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Building Systems to Improve Teaching and Learning While Implementing the Common Core State Standards Superintendents’ and Principals’ Forum February 24, 2014 San Diego Convention Center. Welcome!. Overview of Agenda and Outcomes Larry Perondi Randy Ward .

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  1. Building Systems to Improve Teaching and Learning While Implementing the Common Core State Standards Superintendents’ and Principals’ Forum February 24, 2014 San Diego Convention Center

  2. Welcome! Overview of Agenda and Outcomes Larry Perondi Randy Ward

  3. Purposes for the Day • Examine district-wide and school-wide systems that support the implementation of Common Core State Standards while continuing to close the achievement gap • Reflect on what systems are “in place” to improve teaching & learning and identify next steps for action

  4. Closing the Achievement Gap Common education standards are essential for producing the educated work force America needs to remain globally competitive. This…will help ensure that all students can receive the college-and career-ready, world-class education they deserve, no matter where they live. Craig Barrett CEO, Intel

  5. Knowing Your Leadership Voice for Common Core Mathematics: Five Essential Elements for Greatness Timothy Kanold, PhD

  6. Knowing Your CCSS-M Leadership Voice: Five Essential Elements for Greatness! A vision cannot be true or false but ultimately is evaluated against other possible directions for your classroom, your school or your district… Timothy D. Kanold, Ph.D. tkanold.blogspot.com tkanold@d125.org Twitter @tkanold

  7. We teach, lead, and influence from the middle.

  8. Turning Your CCSS-M Vision Into Action: Defining Greatness! Turn to a shoulder partner… and give them your 30 second CCSS-M Mathematics “message” that you teach to those that look to you…

  9. Your Teachable Point of View(TPOV) “A cohesive set of ideas and concepts that a person is able to clearly articulate to others” —Noel M. Tichy, director, Global Leadership Partnership, and professor of management and organizations, University of Michigan

  10. Learning How Is Now Part of the Guaranteed and Viable Curriculum Common Core State Standards Impacts Vision for Assessing! Understanding Impacts Vision for learning! Mathematical Content About 35 standards per grade level K–8 About 55 Standards per grade 9-12 Mathematical Practices Eight standards K–12

  11. The Leadership TPOV for effective change in Great Schools! The Grain Size of Change is the collaborative Teacher Team The Grain Size of Analysis is a 3-4 week Unit of Instruction

  12. The Grain Size of Change! The grade level or course based collaborative team is the fundamental building block of the PLCjourney…

  13. Essential Expectation #1: Coherence Defined autonomy – the freedom to act and to lead within well defined boundaries… Vision is your most important weapon…

  14. PLC Schools Build Shared Knowledge Developing the adult knowledge capacity in your school…

  15. Coherence resides in Vision Implementation - Your voice of authority in your school or district One of the greatest problems with mathematics instruction, and instruction in general in most school districts, is that it is too inconsistent from classroom to classroom, school to school, and district to district — Morris & Hiebert(2011) http://www.flickr.com/photos/roland_urbanek/4712188695/

  16. An Inequity Eraser! The grade level or course based collaborative team is the fundamental building block of the PLCjourney…

  17. CCSS-M needs a Simultaneous Loose and Tight PLC Culture… Defined autonomy – the freedom to act and to lead within well defined boundaries…

  18. For Example, teachers choose mathematical tasks every day! Describe how your faculty currently choose daily student examples and tasks?

  19. Essential Expectation #2: Rigor through Complexity of Reasoning Developing the adult knowledge capacity in your school…

  20. ―Smarter Balanced Assessment Consortium, General Item Specifications (2012)

  21. Four Claims Used in SBAC Test Specifications 40% Claim #1 Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. ---------------------------------------------------------- Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Claim #2 Problem Solving ------------------------- Claim #4 Modeling & Data Analysis 60% Claim #3 Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

  22. Vision Focus – Differentiating Your School Priorities What adult behaviors and actions need to become the collaborative team priority to fully implement the CCSS-M?

  23. The Grain Size of Analysis! (Cyclical Time) Should be A Unit of Study… 7-10 Units per year…

  24. Essential Expectation #3: Rigor through Balanced Common Unit Assessments Ensuring high-quality Common assessments Common tasks Common homework …and the accurate scoring of those assessments and tasks

  25. Will you choose to be loose-tight about mathematics homework? Kanold, et al., 2012

  26. There is no debate on the Instruction and Assessment vision for CCSS-M! Evaluating the Evidence – John Hattie (2009 & 2012) Meta-analysis of over 800 studies… Spaced Vs. Mass Practice . 71 Independent practice Few problems No “Going Over” in class

  27. Essential Expectation #4: Balanced classroom discourse Instruction that provides evidence of student demonstration of the CCSS-M Mathematical Practices

  28. Learning How Is Now Part of the Guaranteed and Viable Curriculum Common Core State Standards Understanding Vision for Student learning! Mathematical Content About 35 standards per grade level K–8 About 55 Standards per grade 9-12 Mathematical Practices Eight standards K–12

  29. Common Core Standards for Mathematical Practice Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

  30. The Third Standard for Mathematical Practice MP 3: Construct viable arguments and critique the reasoning of others. Students make conjectures. Students justify their conclusions and communicate them to others. Students compare the effectiveness of two plausible arguments. Students listen and respond to the arguments of others for sense making and clarity.

  31. There is no debate on the Instruction and Assessment vision for CCSS-M! Evaluating the Evidence – John Hattie (2009 & 2012) Meta-analysis of over 800 studies… Classroom Discourse .82 Whole Group = 35% Small Group = 65%

  32. The “Brand” of Your School or District in the Community resides in the implemented reality of your Vision for the school or program!

  33. CCSS-M Implementation - Your voice of authority in your school or district Who is monitoring the adult behaviors for accountability and celebration of the CCSS-M behaviors? http://www.flickr.com/photos/roland_urbanek/4712188695/

  34. Vision Implementation and Action You understand thatevery adult in your school/district must be involved in the Accountability/ Celebration PLC culture… The CCSS-M Vision becomes your voice of authority

  35. Provide Accountability and Celebration of WHAT?   • Accountability/celebration of Student Results (Goals) • Accountability/Celebration of Adult behaviors and Actions (Values) • Your # 1 Job – monitor both of these with consequences

  36. For your monitoring to become “Formative” it needs to: 1. Provide meaningful feedback 2. Result in action by the teachers or teacher team.

  37. Meaningful Feedback Requires…. The goal is for you to provide formative feedback in your work: • Specific • Timely • Accurate • Fair Feedback Action on your feedback is required

  38. Meaningful feedback requires using… The Genius of AND No “BUTS” allowed No use of “THEY” Lots of Hot Fudge Sundaes

  39. A final thought on this… You can become intentional about celebration in 2014-2015 (short and long term wins)

  40. High Quality CCSS-M Implementation: The Grain size of Analysis What does our team do before the unit begins? What does our team do during the unit? What does our team do after the unit has finished?

  41. During the unit Kanold, et al., 2012

  42. Essential Expectation #5: Formative assessment processes after the unit ends Ensuring a robust formative assessment process for students and adults—using the assessment instruments and tasks from each unit…

  43. There is no debate on the Instruction and Assessment vision for CCSS-M! Evaluating the Evidence – John Hattie (2009 & 2012) Meta-analysis of over 800 studies… Assessment as a process of Formative Feedback.75

  44. After the unit Kanold, et al., 2012

  45. Kanold, et al., 2012

  46. Kanold, et al., 2012

  47. BREAKOUT SESSIONS • Session 1: • CCSS Mathematics Presents an Extraordinary Opportunity to Move to Higher Levels of Achievement for All Students • Chula Vista Elementary School District • Room 6-D

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