Preparing to Implement Common Core State Standards

1. Preparing to Implement Common Core State Standards June 6, 2011

2. Time to vote!

3. The public sector in general – and education in particular – face increasing pressure for results Pressure for enhanced learningoutcomes Pressure to prepare students to meet workforce needs Productivity imperative for the education sector Recession and budget cuts: pressure to utilize public funds wisely

4. The Prime Minster’s Delivery Unit (PMDU) was founded in 2001 to help the British government take on similar challenges Key activities of the PMDU Selected targets that the PMDU oversaw • Education: • 11-year-old English proficiency • 11-year-old Math proficiency • 14-year-old English proficiency • 14-year-old Math proficiency • Health: • Heart disease mortality • Cancer mortality • Max waiting time for non-emergency surgery • Emergency room waiting time • Physician appointments • Crime: • Street crime • Burglary • Car crime • Offenses brought to justice • Transportation • Road congestion • Train punctuality Monitor and report on the delivery of the Prime Minister’s top priorities Identify key barriers that prevent improvements and actions needed to strengthen implementation Strengthen departmental capacity to deliver through better planning and sharing knowledge about best practice

5. Within four years, the government was on track to hit over 80% of its high-priority targets Targets on track, percent December 2004 July 2004 December 2003 17 47 53 62 38 83

6. Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery The US Education Delivery Institute has distilled the PMDU’s delivery approach to 15 essential elements 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • Sustain and continually build momentum 5 Create an irreversible delivery culture A. Build system capacity all the time B. Communicate the delivery message C. Unleash the “alchemy of relationships”

7. EDI was founded to bring this approach to state systems of K-12 and higher education EDI focuses on supporting states in their implementation efforts to: • Achieve college- and career- readiness for all students • Increase postsecondary access and degree completion • Close equity gaps System Partners • K12 Systems • Delaware • Kentucky • Louisiana • Massachusetts • Tennessee • Higher Education Systems • The California State University System • The Connecticut State University System • The Kentucky Council on Postsecondary Education • The Louisiana Board of Regents • The University System of Maryland • The University of Missouri System • The State University of New York • The Pennsylvania State System of Higher Education • The Tennessee Board of Regents • The University of Wisconsin System

8. EDI has worked with Achieve to adapt the approach for Common Core implementation Covered in workbook Anticipated Desired student outcomes

9. The Common Core workbook is organized according to the essential elements of this adapted approach Workbook Table of Contents • Completed Each chapter covers one or more essential elements of the approach, and includes… • Diagnostic questions to help your team gauge the extent to which you have already addressed the action(s) in question • Brief narratives that provide principles and potential options for putting the relevant action(s) in place • Case stories that illustrate the principles in the narrative • Exercises that will help flesh out your implementation strategy and put the relevant action(s) in place.

10. Reviewing System Capacity and Timelines June 6, 2011

11. Why Do We Need an Implementation Timeline? • In many states, there are more moving pieces than ever before happening concurrently: Coordination is essential • Look across the areas of work and funding to consider how they interact • Faster is not better: What matters most is being thoughtful, realistic, and comprehensive • Implementation will depend on state/district needs and capacity • Detail is important: Year-by-year is not enough • Communicate your timeline publicly: This effort is too large and complex for “whisper down the lane”

12. What Might a Timeline Include? • Foundational Elements (e.g. establish leadership team, build guiding coalition, develop communications plan) • Align Instructional Materials • Train educators and administrators • Transition assessment system • Transition technology to support assessment and accountability systems • Align teacher preparation, evaluation and licensing programs • Align the transition space between K-12 and postsecondary • Monitor and sustain progress

13. Discussion: Our State Timelines • Objective: additions and revisions to your timeline for CCSS implementation • Instructions: • Using the template and sample timelines, discuss the following: • Which type of timeline are you following (accelerated or other)? • In light of the sample, how might your timeline need to change? • Which tasks will be state-led, district-led, or a hybrid? • Will you stagger by grade or content area? • If you have not yet created a timeline, use this time to discuss what one would look like for your state Template Sample timelines in workbook (most critical in orange) • References: Workbook pages 3.10 – 3.16 • Time: 15 minutes

14. Time to vote!

15. The workbook contains a rubric that will help you assess your system’s capacity to implement its timeline

16. Exercise: Review your system’s capacity to implement its timeline Rubric • Objectives: • A self-assessment of your system’s capacity to implement its timeline in five key areas • Based on your self-assessment, selection of a topic to focus on for the rest of the meeting (instructional materials or professional development) • Instructions: • Using the rubric in the workbook, make your own judgment about your system’s capacity to implement its timeline • “Vote” on your judgments • Discuss and agree on a judgment for each of the five areas Self-assessment worksheet Template • References: Handouts, workbook pages 2.3 – 2.8 • Time: 30 minutes

17. Time to vote!

18. Constructing a Delivery Chain June 6, 2011

19. A delivery chain helps you to understand how you can reach the field Definition A delivery chain is the set people or organizations, and the relationships between them, through which a strategy (in our case, instructional materials or professional development) will be implemented. A delivery chain has one question at its core: Starting from the intent of the leaders in your system and ending with the desired change in behavior on the front line (better teaching practice that improves student outcomes), how – and through whom – will your strategy be implemented?

20. There are a few core principles for drawing a delivery chain • For the strategy you are considering, where does the chain begin and end, and what are the levels between? • At each level, who are all the people or organizations that could conceivably be involved in implementing the strategy? How many of each are there? What role does each play? • What are the most important lines of direct influence from the beginning to the end of the chain? How will they work? • Are there secondary or more indirect relationships that involve others? How important are they? Questions to ask • A mapping of each person or organization and its location relative to others (e.g., state level, LEA level), with an indication of how many of them there are (e.g., 150 superintendents) • Short summary of the role played by each person or organization • Lines between people/organizations that represent relationships of influence • Brief description of each relationship of influence Visual elements to include

21. As applied to the Common Core, delivery chains will help you to map your strategy for influencing instructional practice Sample delivery chain: instructional materials What percent of teachers will change their behavior as a result? Curriculum directors Teachers Principals Curriculum committees Regional centers Website Teachers Chief Curriculum/ instruction team Teachers 1500 400 Teachers 15 150 150 1 1 1 Coaches 65,000 65,000 65,000 65,000 Region/ County State District School Classroom • 10% (small districts) • Manage • Train and distribute by 9/2013 • Train and distribute by 9/2012 • 15% (large districts) • Train and distribute by 9/2011 • Train and distribute by 5/2012 • Consult • 15% (large districts) • Train and • Distribute by 9/2013 • Post by 9/2011 • 5% (mix) • Market by 9/2012

22. Once you have drawn a delivery chain, it is important to identify weaknesses and address them Typical challenges Potential solutions Individual relationships • Weak personal relationships • Low leverage • Identify and replicate stronger relationships of this type • Identify alternate routes to the end of the chain Complexity • Too many actors necessary to get something done • “Rationalize” chain • Identify alternate routes to the end of the chain Funding flows • Mismatch between resource flows and delivery chain • Redesign chain to take advantage of leverage from resource flows Feedback loops • Few or no feedback loops • Create feedback loops • Use feedback loops to exert influence Choke-points • Overreliance on a few key actors • Build capacity/cooperation of key actors • Identify alternate routes to the end of the chain

23. It is helpful to anchor these weaknesses in specific points on the delivery chain Sample delivery chain with weaknesses identified: instructional materials Teachers Chief Curriculum/ instruction team Website Regional centers Curriculum committees Principals Teachers 1 Teachers Coaches Curriculum directors 1 1 65,000 65,000 65,000 65,000 1500 400 150 150 15 Teachers 2 3 1 3 1 2 Region/ County What are the potential weaknesses? State District School Classroom • Historically difficult relationship and loose authority structure – curriculum directors not likely to listen to regional centers • In smaller districts, principals may not have capacity to train their teachers • A large proportion of teachers are not accustomed to using any state website to receive curricular resources

24. Breakout session: Draw and analyze your delivery chain Instructional materials handout • Objectives: • A brief description of your strategy for ensuring that the right instructional materials or PD are available • A map of your delivery chain for ensuring that instructional materials or PD make it to the field and change classroom behavior at scale • An analysis of weaknesses in the chain, and what you plan to do about them • Instructions: • Using the handouts as a discussion starter, decide what your state’s ideal strategy is • Map the delivery chain on poster paper and record weaknesses on flipcharts PD handout Delivery chain template Potential weaknesses handout • References: Handouts, workbook page 5.11 • Time: 90 minutes Analysis worksheet

25. Using the Delivery Chain to Measure Progress June 7, 2011

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27. There are four main types of metrics that you can use to measure progress Description Sample metrics (instructional materials) Alignment Extent to which teachers and principals have received instructional materials aligned to the CCSS • Number of teachers and/or principals who have received aligned instructional materials User satisfaction Extent to which teachers and principals find aligned instructional materials helpful • Number of teachers and/or principals expressing satisfaction with aligned instructional materials Classroom practice Extent to which teachers receiving aligned instructional materials use them to change what they do in the classroom • Self-reporting of changed practice by teachers who have received aligned instructional materials (versus those who have not) • Observations of practice for a sample of teachers that have and have not received aligned instructional materials Impact on student outcomes Extent to which teachers receiving aligned instructional materials achieve better results for their students • Formative or summative assessment data, comparing teachers who have received aligned instructional materials with those who have not

28. The delivery chain will help you to decide which metrics to focus on Sample delivery chain with metrics identified: instructional materials Teachers Chief Curriculum/ instruction team Website Regional centers Curriculum directors Curriculum committees Principals Teachers Teachers Coaches 400 1 15 150 Teachers 1500 65,000 150 65,000 65,000 1 1 65,000 2 5 5 1 3 2 4 4 1 5 4 3 4 2 2 4 6 Region/ County What are the metrics we will use? State District School Classroom • Number of districts undergoing training • Number of teachers undergoing training • Number of teachers who have accessed web portal • Number of teachers who 1) are using the new materials and 2) are satisfied with them • Number of teachers whose classroom behavior is changing, as reported by principals and educator leaders • Difference in gain on formative assessments for teachers using materials vs. not

29. Once you have prioritized your metrics, you need to ensure that collection mechanisms are in place for each Metrics from delivery chain (instructional materials) 5 4 6 2 3 1 Potential ways to measure them • Number of districts undergoing training • Fold into district monthly reporting • Number of teachers undergoing training • Fold into district monthly reporting • Attendance reports from professional associations and universities • Number of teachers who have accessed web portal • Website analytics engine • Number of teachers who 1) are using the new materials and 2) are satisfied with them • Add relevant questions to existing school climate survey • Number of teachers whose classroom behavior is changing, as reported by principals and educator leaders • Extrapolate from sample focus groups of principals, as well as existing principal advisory group • Difference in gain on formative assessments for teachers using materials vs. not • Formative assessment data combined with survey self-reporting of adoption in classrooms

30. Tennessee’s school climate survey is a rich source of data that can be tapped for rapid feedback Tennessee Teaching, Empowering, Leading, & Learning (TELL) Survey • Established in 2011 as part of the state’s Race to the Top plan • First statewide survey of principals and educators at this scale • Contains a variety of questions on topics including: • Collaborative instructional planning • School and teacher leadership • Facilities and resources • Professional development • In first administration, over 77% of the state’s educators participated, giving 1,605 out of the 1,745 schools access to anonymous data on their educators’ responses

31. Breakout session: Develop your metrics for feedback Potential metrics handouts • Objectives: • Identification of priority metrics that will help you collect feedback on whether your strategy is working • Identification of ways to gather data on these metrics that are feasible in your state • Instructions: • Using the handouts and your existing delivery chain as a starting point, identify a balanced set of metrics (across the four types) that cover the “pain points” in the chain • Brainstorm a list of ways to gather data on these metrics that will be feasible Template Worksheet • References: Handouts, workbook page 6.12 • Time: 65 minutes

32. Establishing Routines and Monitoring Progress June 7, 2011

33. What are routines? What purpose do routines serve? Routines are crucial to ensuring that you keep your effort on track • Regularly scheduled checkpoints to assess whether your implementation effort is on track • Engine that drives implementationforward: Without routines, implementation will stall or be replaced by more urgent concerns on the agenda • A source of structure and discipline to create order in complex education systems • Monitor performance: Understand if system is on track to deliver on its aspirations • Diagnose problems: Surface issues that are inhibiting progress and analyze data from delivery chain to pinpoint causes • Address problems: Provide a venue to discuss and decide how to overcome challenges

34. In the Prime Minister’s Delivery Unit, three routines kept things on track Definition Purpose • Progress briefing for the prime minister • Consists of a brief summary, followed by a short report • Update the prime minister on progress against targets, key actions required, and warning signs of risks • Identify areas where prime minister needs to make decisions or recommendations Prime Minister Notes (monthly) Stocktakes (quarterly) • Regular meeting of prime minister, leaders from relevant departments, and key officials • Evaluate delivery of specific set of activities • Update the prime minister on progress • Enable prime minister to hold individuals accountable • Provide focus, clarity and a sense of urgency • Make decisions on key actions or new policy needed • Remove barriers to cross-departmental work Delivery reports (semi-annual) • Comprehensive assessment of the status of all of the system’s key priority areas • From delivery leader to prime minister • Update prime minister on comparative progress against all priorities • Outline what success looks like for priorities over the next 6 months • Identify key actions that need to be taken • Act as a reference document against which to chart progress

35. All routines focused on the recent data and the likelihood that a target would be delivered PMDU Assessment Framework Recent performance against trajectory and milestones Judgement Rating Rationale Summary L/M/H/VH Degree of challenge Quality of planning, implementation and performance management Likelihood of delivery Capacity to drive progress 1/2/ 3/4 Stage of delivery Key Red Highly problematic – requires urgent and decisive action Problematic – requires substantial attention, some aspects need urgent attention Amber/Red Amber/Green Mixed – aspect(s) require substantial attention, some good Green Good – requires refinement and systematic implementation

36. Progress on each target was compared in a league table Overall judgment July 2004 Assessment criteria Key Quality of planning, implementation and performance management Red Degree of challenge Capacity to drive progress Stage of delivery Likelihood of delivery Rank (out of 21) Highly problematic; requires urgent action Dept G G G A PSA 1 L 3 = 1 G G AG B PSA 2 L 2 = 1 AG G AG Amber/Red C PSA 3 H 3 3 Problematic; requires action AG AG G D PSA 4 H 3 4 AG AG G A PSA 5 VH 2 5 AG AG AG Amber/Green B PSA 6 H 3 6 Mixed; some good, some action required AG AG AG C PSA 7 H 2 = 7 AG AG AG D PSA 8 H 3 = 7 AG AG AG A PSA 9 H 2 = 7 Green AG AG AG B PSA 10 VH 2 = 10 Good; requires only refinement AG AG AG C PSA 11 VH 2 = 10 AG AG AR D PSA 12 H 3 12 AG AR AR A PSA 13 VH 2 13 AR AR AG B PSA 14 VH 2 = 14 Degree of challenge: L = low H = high M = medium VH = very high AR AR AG C PSA 15 VH 2 = 14 AR AR AR D PSA 16 VH 2 = 16 AR AR AR A PSA 17 VH 2 = 16 AR R AG B PSA 18 H 3 = 18 AR R AG C PSA 19 H 2 = 18 AG AR R D PSA 20 VH 3 20 R R R A PSA 21 VH 2 21

37. One PARCC state uses a combination of quantitative and qualitative information to make interim assessments of progress Example: Interim data for one strategy in 3rdGrade Reading Goal + A quarterly data set that can serve as the evidence base for a performance conversation about the strategy • Leading indicators for a strategy • Qualitative judgments of the likelihood that each of the strategy’s projects will deliver the promised impact on the goal

38. Massachusetts uses a modified version of this approach in its bimonthly notes on delivery priorities Example: note for college and career readiness goal Immediate actions for the commissioner Likelihood of delivery for each core strategy in current and prior periods, based on most recent data and qualitative assessment Additional detail on the evidence underlying the likelihood of delivery for each core strategy

39. Time to vote!

40. Exercise: Analyze and develop your own routines for monitoring progress Template • Objectives: • Identification of existing routines in your agency that are or could potentially be used to monitor progress for your instructional materials or professional development strategy • Decisions on specific ways in which you can improve existing routines or add new ones if necessary • Instructions: • Identify and analyze your existing routines using the template • Evaluate how well they fit together to give an overall picture of performance, and decide whether to add more Analysis worksheet • References: Handouts, workbook page 11.7 • Time: 25 minutes

41. Charting a Way Forward and Capturing Next Steps June 7, 2011

42. We have covered a section of the Common Core workbook in detail during this gathering Covered at this institute Desired student outcomes

43. Now we will revisit our capacity review and think through next steps Rating (1-4) What we have accomplished Element Next steps • Internal leadership team X Organize to implement Align instructional materials • Strategies to achieve success X • Understanding how the strategies will be implemented through the field to the classroom X • Strategies to achieve success X Train educators • Understanding how the strategies will be implemented through the field to the classroom X

44. Exercise: Revisiting the capacity review and capturing next steps • Objectives: • Review of progress made and immediate next steps for the areas we have covered • Identified broader next steps for CCSS implementation • Instructions: • Using the capacity review ratings for the areas we have covered, reflect on progress in the last two days and immediate next steps in these areas • Discuss the following questions: • Does our timeline for CCSS implementation still feel right? • How well is the state working with and leveraging the work of its leading districts? • What lessons can the state draw from leading systems? • What are the first things we need to focus on when we return home? • What additional or outside support do we need? Template • Material: N/A • Time: 45 minutes