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2011 – 2012 Phase I. LECTURE TWO. NATIONAL Pathway for Common Core Implementation. Phase I 2011 - 2012. WELCOME. Your Faculty Kevin Baird Kevin.Baird@CommonCoreInstitute.Org . Today’s Webinar. Lecture Two Leadership

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2011 2012 phase i
2011 – 2012

Phase I

LECTURE TWO

welcome
WELCOME

Your Faculty

Kevin Baird

Kevin.Baird@CommonCoreInstitute.Org

today s webinar
Today’s Webinar

Lecture Two

Leadership

Articulating the Brand Vision: What is College & Career Readiness / Grieving Lost Practices

today s overview
Today’s Overview

Knowledge:

Quick Review & Closely Held Knowledge

College & Career Readiness: Change Brand

Building Enterprise-wide Change Process

Building in Quality

Synthesis:

ELEMENTS: Your CCSS Implementation Leadership Plan

Introduce:

Job-embedded Professional Development

Curriculum Mapping

scope sequence
Scope & Sequence
  • Readings from last lecture and for this lecture included in the link: Lecture 1: What is the National Pathway CCSS & Lecture 2: Articulating the Brand Vision (Deming, Lewin, Survey of Enacted Curriculum, College & Career Readiness as a Standard)
the alignment process
The Alignment Process

Establish Goals

Measure to Focus on Priorities

Align Practice to Goals & Priorities

Curriculum

Instruction

Assessment

Observe, Communicate, Teach, Direct

Refinement

slide8

Plan

Plan

Plan

Plan

Plan

Plan: Provides the direction to eliminate the treadmill effect.

Vision: The “Why are we doing this?” to combat confusion.

Skills: The skill sets needed to combat anxiety.

Incentives: Reasons, perks, advantages to combat resistance

Resources: Tools and time needed to combat frustration.

Conditions for Successful Implementation

Knoster, T., Villa, R., & Thousand, J. (2000)

key questions
Key Questions?
  • What do we communicate about CCSS?
  • How is CCSS implementation different from other past initiatives?
  • What are the elements of our Implementation Leadership plan?
  • How do we set ourselves up for success

from the beginning?

assertions
Assertions
  • The Common Core Standards are the single largest enterprise wide initiative ever undertaken in American K-12 Schools.
  • The Common Core Standards represent the largest change in classroom expectations ever
modern era 1950 s to today
Modern Era (1950’s to Today)
  • Civil Rights / Desegregation (50’s to 70’s) – busing, affirmative action, Title IX, school prayer
  • 1980s: Nation at Risk, Drug Prevention
    • Landmark event – first time indication of failing schools, falling scores, inflated grades
  • 1990s: Outcomes-based Education, National Education Goals (Goals 2000), NRP formed
  • 2000’s: NRP Report (2000), NCLB (2001), Reading First Report (2008)
schools do not have substantial experience with enterprise change
Schools do not have substantial experience with enterprise change
  • Common Core Standards require significant change for every K-5 teacher, and most 6-12 teachers.
  • Common Core Standards require significant change for every principal.
  • Common Core Standards require immediate action.. Although implementation is over time.
closely held knoweldge
Closely Held Knoweldge
  • Requirements:
      • Non-Fiction Information Text
      • Increased Lexile-levels / Text Complexity
      • Text-dependent Questions
      • Evidence-based writing
      • Instruction at higher levels of cognitive demand
      • New Instructional Practices: College & Career Readiness Anchors (ELA/Sci/Soc), and Standards for Math Practices
      • Linking Skills to Cognitive Demand
slide14

Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels

Current

Typical text measures

(by grade)

Common Core

Text complexity grade bands

and associated Lexile ranges

slide15

Percentage distribution of literary and informational passages

– Non Fiction is Key

Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

slide16

ACT Study – Schmeiser, 2006

Chance of later success

Science

Mathematics

Unprepared in Reading

Prepared

in Reading

1%

32%

15%

67%

kindergarten essential vocabulary
Kindergarten Essential vocabulary

ELA

Math

Attribute

Decompose

Decomposition

Composition

Hexagon

Dimensional

Vertices

Category

  • Stanza
  • Preference
  • Punctuation
  • Collaborate
  • Illustrator
  • Brainstorm
  • Punctuation
  • Non-fiction

IN DOE: PARCC Lead

slide18

To Argue . . . and Inform . . . in Writing

CCSS Requires Argument / Evidence-based Writing

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

slide20

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments / 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

change requires a brand
Change Requires a Brand

Deming: To create consistent quality, create constancy of purpose.. (Point 1 in 14 Points)

.. With the aim to become competitive,

stay in business and provide jobs

.. “with the aim to create competitive

students, & support business by preparing

them for jobs”

is it an adequate brand
Is It an adequate “Brand”?

How do we know if our college and career readiness

definition is internationally competitive?

ACT conducted a comprehensive analysis of the assessment

results of 2,248 US tenth-grade students from 77 high

schools across the United States who took a special

administration of the Programme for International Student

Assessment (PISA), which is an international assessment for

15-year-olds, and PLAN® , ACT’s tenth-grade college and

career readiness assessment. The analysis identified the PISA

score equivalents to PLAN’s college and career readiness

benchmark scores in reading and math. From this, we

determined if US college and career readiness performance

standards are internationally competitive by comparing them

with the performance of the highest performing nations.

brand or philosophy
“Brand” or “Philosophy”
  • Deming: Point 2 – We must adopt the new philosophy –
    • Leadership must awaken to the challenge
    • We are in a new age
    • We must learn new responsibilities
    • We must take on Leadership for change
a higher standard
A Higher Standard
  • It is no longer sufficient to meet specifications or minimum expectations..
  • We must create students that our communities, our country and our competitors boast about.. hold in high esteem.. Identify as excellent
brand vision
Brand + Vision

College & Career Readiness is not about something as mundane as a standard.. College & Career Readiness is about Brilliance.

Unlocking the Brilliance in every student, by Unleashing the Brilliance in every teacher.

Be Competitive. Be Brilliant. Got Brilliance?

slide31

Today’s text gap

Source: Metametrics

practicum questions
PRACTICUM QUESTIONs
  • How will you position the Brand?
  • How will you help your district ENVISION College & Career Readiness?
  • How will you illustrate, and motivate others to adopt..

BRILLIANCE!

enterprise change
Enterprise Change
  • If Constancy of Purpose is the First Step to Quality, Motivation to Change is the First Step to Organization Development (Lewin)
    • Not everyone will change (it’s OK)
    • Resistance is ugly
    • Build advocates and change agents
how to motivate change
How to Motivate CHANGE?

(Lewin/ Schein; See Wirth, 2004)

  • Build on Dissatisfaction (We all agree.. Kid’s skills are not where they should be..)

- Diminish the Gap between what is currently accepted as “true” and what is required as “needed”.. If that gap is too big, then more likely to be ignored..

slide35

Lexile® levels today and with Common Core – Rigor Increased 2-3 Grade Levels

Current

Typical text measures

(by grade)

Common Core

Text complexity grade bands

and associated Lexile ranges

anticipate survival anxiety
Anticipate “Survival Anxiety”
  • Vestige of old, now invalid thinking
  • Leads to defensiveness and resistance due to pain of having to UNLEARN and RETHINK
  • Three stages: Denial (won’t happen), scapegoating and passing the buck (their fault / I’m retiring), maneuvering & bargaining (my kid’s can’t, it isn’t developmentally appropriate, etc)
common core challenge
Common Core Challenge
  • Enterprise (everybody)
  • Big Steps (Rigor)
  • Scary Change (New Practices)
  • Skills Fear (Especially Math)
  • Consequences? Fired?
lewin lippitt prescription
Lewin/ Lippitt Prescription

(See Kritsonis article, Comparison of Change Theories)

  • Diagnose the Problem
  • Assess Motivation & Capacity for Change
  • Assess Resources (skills) and Motivation of Change Agent (Who is YOUR Change Agent?)

Commitment? Power? Stamina?

  • Choose progressive change objects..
  • Make Role of Change Agent Clear (Cheerleader, facilitator, expert)
  • Maintain change: Constant Push, Communication
  • Gradually release “helping” relationship
questions to consider
Questions to Consider
  • Do you view change as linear or cyclical?
  • Cyclical change includes a constant success / relapse behavior (like dieting, or quitting smoking)
  • Either way: Self Efficacy is KEY

The confidence to Take Action

The confidence to Persist

real experts on standards implementation
Real Experts on Standards Implementation
  • Originally funded by National Science Foundation
  • Largest study of Standards Alignment and Efficacy since advent of NCLB
  • Informs the CCSS
  • Lessons for our Implementation
process for implementation
Process for Implementation
  • Professional Development for Consistent, Effective Instruction Aligned to Standards
  • Define Standards
  • Define Common Curriculum (Master Curriculum)
    • We look at this in our next lecture on Curriculum Mapping
  • Predict: The Planning Process Should include Standards Alignment Activity / Forecast
  • Observe / Analyze: What is the “Reality Check” / Look at Gaps
  • Interpret: What was the gap, why were there gaps?
choose your target s
Choose Your Target(s)
  • Schools chose Specific Targets for Improvement / Implementation
    • Ex: Measurement, algebraic thinking, nature of science, hands-on learning
    • Ex: bottom quartile students, spatial sense
  • Teachers were implementing enterprise change, but with a Progressive, Focused Approach in a Process
    • Plan / Forecast
    • Reality Check / Observe / Analyze
    • Interpret / Make Sense / Change Activity
conditions for effectiveness
Conditions for Effectiveness
  • Allocation of Sufficient Time for Professional Development
    • Included Saturday Sessions
  • Consistent PD Participation
  • School-level leadership that linked the model to other professional development activities
  • Regular identification and communication of targets for improvement from the analysis
ccsso survey of enacted curriculum
CCSSO: Survey of Enacted Curriculum

NSF / CCSSO:

Misalignment of the content of instruction (instruction or curriculum) accounts for 50% of student achievement variance.

Ed Researcher

Vol 31, #7

curriculum alignment
Curriculum Alignment
  • Research shows that a well-articulated curriculum, aligned to standards is critical for student achievement. (Marzano 2003, 2006)
  • Survey of Enacted Curriculum
    • Pervasive misalignment of standards and instruction – particularly the level of rigor (CCSSO, 2010)
    • 50% of the variance in student achievement can be explained by the extent to which curriculum, instruction, and assessment are aligned to state standards (CCSSO, 2004)
compare lewin lippitt
Compare… Lewin/Lippitt

(See Kritsonis article, Comparison of Change Theories)

  • Diagnose the Problem
  • Assess Motivation & Capacity for Change
  • Assess Resources (skills) and Motivation of Change Agent (Who is YOUR Change Agent?)

Commitment? Power? Stamina?

  • Choose progressive change objects..
  • Make Role of Change Agent Clear (Cheerleader, facilitator, expert)
  • Maintain change: Constant Push, Communication
  • Gradually release “helping” relationship
take aways
Take Aways

What lessons do Deming / Quality Improvement and Lewin / Change Theory and the CCSSO / Survey of Enacted Curriculum have to share with us?

What are the implications for our implementation of the Common Core State Standards?

key questions1
Key Questions?
  • What do we communicate about CCSS?
  • How is CCSS implementation different from other past initiatives?
  • What are the elements of our Implementation Leadership plan?
  • How do we set ourselves up for success

from the beginning?

what do we communicate
What do we communicate
  • Positive Brand (College & Career Readiness)
  • Consistent & Constant Message
  • Focused on Simple Things First (Don’t make the Gap too big!)
  • Connect to Other Initiatives
  • Rationale (Why: Need to be BRILLIANT)
  • Capture the Imagination
how is ccss different
How is CCSS Different?
  • Enterprise-wide
  • Multiple Gaps to Address:
    • Belief Systems (Can Special Ed Kids make it?)
    • Skills (Can I teach at higher levels of cognition?)
    • Multiple Change Agents (What are their roles?)
    • Not a single or simple focus (the ENTIRE curriculum!)
  • Self-Efficacy may be in doubt (can everyone do it?) CROSSING THE BELIEF BARRIER IS KEY!
what are the elements of our plan
What are the Elements of Our Plan?

Practicum Element**

  • Brand Definition
  • Brand Articulation – Be Specific
  • Define the Change Agents
  • Change Agent Job Description
  • Define the Focus of the Change – Don’t Pick Everything
what are the elements of our plan1
What are the Elements of Our Plan?

Practicum Element**

  • Progressive, Measurable Change
  • Account for Differences in Team Adoption Rates
  • Prepare Responses and Plans ahead-of-time to Survival Anxiety
  • Plan / Forecast – Observe / Analyze – Interpret / Modify
  • Create Structures for Constant & Consistent Feedback
how do we
How Do We..

Set Ourselves up for Success From the Beginning??

remember
Remember..

You must address the EMOTION of Change before you can master the OPERATION of Change

so a key fear to address
So.. A Key Fear to Address

As much as we fear the NEW.. We fear giving up the OLD even more.

Habits, Mastered Content and Practice…

Provide Comfort

Support Ego / Self Esteem

Organize Structure and Coherence

use your first tool set
Use Your First Tool Set

The First Tool Training is focused on the Common Core Standards Analysis Website from the Survey of Enacted Curriculum

seconline.wceruw.org

slide61

Third

First

Second

Kindergarten

Number Sense

Operations

Measurement

Consumer Applications

Basic Algebra

Advanced Algebra

Geometric Concepts

Advanced Geometry

Data Displays

Statistics

Probability

Analysis

Trigonometry

Special Topics

Functions

Instructional Technology

  • Memorize Facts, Definitions, Formulas
  • Perform Procedures
  • Demonstrate Understanding
  • Conjecture, Analyze, Generalize, Prove
  • Solve Non-Routine Problems/Make Connections
tool task
Tool task
  • Identify Three Changes in the Content Standards
  • Prioritize Three Changes in the CCR / MPS Standards
  • Develop a Plan to Transition Teacher Activity –What will you say? How will you migrate them?

-- All at once? Over time?

example
Example

Pair new, rigorous Non-Fiction with Existing lower-level Fiction (connection)

Current

Typical text measures

(by grade)

Common Core

Text complexity grade bands

and associated Lexile ranges

everybody with me
Everybody With me?
  • Key Learning Targets from this lecture
  • Closely Held Knowledge (Slides 14 to 23)
    • The Key New Elements and Requirements of the Common Core
  • College & Career Readiness is the “brand”
    • Rationale: ACT Study, See slide 25
  • Deming’s Points for Building Quality into Change
    • Consistent Focus, Don’t Make the Gap Too Big
  • Change Theory Prescription: Slide 41
  • Survey of Enacted Curriculum Process: Slides 45-47
  • Importance of Fear
product performance
Product & Performance

In Practicum, we will build a plan.

Begin your plan, using the 10 Elements (slides 55 & 56)

Learn the SEC Website Tool (training times will come via EMAIL registration)

Determine Priority Change Elements, Make a Plan to Overcome Fear / Enact Migration

documents
Documents

You will receive:

  • Reading for next Two Weeks
  • This Power Point & Session Recording
  • Links to register for Tool Training
  • If you do not get within 5 days,

EMAIL Krystal.Williams@CommonCoreInstitute.Org

a note about downloads
A Note About downloads

THEY EXPIRE AFTER THE CLASS

So.. You have to Download Concurrent

With Classes

use them
Use them!

All Materials are For Your Use

Registration in the Black Belt Certification Program Constitutes a License to Use Materials Provided in Class

We Want You to Teach Using the Materials

Only Requirement: Attribution

next lecture in two weeks
NEXT LECTURE in Two Weeks

Curriculum Mapping to Create Master CCSS Aligned Curriculum

Focus for Professional Development (link to SEC research)

thank you
THANK YOU!

Your Faculty

Kevin Baird

Kevin.Baird@CommonCoreInstitute.Org