Presentation on theme: "Are You Ready for the Common Core State Standards? Paul Ezen, Chief Academic Officer, ICLE 518-491-7431 (cell)"— Presentation transcript:
Are You Ready for the Common Core State Standards? Paul Ezen, Chief Academic Officer, ICLE Paul@Leadered.com 518-491-7431 (cell)
Agenda Instructional Shifts of CCSS Process for Leading Change Assess Needs Collaborative Planning Focused Implementation Progress Monitoring
All eyes are on the move to higher standards Common Core Standards Raise the Bar
Fewer Clearer Higher 21 st Century Focused Coherent/Aligned Rigorous Relevant Common Core State Standards
Instructional Shifts in ELA and Content Area Literacy Text Complexity High-quality text-dependent questions and tasks Range and quality of texts Focus on academic and domain-specific vocabulary Writing and research that analyze sources and deploy evidence
Increasing Text Complexity Text Complexity Grade Band Previous Lexile Ranges Lexile Ranges Aligned to CCR K–1N/A 2–3450L–725L450L–790L 4–5645L–845L770L–980L 6–8860L–1010L955L–1155L 9–10960L–1115L1080L–1305L 11–College and Career Readiness 1070L–1220L1215L–1355L
Staircasing Texts Text at Low End of Grade Band Text Between Low End and Middle of Grade Band Text Near Middle of Grade Band Text Between Middle and High End of Grade Band Text at High End of Grade Band Beginning of Year End of Year Toward CCR
Using Lexile Measures to Staircase Texts www.lexile.com
Using Lexile Measures to Staircase Texts, K–2 Beginning of Year End of Year 430L 490L 590L 610L 680L 790L
Using Lexile Measures to Staircase Texts, 3–5 Beginning of Year End of Year 760L 800L 870L 900L 920L 980L
Using Lexile Measures to Staircase Texts, 6–8 Beginning of Year End of Year 950L 990L 1020L 1070L 1130L 1150L
Using Lexile Measures to Staircase Texts, 9–12 Beginning of Year End of Year 1040L 1080L 1110L 1130L 1180L 1310L
Using What You Have to Staircase Texts Beginning of Year End of Year _____L Theme: _________________
High-quality text-dependent questions and tasks
1. Think: Compare/contrast the two prompts below. What do you notice? From… How does Douglass feel about moving to Baltimore? Describe a time you moved or visited someplace new. To… Summarize Douglasss view on the role of education. Provide examples from different periods in Douglasss life to show how he conveys this view. Questions based on text: Narrative of the Life of Fredrick Douglass. 2. Pair: Discuss what you notice 3. Share: Be ready to share your ideas with the group
Instructional Shifts in Mathematics Reasoning to make sense of mathematics Productive use of discourse when explaining and justifying mathematical thinking Procedural fluency (flexibility, accuracy, efficiency) Flexible and appropriate use of mathematical representations Confidence and perseverance in solving problems
Transforming Low-Level Questions into High-Level Questions Low RigorWhich number are odd numbers? 4, 17, 56, 28, 29, 31 Which numbers do not belong? Why? 4, 17, 56, 28, 29, 31 High RigorLisa shoots 6 darts at the dart board and all 6 hit the target. Which of the following could be her score? Where must the darts land to achieve that score? 4, 17, 56, 28, 29, 31
Data Analysis Review (DAR) WE Surveys Effectiveness and Efficiency Review School Visit Interview Teachers Interview Students Visit Classrooms Interview Principal Interview Leadership Team Interview Community Members / Parents Needs Assessment Process
EVALUATE STAKEHOLDER PERCEPTIONS The WE Survey suite includes: 1.WE LEARN – Student Survey Grades 3-5 2.WE LEARN – Student Survey Grades 6-12 3.WE TEACH – Instructional Staff Survey 4.WE LEAD – Whole Staff Survey 5.WE SUPPORT - Parent/Community Survey The WE Surveys are easy-to-use tools that ask students, staff and community members to share their perceptions anonymously about the learning environment, quality of instruction and leadership in a school or district. About the Surveys – 10-15 minutes to administer online or on paper parallel items on the student / staff surveys show comparisons QUANTIFY STUDENT ACHIEVEMENT GAPS Data Analysis Report 1.Show the school the direction that it has been going in (trends over time). 2.Explain how the school got to its present circumstance 3.Guide the school to where it needs to get to. 4.Report includes data on demographic trends and staffing patterns. DOCUMENT INSTRUCTIONAL QUALITY The Collaborative Instructional Review Tools Rubric Rigor Relevance Learner Engagement Literacy Classroom Visit Protocol Focused on student work Aligned with R / R Framework Quality measure over time Helps focus lesson planning EXAMINE EFFECTIVE / EFFICIENT USE OF RESOURCES The E/E Framework compares the efficiency (cost) and effectiveness (student performance) of a wide variety of tools, strategies, professional development, organizational configurations, and procedural decisions schools make. Needs Assessment Tools
Managing Scarce Resources Goals – Provide substantive data to make Efficiency and Effectiveness (E&E) decisions. – Obtain input and data from a third party – Tie strategies to increase student achievement to best and most efficient use of resources – Build awareness of the complexity of resource management and increasing student achievement
Systems Thinking Around E&E Waivers Sustainable funding sources Evaluate staffing positions through E&E with a focus on increasing student achievement Oversensitivity to HQT Collective Bargaining Agreements and collaboration for the benefit of increasing student achievement Evaluation of all programs regarding financial outlay and results Focused use of Title I funding, etc.
Common Core Readiness Rubrics 1.Standards Alignment 2.Design for Rigor and Relevance 3.Learning Environment 4.Personalization 5.Literacy 6.Math 7.Student Progress and Celebration 8.Technology
Activity: Identifying Areas of Strength and Concern Self- Reflection: Where are we in literacy? (Complete the literacy checklist) Build consensus: With your table group, determine the areas of success and areas of concern. Share ideas with the group. STEP 1 STEP 2 STEP 3
Build upon strengths Easy wins to gain buy-in Who is on the team? Set up regular meetings Discuss student goals Establish a vision Collaborative Planning
X Sample focus area: Literacy Goal: Increase range of text-dependent questions in all disciplines
Focused Implementation What will you do? By when?
Focused Implementation Adult Learning – Faculty meetings become professional learning experiences with training scripts developed by leadership team (see handout)
Training Script Reflection STEP 1 Review and reflect on the training scripts. Share your ideas. How can you adapt and apply the training script to support staff in addressing expectations set by CCSS? Share with the group. STEP 2 STEP 3 33
What gets monitored gets done! 1.Reassess progress toward program goals 2.Use data to evaluate and monitor progress 3.Modify goals, action plans and expectations 4.Recognize and celebrate success Progress Monitoring
ICLE support begins with needs assessment Needs assessment done in partnership with district Needs assessment can launch: o School improvement o CCSS work o Grant implementation o District planning Needs assessment focused by: o DSEI o R / R Framework Experienced education leaders using effective tools: o WE Surveys o DAR Report o CIR tools o E / E Model
The International Center believes that no two schools are alike. Our work with you and your staff begins with the needs assessment to understand your unique needs and goals and to help you focus on what matters mostdesigning and implementing a plan for transformative change and increased student achievement.
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