrete mathematics, advanced quantitative reasoning Algebra 2 Mathematics 3 Geometry Mathematics 2 Algebra 1 Mathematics 1 Typical pathway (U.S.) Integrated Pathway (Outside U.S.)
  • 21. Presentation Overview 1. Role of Leadership in Transitioning to Common Core Standards 2. What the Superintendent Needs to Know: A Road Map for Success 3. Assessment and the PARCC Consortium 4. Questions and Answers
  • 22. Road Map for Success ISBE/Common Core Website •http://www.isbe.state.il.us/common_core/default.htm •Location Directions: 1. Navigate to the ISBE Common Core homepage 2. The ISBE Common Core Website will be displayed. From here you will be able to locate all information relevant to the Common Core State Standards. Common Core: English Language Arts •http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf •Location Directions: 1. Located on the ISBE Common Core Website there will be a box with Common Core links located on the right. You will click on English Language Arts in a PDF or Excel format. 2. Page 8 will provide information on how to read the standards and what is in each appendix. Common Core: Mathematics •http://www.corestandards.org/assets/CCSI_Math%20Standards.pdf •Location Directions: 1. Located on the ISBE Common Core Website there will be a box with Common Core links located on the right. You will click Mathematics in a PDF or Excel format. 2. Page 3-4 include the introduction for the mathematic standards.
  • 23. Road Map for Success PARCC and the 2014-2015 Assessment • Description: 26 states are working together in the Partnership for the Assessment of Reading for College and Careers. The new assessment system will greatly increase the number of graduating students who are ready to succeed after graduation. Illinois is one of the 11 states serving on PARCC’s governing board, helping to lead the way. •http://parcconline.org/ National Parent Teacher Association • Description: The Parents’ Guide to Student Success was developed in response to the Common Core Standards in ELA and mathematics. National PTA created the guides for grades K-8 and two for grades 9-12. •http://www.pta.org/4446.htm
  • 24. Presentation Overview 1. Role of Leadership in Transitioning to Common Core Standards 2. What the Superintendent Needs to Know: A Road Map for Success 3. Assessment and the PARCC Consortium 4. Questions and Answers
  • 25. Standards-based  Overall, it is believed that students educated in the United States are notAssessment competitive in a global economy. State and The Perfect Storm Business Universities Local Federal Government Government  External Solutions to the Education Problem: Unprecedented Accountability Common State, Exit, E RTI and Race to The Core ntrance Monitoring Top Initiative Testing Initiatives  Internal Solutions to the Unprecedented Accountability: Standards-based Curriculum, Instruction, and Assessment Summative Aligned Instructional and Curriculum Changes Formative Assessments
  • 26. CCSS and Assessment Online Paper andWe may not know with Assessments Pencil ? ?certainty what type of Stateassessments will be given in Based onIllinois in 2014. StandardsBut we do know that yourdistrict will be well positionedif it uses a…. Rubrics or Checklists ?Standards-based approachto assessment
  • 27. Standards-based Assessment Curriculum InstructionStandards-based Commonassessments are Core Statealigned with curriculum Standardsand instruction formaximum learningAnd must be driven by Assessmentsthe Common Core StateStandards
  • 28. Which Standards? Illinois Learning ACT Standards College (ISAT) WorkKeys Readiness Skills Standards (PSAE) (PSAE) Common Core State Standards Objectives Objectives and and STEM Standards Standards Skills from from (Science, Current Curriculum Technology, Materials Assessments Engineering, and Mathematics)
  • 29. Which Grade Level??? Grade 11 Grades Grades 3 to 5 K to 2 Grades 9 to 12 Grades K to 5 Grades 3 to 8
  • 30. In which content areas are students inIllinois assessed? Social Sciences Sciences Language Arts and Mathematics 2014-2015 Literacy 2014-2015 Business, Technology,Fine Arts and Applied Physical World Education Sciences (Including Career Languages and and Workplace) Health
  • 31. Implications of the Common Core Standards A “standard” is a “standard” is a “standard” if you are already using a standards-based approach to assessment. Examples: A. ILS The New Illinois Learning Standards for English Language Arts Incorporating the Common Core Reading (CC6.R.I.1): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. B. CCSS Reading: (CCRL 6.1) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 32. Implications of the Common Core Cross-Disciplinary There is an expectation, in reading, in particular that the standards cross disciplines. Specific standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects were developed. Examples: A. CCSS Literary Reading (RL 4): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. B. CCSS History/Social Science Reading (RH 4): Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
  • 33. Implications of the Common Core Specificity Standards differ in their level of specificity – which makes assessment development easier or harder. Examples: A. ACT College Readiness: (MCR:FU/a/20-23) Evaluate quadratic functions expressed in function notation as integer values. B. CCSS Mathematics: (M-RNa) Extend the properties of exponents to rational exponents.
  • 34. Implications of the Common Core Level of Thinking Many districts use a framework to identify the “level of thinking” required by a standard. This determines the most appropriate type of assessment strategy. Recall and recognize data or information Know and understand the meaning of data or information Apply knowledge and skills in new situations and generalize Examples: A. CCSS Literacy in History/Social Sciences (RHCC.8e) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. B. CCSS Mathematics: (N-UMb) Add and subtract vectors.
  • 35. Implications of the Common Core Rigor Common Core State Standards generally have higher rigor at a particular grade level than pre-existent standards in both reading and mathematics. Text complexity raises the difficulty in reading. Examples: A. CCSS Mathematics Grade 3 (M3OA:8-9): Solve problems involving the four operations and identify and explain patterns in arithmetic. B. ILS Mathematics Grade 3 (M6.B.1): Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division.
  • 36. Implications of the Common Core Content vs. Skill Common Core State Standards have an emphasis on skills over content. The curriculum and instructional strategies that are needed to enhance skills are much different than those needed to enhance content knowledge and understanding. Examples: A. ILS Reading (S-1CA): Understand statistics as a process for making inferences about… B. CCSS Literacy in History/Social Sciences (RHCC.3F): Analyze in detail a series of events described in a text: determine whether earlier events caused later ones or simply proceeded them
  • 37. Implications of the Common Core Assessments Assessments will be more performance-based.  Example: Students are asked to identify the reasons Clyde Robert Bulla gives in his book A Tree is a Plant in support of his point about the function of roots in germination. Assessments will be more application oriented.  Example: Students are asked to describe the connection between drag and flying in Fran Hodgkin’s and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. Assessments will require higher levels of thinking.  Example: Our school has to select a girl for the long jump at the regional championship. The following girls are in contention. We have a school jump-off. Their results, in meters are given below. Hans says “Aisha has the longest averages. She should go to the championship. Do you think Hans is right.? Explain your reasoning.
  • 38. Transitioning Steps in Transitioning to Standards-based Assessments that Measure the Common Core1. Review the alignment of your current curriculum with the Common Core State Standards.2. “Unpack “ standards so that there is articulation from grade to grade, increasing the difficulty at each grade level.3. Provide resources to staff to develop instructional strategies that are successful in building knowledge and skills of all students.4. Use both formative assessments to monitor progress and provide feedback, as well as summative assessments to measure growth.5. As always, provide extra support for students who are behind in developing their knowledge and skills.
  • 39. Transitioning Begin your review with Language Arts and Mathematics. Examine both vertical (across a grade) and horizontal (across grades) alignment. Examine “gaps” in the curriculum. Where is there a lack of alignment? If you do not begin with alignment, the process of becoming “standards- based” will force alignment.
  • 40. Transitioning Standards are not always at the same level of specificity. Use the following 5-step process. Use a diagramming tool (e.g., web, chart, graphic organizer) to describe the relationship between the different parts of a standard. Evaluate the verb(s) used in the standard. Determine the standard’s required level of thinking. Examine the vocabulary. Assess the need for further clarification of terminology. Align the standard with a lesson or unit taught within a course. Set an assessment strategy – considering an assessment as formative or summative.
  • 41. Transitioning PARCC The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. Expects to release the assessments in 2015. Now, this includes end-of-year assessments in grades 3-8.  PARCC Model Content Framework – English Language Arts/Literacy  http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%202011%2 0Release.pdf  PARCC Model Content Framework – Mathematics Grades 3 – 11 SMARTER BALANCED ASSESSMENT CONSORTIUM This consortium (SBAC) is one of two multistate consortia awarded funding from the U.S. Department of Education to develop an assessment system based on the new Common Core State Standards. SBAC will develop a balanced set of measures and tools, each designed to serve specific purposes. They will be developing summative, interim, and formative assessments.  http://www.k12.wa.us/smarter/
  • 42. Transitioning Formative Assessment  Summative Assessment (Assessment for Learning) (Assessment of Learning) - Intentional process used by - Point-in-time assessment teachers and students during - Measures a predetermined instruction set of standards - Provides feedback to adjust - E.g., finals, benchmark, ongoing teaching and interims, achievement learning tests, state tests - E.g., classroom, interims, homework
  • 43. Transitioning  Marzano’s study of Strategies Leading to Achievement Gains • Identifying similarities and differences (1.61) • Summarizing and note taking (1.00) • Reinforcing effort and providing recognition (.80) • Homework and practice (.77) • Nonlinguistic representation (.75) • Cooperative learning (.73) • Setting objectives and providing feedback (.63) • Generating and testing hypotheses (.61) • Questions, cues and advance organizers (.59) - Marzano, R.J. et al
  • 44. Transitioning Draft an implementation plan Communicate how the CCSS address equity Plan long-range, articulated professional development Foster communication across and within content areas Review current instructional and assessment material Create a transition plan for curricular and assessment content - Education Northwest, September 2011
  • 45. Presentation Overview 1. Role of Leadership in Transitioning to Common Core Standards 2. What the Superintendent Needs to Know: A Road Map for Success 3. Assessment and the PARCC Consortium 4. Questions and Answers

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