2011 – 2012 Phase I LECTURE TWO

Phase I NATIONAL PATHWAY FOR COMMON CORE IMPLEMENTATION

WELCOME Your Faculty Kevin Baird

Lecture Two Leadership Articulating the Brand Vision: What is College & Career Readiness / Grieving Lost Practices TODAY’S WEBINAR

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 TODAY’S OVERVIEW

 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)Lecture 1: What is the National Pathway CCSS & Lecture 2: Articulating the Brand Vision SCOPE & SEQUENCE

THE ALIGNMENT PROCESS

Conditions for Successful Implementation Plan 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. Plan: Provides the direction to eliminate the treadmill effect. Knoster, T., Villa, R., & Thousand, J. (2000)

 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? KEY QUESTIONS?

 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 ASSERTIONS

 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) MODERN ERA (1950’S TO TODAY)

 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. SCHOOLS DO NOT HAVE SUBSTANTIAL EXPERIENCE WITH ENTERPRISE CHANGE

 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 CLOSELY HELD KNOWELDGE

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

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.

ACT Study – Schmeiser, 2006 Unprepared in Reading Prepared in Reading Chance of later success 1% 32% Science 15% 67% Mathematics

ELA  Stanza  Preference  Punctuation  Collaborate  Illustrator  Brainstorm  Punctuation  Non-fiction Math  Attribute  Decompose  Decomposition  Composition  Hexagon  Dimensional  Vertices  Category KINDERGARTEN ESSENTIAL VOCABULARY IN DOE: PARCC Lead

To Argue... and Inform... in Writing CCSS Requires Argument / Evidence-based Writing 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. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

20 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments / critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

DECONSTRUCTION

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” CHANGE REQUIRES A BRAND

COLLEGE & CAREER READINESS

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. IS IT AN ADEQUATE “BRAND”?

 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 “BRAND” OR “PHILOSOPHY”

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

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? BRAND + VISION

Today’s text gap Source: Metametrics

 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! PRACTICUM QUESTIONS

 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 ENTERPRISE 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.. HOW TO MOTIVATE CHANGE?

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

 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) ANTICIPATE “SURVIVAL ANXIETY”

 Enterprise (everybody)  Big Steps (Rigor)  Scary Change (New Practices)  Skills Fear (Especially Math)  Consequences? Fired? COMMON CORE CHALLENGE

(See Kritsonis article, Comparison of Change Theories) 1.Diagnose the Problem 2.Assess Motivation & Capacity for Change 3.Assess Resources (skills) and Motivation of Change Agent (Who is YOUR Change Agent?) Commitment? Power? Stamina? 4.Choose progressive change objects.. 5.Make Role of Change Agent Clear (Cheerleader, facilitator, expert) 6.Maintain change: Constant Push, Communication 7.Gradually release “helping” relationship LEWIN / LIPPITT PRESCRIPTION

 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 QUESTIONS TO CONSIDER

FROM THEORY TO PRACTICE

 Originally funded by National Science Foundation  Largest study of Standards Alignment and Efficacy since advent of NCLB  Informs the CCSS  Lessons for our Implementation REAL EXPERTS ON STANDARDS 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? PROCESS FOR IMPLEMENTATION

 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 CHOOSE YOUR TARGET(S)

 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 CONDITIONS FOR EFFECTIVENESS

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

 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) CURRICULUM ALIGNMENT

(See Kritsonis article, Comparison of Change Theories) 1.Diagnose the Problem 2.Assess Motivation & Capacity for Change 3.Assess Resources (skills) and Motivation of Change Agent (Who is YOUR Change Agent?) Commitment? Power? Stamina? 4.Choose progressive change objects.. 5.Make Role of Change Agent Clear (Cheerleader, facilitator, expert) 6.Maintain change: Constant Push, Communication 7.Gradually release “helping” relationship COMPARE… LEWIN/LIPPITT

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? TAKE AWAYS

 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? KEY QUESTIONS?

 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 WHAT DO WE COMMUNICATE

 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! HOW IS CCSS DIFFERENT?

Practicum Element** 1.Brand Definition 2.Brand Articulation – Be Specific 3.Define the Change Agents 4.Change Agent Job Description 5. Define the Focus of the Change – Don’t Pick Everything WHAT ARE THE ELEMENTS OF OUR PLAN?

Practicum Element** 6.Progressive, Measurable Change 7.Account for Differences in Team Adoption Rates 8.Prepare Responses and Plans ahead-of-time to Survival Anxiety 9.Plan / Forecast – Observe / Analyze – Interpret / Modify 10. Create Structures for Constant & Consistent Feedback WHAT ARE THE ELEMENTS OF OUR PLAN?

Set Ourselves up for Success From the Beginning?? HOW DO WE..

A FINAL THOUGHT FROM DEMING (FOR NOW)

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

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 SO.. A KEY FEAR TO ADDRESS

The First Tool Training is focused on the Common Core Standards Analysis Website from the Survey of Enacted Curriculum seconline.wceruw.org USE YOUR FIRST TOOL SET

SecondFirst Third 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 I.Memorize Facts, Definitions, Formulas II.Perform Procedures III.Demonstrate Understanding IV.Conjecture, Analyze, Generalize, Prove V. Solve Non-Routine Problems/Make Connections

 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? TOOL TASK

EXAMPLE Current Typical text measures (by grade) Common Core Text complexity grade bands and associated Lexile ranges Pair new, rigorous Non-Fiction with Existing lower-level Fiction (connection)

 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  Importance of Fear EVERYBODY WITH ME?

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 registration) Determine Priority Change Elements, Make a Plan to Overcome Fear / Enact Migration PRODUCT & PERFORMANCE

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, DOCUMENTS

THEY EXPIRE AFTER THE CLASS So.. You have to Download Concurrent With Classes A NOTE ABOUT DOWNLOADS

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 USE THEM!

Curriculum Mapping to Create Master CCSS Aligned Curriculum Focus for Professional Development (link to SEC research) NEXT LECTURE IN TWO WEEKS

Great Work!

THANK YOU! Your Faculty Kevin Baird