ACSA LEADERSHIP SUMMIT THE STATE OF THE COMMON CORE NOVEMBER 8, 2012
THE PROCESS…. How did we get here…•Established the ―What‖ •What are the Common Core State Standards (CCSS)? •Sue Gendron Presentation for all core content area teachers• Established the ―Why‖ •Why do we need to transition to the CCSS? •Why is this urgent? •Dr. Bill Daggett presentation May 2011 •Volunteers signed on as ―early adopters‖ (unclear process)•Established the ―How‖ •How are we going to meet the demands of the CCSS? •Focus on Literacy •Lin Kuzmich literacy strategies for all core content area teachers
EARLY ADOPTERS…• An early adopter can be described as, ―a brave soul willing to go the extra mile on an unchartered path.‖• 80+ teachers initially signed on as ―early adopters‖: • 64 agreed to attend workshops to gain a better understanding of the CCSS • 30 implemented CCSS 2012-2013 school year
THE PROCESS…• Deconstruct every Common Core State Standard into individual learning skills/objectives: Grade Subject Standards Objectives 9/10 ELA 71 708 11/12 ELA 74 741 9/10 Integrated I 51 166 10/11 Integrated II 62 183 11/12 Integrated III 48 125• Decided that an integrated course design for math was the most conducive to the lay-out of the standards.
THE PROCESS… • Identify the Tier II and Tier III academic vocabulary in each standard. • Grades 9-10 students: Learning Objectives Tier II Tier IIIKey Ideas and DetailsRL.9-10.1. Students will be able to . . . analysis analysis 1. Cite strong textual evidence to support cite inferenceCite strong and thorough textual evidence analysis of what the text says explicitly. text evidenceto support analysis of what the text says 2. Cite thorough textual evidence to support textual explicitlyexplicitly as well as inferences drawn from analysis of what the text says explicitly. inferencethe text. text 3. Cite strong textual evidence to support inferences drawn from the text. textual 4. Cite thorough textual evidence to support inferences drawn from the text.
THE PROCESS…• Identified the essential standards• Identified the standards/units to be taught at each level (ELA 9/10/11/12 & Integrated I/II/III)• Created performance tasks for each unit• Created rubrics for each performance task• Quality control process for each performance task• Created Unit Plans (ELA)• Pacing – Stronger for English 2 than English 1• Lesson Plans (Daily) – We did not get to this point!
THE PROCESS• Vote of Confidence • Confident in my knowledge, understanding and readiness to implement the CCSS • Confident in my understanding of the design and sequence of Integrated Math • Implementation was always an option for early adopters• Expectations of Early Adopters • District-wide collaboration for early adopters (once per quarter) • Frequent classroom visits • Action Research participant (could require some data gathering) • Administer an alternative benchmark • Give input on roll-out/training of CCSS to the masses• On-Going Support and Collaboration • Supplies • Resources • Site Visits • Conference Opportunities • Specialized Professional Development Opportunities
WHAT I THOUGHT “EARLY ADOPTION” MEANT…• The chance to be a trailblazer!• The opportunity to be ahead of the game.• Knowing what was coming before it got here.• Being a ―lab rat‖.
WHAT “EARLY ADOPTION” ACTUALLY MEANT…• A lot of time• Collaboration with other teachers from throughout the district• A lot of work• A trailblazer into uncharted territory, tasked with making the map
PLANNING INSTRUCTION1. Look at the standards and learning objectives for the unit.2. How am I going to test this?3. Which standards and LOs work well together?4. What can I use to teach this? a) Create an engaging unit centered around issues and texts that are interesting and engaging to students. b) DON’T GET TIED DOWN TO A TEXTBOOK! I. Very liberating and VERY scary!
BENEFITS (TEACHER AND STUDENTS)• The process of deconstructing standards ensures teachers KNOW the new standards• More freedom to choose texts which engage students and make them think at a higher level• Increased technology use• Raising the bar!
CRUCIAL SUPPORT• Site level • Constant feedback from instructional coaches and admin. • Several times a week! • Always raising the bar• District level • Facilitate collaboration between teachers at different sites • Allow teachers to get out and watch each other • SUPPORT teachers during walkthroughs
BIG SHIFTS I HAVE NOTICED…• ―We are all in this together!‖ • Teachers helping teachers • Teachers supported by admin. and coaches • Walk-throughs aren’t feared as a ―gotcha!‖ moment, but a collaborative one—we are all figuring out what this should look like• Increased student engagement • From one GV admin on a walk-through form: ―students paired and reading—100% engagement!‖
WHAT DO THE STUDENTS THINK?• Total number of students surveyed: 108• When asked about relevance: • 70%: ―I see how this class is preparing me for my future‖ • 30%: ―I understand that this class is preparing me for my future, but I don’t always see the connection.‖ • 0%: ―I see no connection between this class and my future.‖• When asked about the rigor of the class: • 54%: ―Compared to previous years, I have to put more work into this class.‖ • 39%: ―Compared to previous years, I put in about the same amount of work into this class. • 7%: ―Compared to previous years, I put less work into this class.
CHALLENGES• Meeting the technology requirement.• Bridging the gap: Where students NEED to be with CC standards. (Narrow and deep levels of thought) Scaffolds: • Analytical reading strategies • Engagement Where students are strategies with the current • Modeling: What does high-level standards. thinking look and (Wide and shallow sound like? depth of thought)
LET’S LOOK AT A STUDENT SAMPLE• Student: • Female • Age 15 • Home language: Spanish • Lowest CELDT score was in reading • English 1 Grades: • Semester 1: D • Semester 2: D
ARMED EACH TEACHER WITH RESOURCES• Created a portfolio with essential tools: • Getting the CCSS in their hands • Crosswalk to help understand the shift • Process to deconstruct standards into learning objectives • Averil Coxhead Academic word list • Google docs – all teachers trained
SUPPORTING TEACHERSWorking with small groups creating: • Pacing guides • Units • Performance tasks
What is the Evidence What Do I Teach? How do I Teach it? How do I Assess? of Student Learning? (Skill/Concept) (Resources) (Methods) (Product)What is the skill my What resources do I What methods do I How will I know mystudents need to need to teach this use to assess as I students havelearn in this concept or skill? teach this concept mastered the skill orstandard/objective? or skill? learned the concept? What resources willWhat is the concept my students need What will proficientI need to explicitly to learn this evidence look like?teach my students in concept or skill?thisstandard/objective?
REASSURING TEACHERS• We are piloting so . . . • Be creative • Try new things • Make adjustments and changes to your pacing • There is no ―right way‖ to teach the common core
COMMON TEACHER CONCERNS• Are we all using the same definitions for Tier 2 and Tier 3 Words?• What does this look like in the classroom?• Time
REFLECTIVE QUESTIONS1. How has your instruction changed this year from previous years? • Teachers are recognizing the need for more student centered instruction. • Stand and deliver and sit and get will not work with the CCSS standards.
REFLECTIVE QUESTIONS• Do you think your students are aware they are a part of something new?Student Remarks: • My English class is nothing like it was before – now it’s interesting. • Why are you making us do all the thinking? • You’re not teaching me how to do it like my other teachers.
RESOURCESMathalicious http://www.mathalicious.com/provides teachers with lessons that help them teach math in a waythat engages their students–in a way that helps students understandhow the world worksLibrary of Congress http://www.loc.gov/index.htmlprovides lesson plans, presentations, primary source sets, andcollection connections• Teen Ink http://teenink.com/is a magazine which is marketed to, and written by, teenagers. Youcan find fiction, non-fiction, art, videos, etc.• New York Times http://www.nytimes.com/Provides easy ways to weave in the informational and non–fictiontexts
REALIZATIONS• Collaboration is key – suffering in silence just prolongs the suffering• Learning must be turned over to the students – sit and get will not meet the standards of the common core• Facilitate learning
LESSONS LEARNED….Teacher • It takes a team effort at ALL levels—teachers, coaches, admin., students—to successfully implement Common Core • Transition is NOT easy • That which worked in the past may not work in the future!
LESSONS LEARNED…Instructional Coach• Develop capacity in multiple people at each site and in each discipline- difficult for stand alones• Create an atmosphere that generates creativity • Don’t worry about test scores • Mistakes are learning experiences
LESSONS LEARNED…Administrator • Do not let the Common Core be done to you! • Be proactive • Don’t be afraid to say you don’t know, because no one really knows • Must be willing to give everything you have to ensuring the success of this process • Believe in those around you! They hold the keys to the kingdom of learning.
WHERE DO WE GO FROM HERE?• A second cohort of ―Early Adopters‖ will be formed.• Training will begin in April/May and continue throughout the summer.• We hope to have at least 100 participants in the second cohort of ―Early Adopters.‖• Voluntary/Voluntary/Mandatory• Implementation 2014-2015
CONTACT INFORMATIONPlease feel free to contact us for more information or to visit our district. Tammie Calzadillas, Ed.D., Executive Director Merced Union High School District firstname.lastname@example.org (209) 385-6576 Nicole Knott, Instructional Coach email@example.com (209) 385-8996 Matt Thomas, English Teacher Golden Valley High School firstname.lastname@example.org (209) 385-8000
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