+ Is your School's Instructional Program Ready for Common Core? Reach Institute for School Leadership

+ What are some of the big shifts in the Common Core? Learning progressions across grade levels Depth rather than breadth Increase reading of informational text Building content knowledge through reading of content rich text, both primary and secondary sources, in ELA and Content Courses Close reading of more complex text Building well defended arguments (in discussion and in writing) by using text-based evidence Building academic vocabulary (Tier 2 and Tier 3) Conceptual understanding of mathematics and articulating that understanding Articulating mathematical problem solving Using multiple representations Applying mathematical understanding to real world situations

+ What factors will you be considering as you integrate the Common Core into the Instructional Program at your school?

+ Defining Instructional Program Coherence

+ Problems New adoptions don’t fit the professional culture or teachers’ “schema” (Little, 2006) Fragmentation between multiple programs – Christmas tree innovation Lack of articulation between subject/grades Schools where diverse improvement initiatives have no apparent effect on core achievement lack the sustained attention of the majority of staff Focus becomes so technical as to lose relational connectedness among staff.

+ Distinguish “Curriculum” from “Instructional Program” The curriculum is all of the planned educative experiences for learners purpose is to achieve broad [learning] goals and related specific objectives that have been developed within a framework of theory and research. An instructional program INCLUDES the curriculum, but also elements of instruction, assessment, professional development, and other school based factors.

Reach Effective Schools Prescription: Program Coherence Element Reach Point of View Expectations for Student Learning Common Core Standards- based skills and content School-wide Outcomes (i.e. literacy, life skills) Curriculum Aligned with Expectations for Student Learning Allows for flexible implementation (gradual autonomy for new teachers, accountable to teacher team for adjustments) Depth over coverage Ex. Course outlines and UbD units developed and passed down. Units, texts and/or supplemental readers. Assessment Common assessments (agreed by professional community) provide measurable and diagnostic feedback on expected outcomes measuring DOK levels, mix of standardized and site based measures Instruction Based on Professional Standards for Teachers (ex. CSTP) Accountability based on assessment results aligned with Common Core Standards Professional Development Professional Community: Shared investment in colleagues’ performance School-wide outcomes/curriculum/assessment based on shared values Professional Development: Driven by results on common assessments/observations, includes combination of self/peer/supervisor assessment, individual learning plans, regular feedback/formative assessment, peer collaboration, reflection on practice, specific/differentiated training PD is ongoing, evidence-driven, and aligned to coaching support

+ Instructional Program Coherence Expectations for Student Learning (Outcomes) Instruction Curriculum & Assessment PD & Professional Community

+ Instructional Program Coherence Expectations for Student Learning (Outcomes) Instruction Curriculum & Assessment PD & Professional Community Operational Definition:  Unity of purpose, clear focus, and shared values for student learning.  A common instructional framework guides curriculum, teaching, assessment, and learning climate.  The framework combines specific expectations for student learning, with specific strategies and materials to guide teaching and assessment.  Staff working conditions support implementation of the framework.  The school allocates resources such as funding, materials, time, staff assignments, and professional development to advance the school’s common instructional framework and to avoid diffuse, scattered improvement efforts.

+ Needs Assessment: Where are the system needs? Using the Reach Instructional Coherence Rubric, reflect on where your school is situated Why are these elements important in any school or school system? Why are they the foundation to build upon as you move instructional practices to align with the Common Core?

+ Needs Assessment: Where are the instructional needs? Using the ACOE Needs Assessment: What are strengths already in place at your school? At all grade levels and departments? Where are the gaps between your current instructional model and the demands of the Common Core?

+ What is the strategic next step for your school? You can’t do everything at once and do it well. Looking at the gaps in the two needs assessments: Where are the gaps the largest? The smallest? What makes the most sense for your school? How will you focus your work?

+ Action Plan Needs Assessment Analyze data (student data, observational data) Prioritize needs Goals What is your goal for prioritized needs? Strategic Action Plan What are the high leverage actions that will propel your school to meet your goals? Expenditures to support actions How do you need to prioritize your budget to support your strategic actions? Transition to Common Core

+ v Common Core Strategic Action: What instructional practices do you want to see in place in all your classrooms by the end of the year? Common Core Strategic Action: What instructional practices do you want to see in place in all your classrooms by the end of the year? Professional Development PLCs/Collab oration Resources Coaching Allocating budget and personnel to ensure strategic action is well resourced

+ Plus/Delta PlusDelta

+ LEXILE ® LEVELS TODAY AND WITH COMMON CORE Quantitative: Rigor Increases 2-3 Grade Levels *COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012