The document summarizes discussions from an educational services leadership team meeting about implications of implementing Common Core standards. Key points discussed included: - Identifying implications of Common Core implementation for their educational services division. - Discussing what needs to change in order to lead the transition, or "Renaissance," to the new standards. - Determining how the division will model the change process expected by the Common Core State Standards. Activities at the meeting included group discussions about "Ahas" or insights from pre-work on the standards, using a World Cafe format to discuss why and how the division needs to change and how to model the process, and synthesizing the discussions.

1. Educational Services
Division Leadership Team
March 8, 2013

2. Today’s Outcomes
• To discuss and identify the key implications of
Common Core Implementation for our Educational
Services Division.
• To discuss and identify the Why, How and What
needed to change in order to lead this “Renaissance”
• To discuss and identify How we will
model the Process as expected in
the CCSS.

21. How did the flock achieve
change?
• They agreed there was a problem
• They agreed a change was needed
• They discussed what they already knew
about wolves
• They decided to learn as much as they
could
• They changed some beliefs
• They decided change was possible

22. FLIPPED LEARNING
Some people talk in their sleep.
Lecturers talk while other people
sleep.
- Albert Camus

23. FLIPPED LEARNING
Buying back classroom
instructional time by delivering
some of the content to students
online.

24. FLIPPED LEARNING

25. DIRECTIONS
1. In your table groups, each person shares opinion from the
pre-work assignment,
“What are the three most important “Ahas” that you have
from these sources, and what evidence from the source(s)
supports your opinion that these are most important?”
2. As a table group, agree on the group’s top three “Ahas” and
the evidence to support the table’s choices.
What are the implications of these “Ahas” for our
work?

26. WORLD CAFÉ
Engaging in powerful conversations
and exchanging new perspectives

27. PURPOSE
• Provides a forum for large group
conversations to emerge.
• Allows participants to share and
gain a variety of perspectives on a
topic.
• Enriches the possibility for new
insights to emerge.

28. DIRECTIONS
1. Move to the table assigned for each rotation.
2. Your table group will have 20 minutes to discuss the question in each round.
3. Each table will have a facilitator that will record the thoughts and ideas discussed.
4. At the end of each round, move to a the next assigned table in the room. The
facilitator will not move.
5. Repeat this process when responding to the questions in Round 2 and Round 3.
6. At the beginning of Round 2 and 3, the facilitator will take 3 minutes to summarize
the discussion that took place at that table in the previous round.
7. After completing the rounds of questions, we will hold a ‘Community Caucus’ and
‘Gallery Walk’ to reflect upon our discussions.

29. ROUND 1
• As we consider the implications of the new English
Language Development and Common Core
Standards implementation,
Why do we (as a division) need to change?

30. ROUND 2
• Given the new ELD standards and with the Common
Core movement as the “renaissance of learning,”
How/what do we need to change in order to
lead the “renaissance”?

31. ROUND 3
• As we prepare ourselves and our districts for the
instructional shifts that will be necessary with the
new ELD standards, Common Core and
implementation of new assessments,
How do we model the process?

32. SYNTHESIS
• Based on our “WHY”, What
needs our immediate
attention going forward?
• How can we support each
other in taking the next
steps? How can we prepare
to meet the challenges that
we will encounter?
• Synthesize your three
conversations on a chart and
post somewhere in the room.

33. GALLERY WALK
• Any observations?
• Big Ideas?
• Common themes?
• Other comments?

34. Today we…
• Flipped Experience
– “Homework”
• Made-up Minds
• Metlife Survey
• Sinek Video
• Outlearning the Wolves
– “We tell ourselves we are strong so we
don’t have to face up to the ways we
are weak.”
• World Café
– Addressing the:
• Why change (Division)
• What do we change to lead
• How model the process
• Synthesis
– Gallery Walk
“Ahas”… Something to think about
In considering the process:
– Were you able to share your
“Ahas” from the homework?
– Did you discover some new
“Ahas” you hadn’t
considered?
– How will these “Ahas” help
you to make the changes that
need to be made in your
work to lead Riverside
County in the Common Core
Movement?
Process Debrief

35. Closing
What’s Next?