April 12th Solution Tree Assessment Summit


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This is the message I presented at the closing session of the Solution Tree Assessment summit in Las Vegas

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April 12th Solution Tree Assessment Summit

  1. 1. 4/29/12  Common Core Mathematics in a PLC Culture! April 18th, 2012 (p.351) We teach/lead/ “These standards are not intended to be influence from the new names for old ways of doing business.They are a call to take the next step. It is time middle.for states to work together to build on lessons learned from two decades of standards- based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” Timothy D. Kanold tkanold.blogspot.com 1 © Timothy D. Kanold © Timothy D. Kanold http://www.flickr.com/photos/roland_urbanek/4712188695/Positive High Relational Energy Is Positive High Energy SchoolImportant? Leadership Important?Rath and Conchie (2008) Pheffer and Sutton (2008)Weaknesses: 9% 60-75% worse aspect of the job is their boss or aStrengths: 73% peerFull Engagement © Timothy D. Kanold © Timothy D. KanoldPositive High Relational Energy Positive High Relational EnergyLeadership Important? Important?Kouzes and Posner (2006)  Daniel Goleman… You are to foster a relational capacityThe single best predictor of among the various adults in your career success… sphere, recognizing when it is low, and if so, providingIs the quality of your immediate feedbackrelationship with your for improvement.very first supervisor © Timothy D. Kanold © Timothy D. Kanold 1  
  2. 2. 4/29/12   The Common Core States’State or Federal Standards? Standards The CCSSI in mathematics and ELA were commissioned by the NGA and CCSSO in April , 2009 8 © Timothy D. Kanold © Timothy D. Kanold The Common Core States’ Standards Two Assessment Consortiahttp://www.corestandards.org/ 10 © Timothy D. Kanold © Timothy D. KanoldThe PARCC Consortium Smarter Balanced (SBAC)  http://www.parcconline.org/ © Timothy D. Kanold   http://www.k12.wa.us/SMARTER/States.aspxD. Kanold © Timothy 2  
  3. 3. 4/29/12   State Assessment Improvements Governing Board States for Mathematics   A mix of item types – short answer • Pilot the assessment system and… longer open response components during 2012–13 and performance-based 2013–14 school years (Up to 50%) • Administer the new assessment system during the 2014-15   And richer multiple choice items 14 © Timothy D. Kanold © Timothy D. Kanold13 Assessment Improvements PARCC and Smarter Balanced Website pages…  Will help students develop an   See handout p.354-55, & 371 understanding of the subject   http://www.parcconline.org/ matter, rather than just   http://www.k12.wa.us/SMARTER/ narrowing instruction in order States.aspx to “teach to the test” Note: The Consortia Frameworks will be the key impact on your local  The WYTIWYG Phenomena district and curriculum design committees… 15 © Timothy D. Kanold © Timothy D. Kanold 1989 2000 1989 Question: What makes us believe there 2008 will be something powerful enough in the CCSS to achieve 2001 meaningful mathematics learning for ALL children 2009 grades K-12? 18 © Timothy D. Kanold © Timothy D. Kanold 3  
  4. 4. 4/29/12   Two Decades of StandardsBased Reform in MathemticsSo What? Does the CCSSeven matter? 19 © Timothy D. Kanold © Timothy D. Kanold First Order Change Working within existing paradigms with marginal disturbance to the system… Yields pockets of Excellence © Timothy D. Kanold © Timothy D. Kanold http://www.flickr.com/photos/roland_urbanek/4712188695/The CCSS and the corresponding 2015 consortia Second Order Change assessments will be the catalyst that… Second-order change…ends the Era of attempting requires working outsidemathematics improvement by existing paradigms byInvitation and Isolation… embracing new paradigms for how you think and practice… © Timothy D. Kanold © Timothy D. Kanold http://www.flickr.com/photos/roland_urbanek/4712188695/ 4  
  5. 5. 4/29/12   Leading 2nd order change: The Moving the Vision of the Common Leadership Discipline of Core into Action! Accountability and Celebration Five Change Paradigms The promise to yourself and others to monitor stakeholder actions that will lead to those improved results; with consequences. © Timothy D. Kanold © Timothy D. KanoldParadigm of CCSS Paradigm Shiftscollaboration 1.  Professional Development as a PLC Better at … The CCSS require a paradigm shift in the grain size of change beyond the individual isolated © Timothy D. Kanold teacher or leader.. © Timothy D. Kanold 28 Equity…Understands that the “smallest unit of change” must become the teacher team… h*p://www.flickr.com/photos/restlessglobetro*er/2513014001/sizes/o/a   The Art of “professional Development” as a PLC .57 Vs. .63 © Timothy D. Kanold © Timothy D. Kanold 5  
  6. 6. 4/29/12   The PLC Litmus Test! The Beauty of a PLC…The Team Acts as an Inequity EraserALL KIDS CAN LEARN Mathematics Equity begins with the1)  Based on their ability.   selection and implementation of2)  If they take advantage of the tasks, opportunity to learn.   the assessment of those tasks,3)  And we will accept responsibility   the technology used & for their growth.   The fidelity of feedback and RTI4)  And we will enforce high Standards of Learning that we   If it so widely variant from teacher to expect all students to achieve. teacher, then what? GAPS! 31 © Timothy D. Kanold © Timothy D. Kanold http:// www.flickr.com/ photos/ shawnparkerphoto /6637823915/in/ Five CCSS Paradigm Shifts photostream/ 2. Instruction The CCSS require a paradigm shift Demonstrations of to daily lesson design that understanding accommodate a focus on the And Procedural process of learning and fluency developing deep student © Timothy D. Kanold understanding of the standards.© Timothy D. Kanold 34 The Standards for Mathematical The Standards for Mathematical Practice (p.357-361) PracticeThe first three words of each of the Lesson Planning from the 8 mathematical practices… “Student’s Point of View” Mathematically Proficient Deepening the student Students… learning Experience… 35 36 © Timothy D. Kanold © Timothy D. Kanold 6  
  7. 7. 4/29/12  MP # 3 Construct viable arguments and critique the reasoning of others (p.358) The Standards for Mathematical Practice 1) Students make conjectures 2) Students justify their conclusions and communicate them to peers 3) Students compare the effectiveness of two plausible arguments 4) Students listen and respond to the arguments of peers for sense making and clarity 37 38 © Timothy D. Kanold © Timothy D. Kanold The Standards for [Student] Mathematical Practice Paradigm of SMP # 4 Model with Mathematics ContentMathematically proficient students can applythe mathematics they know to solve problems arising in everyday life, society, and the workplace… Better at … SMP # 2 Reason abstractly and quantitativelyMathematically proficient students make senseof quantities and their relationships in problem situations…How could this become part of your every Unit lesson planning? 39 © Timothy D. Kanold © Timothy D. Kanold Format of K-8 Standards"Five CCSS Paradigm Shifts 3. Content The CCSS require a paradigm shift to a “less (fewer standards) is more (deeperrigor with understanding)” at every grade level. Ensures greater clarity and low teacher- to-teacher variance on the questions, “Learn What and Learn How?”. http://www.corestandards.org 41 © Timothy D. Kanold © Timothy D. Kanold 7  
  8. 8. 4/29/12   CCSS in Mathematics Content CCSS in Mathematics Content The Domains, Clusters, Standards Grade 5 Grade 5 11 Clusters around 26 Five Domains: Standards Operations and Algebraic Thinking Number and Operations - Base Ten The Grain size of change for Number and Operations - Fractions a unit is No longer a Measurement and Data Standard a day… Geometry © Timothy D. Kanold © Timothy D. Kanold Common Core and Cognitive CCSS in Mathematics Content Demand Grade 5 Cluster verbs… “… the Common Core standards emphasize the cognitive demand Write and Interpret… category ‘demonstrate understanding’ more than state Understand… standards do …” and twice the Apply and Extend… emphasis on “solve non-routine Represent and Interpret problems” than state standards do Classify… Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational © Timothy D. Kanold © Timothy D. Kanold Researcher, 40(3), 103-116. Content Standard Changes CCSS in Mathematics Content The careful attention paid to students’ development learning progressions High School Standards… means that some of the topics traditionally taught in certain gradeshave been moved to other grades, and One body of College and some topics have simply been Career Readiness eliminated from the curriculum. Standards… built upon 6 Conceptual CategoriesConfrey, J., Maloney, A. P., & Nguyen, K. (2010). Learningtrajectories display of the Common Core Standards for © Timothy D. Kanold © Timothy D. KanoldMathematics. New York: Wireless Generation. 8  
  9. 9. 4/29/12   Paradigm of Five CCSS Paradigm Shifts Assessment1.  Work as a PLC2.  Instruction: Teach for student engagement and understanding, then procedural fluency. Better at …3.  Content: Less will be More (fewer standards more Rigor) 49 © Timothy D. Kanold © Timothy D. KanoldLevels of Certainty Five CCSS Paradigm ShiftsYES - Evaluating the Evidence – John Hattie (2009) meta-analysis of over 800 studies… 4. AssessmentAssessment as Formative Feedback .73 The CCSS require a paradigm shift toward assessment as a multi-faceted process of formative assessment development. How will you know if each student is learning becomes a significant question for you and the collaborative team. 52 © Timothy D. Kanold © Timothy D. Kanold The Teaching – Assessing – Paradigm of Learning Cycle… Response to Step 1: Collaborative teams Intervention identify learning targets, and design common core unit tasks and assessment instruments Step 5: Step 2: Collaborative teams use Teachers implement Better at … ongoing student formative assessment assessment feedback to classroom strategies improve instruction The PLC Teaching – Assessing – Learning Cycle Step 4: Step 3: Students use Step 1 Students take action on assessment instruments for classroom formative motivation, reflection and assessment feedback action © Timothy D. Kanold © Timothy D. Kanold 9  
  10. 10. 4/29/12   Five CCSS Paradigm Shifts Connecti 5. Intervention –The CCSS require a paradigm shift toward a team and school response to intervention (RRTI) that is RequiredHow will your team and school respond and act on evidence (or lack of evidence) of student learning? 55 © Timothy D. Kanold © Timothy D. Kanold The CCSSM May Be Our Last Be someone’s Hero - You make a Opportunity to Get it Right difference… The unprecedented adoption of the When we move on, people dosame set of mathematics standards by nearly all states … provides the not remember us for what we opportunity for educators nationwide do for ourselves. They to press the “reset” button on remember us for what we do mathematics education. for them. They are the inheritors of our work… © Timothy D. Kanold © Timothy D. Kanold Other Resources: mathccc.org website © Timothy D. Kanold 10