Instructional Leadership and the Common Core State Standards

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Instructional Leadership and the Common Core State Standards

Instructional Leadership and the Common Core State Standards

Overview of the Module • Knowledge to lead implementation of the Common Core State

Overview of the Module • Knowledge to lead implementation of the Common Core State Standards. • Vision to integrate the implementation of the Common Core State Standards into broad education improvement efforts. • Metrics to clearly describe what successful progress in implementation looks like and facilitates a flexible cycle of change. • Build capacity so that all members of the education landscape are learning together. • Stay engaged to keep informed of the latest developments and resources. achievethecore. org 2

1. KNOWLEDGE: COMMON CORE STATE STANDARDS OVERVIEW RATIONALE, PRINCIPLES, AND SHIFTS 2. Vision AN

1. KNOWLEDGE: COMMON CORE STATE STANDARDS OVERVIEW RATIONALE, PRINCIPLES, AND SHIFTS 2. Vision AN OPPORTUNITY TO BRING FOCUS AND COHERENCE 3. Metrics CLEAR GOALS, A PICTURE OF PROGRESS, AND A COMMITMENT TO MONITOR AND ADJUST 4. Build Capacity SUPPORT A LEARNING ORGANIZATION IN WHICH LEARNING TOGETHER IS VALUED 5. Stay Engaged THE WORK IS DEVELOPING. STAY ENGAGED AND CONTINUE LEARNING. achievethecore. org 33

Rationale for the CCSS • • Declining US competitiveness with other developed countries •

Rationale for the CCSS • • Declining US competitiveness with other developed countries • • • Slight improvement at the 4 th grade level NAEP performance that is largely flat over the past 40 years in 8 th grade Slight decline at the high school level High rates of college remediation achievethecore. org 4

Principles of the CCSS • Aligned to requirements for college and career readiness •

Principles of the CCSS • Aligned to requirements for college and career readiness • • Based on evidence Honest about time achievethecore. org 5

Common Core State Standards for ELA/Literacy: Key Shifts achievethecore. org 6

Common Core State Standards for ELA/Literacy: Key Shifts achievethecore. org 6

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction achievethecore. org 7

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction achievethecore. org 7

Shift #1: Building Knowledge Through Content. Rich Nonfiction • • Much of our knowledge

Shift #1: Building Knowledge Through Content. Rich Nonfiction • • Much of our knowledge base comes from informational text • Informational text harder for students to comprehend than narrative text • Yet, students are asked to read very little of it in elementary (7 - 15%) and middle school • CCSS moves percentages to Informational text makes up the vast majority of required reading in college/workplace (80%) ‒ ‒ ‒ 50: 50 at elementary level 60: 40 at middle school* 75: 25 at high school* (*includes ELA, science, social studies) achievethecore. org 8

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational achievethecore. org 9

Shift #2: Reading, Writing & Speaking Grounded in Evidence, Both Literary and Informational •

Shift #2: Reading, Writing & Speaking Grounded in Evidence, Both Literary and Informational • • Most college and workplace writing requires evidence. • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. • Being able to locate and deploy evidence are hallmarks of strong readers and writers Ability to cite evidence differentiates strong from weak student performance on NAEP achievethecore. org 10

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking

ELA/Literacy: 3 Shifts 1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language achievethecore. org 11

Shift #3: Regular Practice with Complex Text and its Academic Language • Gap between

Shift #3: Regular Practice with Complex Text and its Academic Language • Gap between complexity of college and high school texts is huge. • What students can read, in terms of complexity is greatest predictor of success in college (ACT study). • Too many students reading at too low a level (Less than 50% of graduates can read sufficiently complex texts). • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas. achievethecore. org 12

ACTIVITY Reflecting on the Shifts for ELA/Literacy achievethecore. org 13 13

ACTIVITY Reflecting on the Shifts for ELA/Literacy achievethecore. org 13 13

Common Core State Standards for Mathematics: Key Shifts achievethecore. org 14

Common Core State Standards for Mathematics: Key Shifts achievethecore. org 14

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. achievethecore. org 15

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. achievethecore. org 15

Shift #1: Focus Strongly where the Standards Focus • Significantly narrow the scope of

Shift #1: Focus Strongly where the Standards Focus • Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. • Focus deeply on what is emphasized in the standards, so that students gain strong foundations. achievethecore. org 16

Traditional U. S. Approach K 12 Number and Operations Measurement and Geometry Algebra and

Traditional U. S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability achievethecore. org 17

Focusing Attention Within Number and Operations and Algebraic Thinking Expressions → and Equations Number

Focusing Attention Within Number and Operations and Algebraic Thinking Expressions → and Equations Number and Operations— Base Ten → K 1 2 3 achievethecore. org 4 Algebra The Number System Number and Operations— Fractions → → → 5 6 7 8 High School 18

Key Areas of Focus in Mathematics Grade Focus Areas in Support of Rich Instruction

Key Areas of Focus in Mathematics Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K– 2 Addition and subtraction – concepts, skills, and problem solving and place value 3– 5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra and linear functions achievethecore. org 19

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics achievethecore. org 20

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades •

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades • Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. • Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. achievethecore. org 21

Coherence: Think Across Grades Example: Fractions “The coherence and sequential nature of mathematics dictate

Coherence: Think Across Grades Example: Fractions “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected. ” Final Report of the National Mathematics Advisory Panel (2008, p. 18) achievethecore. org 22

Coherence: Link to Major Topics Within Grades Example: Data Representation Standard 3. MD. 3

Coherence: Link to Major Topics Within Grades Example: Data Representation Standard 3. MD. 3 achievethecore. org 23

Coherence: Link to Major Topics Within Grades Example: Geometric Measurement 3. MD, third cluster

Coherence: Link to Major Topics Within Grades Example: Geometric Measurement 3. MD, third cluster achievethecore. org

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think

Mathematics: 3 Shifts 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application achievethecore. org 25

Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and

Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application • The CCSSM require a balance of: § Solid conceptual understanding § Procedural skill and fluency § Application of skills in problem solving situations • Pursuit of all three requires equal intensity in time, activities, and resources achievethecore. org 26

Required Fluencies in K-6 Grade Standard Required Fluency K K. OA. 5 Add/subtract within

Required Fluencies in K-6 Grade Standard Required Fluency K K. OA. 5 Add/subtract within 5 1 1. OA. 6 Add/subtract within 10 2 2. OA. 2 2. NBT. 5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3. OA. 7 3. NBT. 2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 4 4. NBT. 4 Add/subtract within 1, 000 5 5. NBT. 5 Multi-digit multiplication 6 6. NS. 2, 3 Multi-digit division Multi-digit decimal operations achievethecore. org 27

Standards for Mathematical Practice achievethecore. org 28

Standards for Mathematical Practice achievethecore. org 28

You have just purchased an expensive Grecian urn and asked the dealer to ship

You have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered. ” Absurd, no? But this is the way many school systems require teachers to deliver mathematics to their students; one piece (i. e. one standard) at a time. They promise their customers (the taxpayers) that by the end of the year they will have “covered” the standards. ~Excerpt from The Structure is the Standards Phil Daro, Bill Mc. Callum, Jason Zimba achievethecore. org 29

ACTIVITY Reflecting on the Shifts for Mathematics achievethecore. org 30 30

ACTIVITY Reflecting on the Shifts for Mathematics achievethecore. org 30 30

1. KNOWLEDGE: COMMON CORE STATE STANDARDS OVERVIEW RATIONALE, PRINCIPLES, AND SHIFTS 2. Vision AN

1. KNOWLEDGE: COMMON CORE STATE STANDARDS OVERVIEW RATIONALE, PRINCIPLES, AND SHIFTS 2. Vision AN OPPORTUNITY TO BRING FOCUS AND COHERENCE 3. Metrics CLEAR GOALS, A PICTURE OF PROGRESS, AND A COMMITMENT TO MONITOR AND ADJUST 4. Build Capacity SUPPORT A LEARNING ORGANIZATION IN WHICH LEARNING TOGETHER IS VALUED 5. Stay Engaged THE WORK IS DEVELOPING. STAY ENGAGED AND CONTINUE LEARNING. achievethecore. org 31 31

Visionary Leadership: CCSS as an Opportunity to Lead with Focus and Coherence • Clear

Visionary Leadership: CCSS as an Opportunity to Lead with Focus and Coherence • Clear vision of college and career readiness for all students. • • Cannot be viewed as one more thing to do. Leadership decisions are filtered through the shifts. achievethecore. org 32

Strategies for Alignment Key questions to be asking: • What are you including as

Strategies for Alignment Key questions to be asking: • What are you including as questions on local assessments? • What do you value in PD? • What do you look for in teacher observations? • How are you spending: ‒ Money? ‒ Time? ‒ Energy? • How are you revising or revisiting policies and procedures: ‒ Calculator usage ‒ Classroom libraries achievethecore. org 33

Discussion What policies, procedures, and/or work within your district, school, or classroom are impacted

Discussion What policies, procedures, and/or work within your district, school, or classroom are impacted by the Common Core State Standards? achievethecore. org 34

1. Knowledge: Common Core State Standards Overview Rationale, Principles, And Shifts 2. Vision AN

1. Knowledge: Common Core State Standards Overview Rationale, Principles, And Shifts 2. Vision AN OPPORTUNITY TO BRING FOCUS AND COHERENCE 3. Metrics CLEAR GOALS, A PICTURE OF PROGRESS, AND A COMMITMENT TO MONITOR AND ADJUST 4. Build Capacity SUPPORT A LEARNING ORGANIZATION IN WHICH LEARNING TOGETHER IS VALUED 5. Stay Engaged THE WORK IS DEVELOPING. STAY ENGAGED AND CONTINUE LEARNING. achievethecore. org 35

Metrics: What it Looks Like • • Directly connected to visionary leadership. • Metrics

Metrics: What it Looks Like • • Directly connected to visionary leadership. • Metrics let us know what progress we are making in meeting goals. • The system must be set up to collect progress data, and also monitor and adjust. Everyone in the system needs clarity around the goals – what it will look like when implemented. achievethecore. org 36

Areas to Watch for Progress In relation to the shifts and your goals, consider:

Areas to Watch for Progress In relation to the shifts and your goals, consider: • • • Teacher knowledge and practice Instructional materials and resources Student work achievethecore. org 37

Examples of Metrics ELA/Literacy Mathematics Classroom Materials and Instructional Resources Reading lists are appropriately

Examples of Metrics ELA/Literacy Mathematics Classroom Materials and Instructional Resources Reading lists are appropriately balanced between nonfiction and literary text. Teacher Knowledge and Practice At least 80% of questions are Teachers have a deep text-dependent. understanding of the major work of their grade. Student Work Student work demonstrates close encounters with text demanding evidence through writing. achievethecore. org Materials are focused. . . ERASE! Student work demonstrates fluency and deep understanding in the major work of the grade. 38

ACTIVITY Developing Metrics achievethecore. org 39 39

ACTIVITY Developing Metrics achievethecore. org 39 39

1. Knowledge: Common Core State Standards Overview Rationale, Principles, and Shifts 2. Vision AN

1. Knowledge: Common Core State Standards Overview Rationale, Principles, and Shifts 2. Vision AN OPPORTUNITY TO BRING FOCUS AND COHERENCE 3. Metrics CLEAR GOALS, A PICTURE OF PROGRESS, AND A COMMITMENT TO MONITOR AND ADJUST 4. Build Capacity SUPPORT A LEARNING ORGANIZATION IN WHICH LEARNING TOGETHER IS VALUED 5. Stay Engaged THE WORK IS DEVELOPING. STAY ENGAGED AND CONTINUE LEARNING. achievethecore. org 40

Build Capacity • You are acting as lead learner – this content is new

Build Capacity • You are acting as lead learner – this content is new to everyone. • • Not an issue of compliance. • Everyone in the system needs to appreciate this initiative for what it is, an opportunity to reform education. • Recognize this as hard work, worth doing. Teachers need opportunities to learn and process these expectations – not just a new scope and sequence. achievethecore. org 41

Stages of Change Look for people to go through the stages of awareness, application

Stages of Change Look for people to go through the stages of awareness, application and experimentation, and ownership. achievethecore. org 42

ACTIVITY Building Capacity for the Work achievethecore. org 43 43

ACTIVITY Building Capacity for the Work achievethecore. org 43 43

1. Knowledge: Common Core State Standards Overview Rationale, Principles, and Shifts 2. Vision AN

1. Knowledge: Common Core State Standards Overview Rationale, Principles, and Shifts 2. Vision AN OPPORTUNITY TO BRING FOCUS AND COHERENCE 3. Metrics CLEAR GOALS, A PICTURE OF PROGRESS, AND A COMMITMENT TO MONITOR AND ADJUST 4. Build Capacity SUPPORT A LEARNING ORGANIZATION IN WHICH LEARNING TOGETHER IS VALUED 5. Stay Engaged THE WORK IS DEVELOPING. STAY ENGAGED AND CONTINUE LEARNING. achievethecore. org 44

Stay Engaged • Unleash the potential of Common in Common Core State Standards •

Stay Engaged • Unleash the potential of Common in Common Core State Standards • • Professional organizations State leadership achievethecore. org 45

Discussion/Activity Using your understanding of the shifts and implications for instructional leadership, identify additional

Discussion/Activity Using your understanding of the shifts and implications for instructional leadership, identify additional web resources to engage: • District-level personnel • School-level administrators • Instructional support • Teachers • Students • Parents Describe the source of information as well as the evidence which demonstrates alignment to the standards. achievethecore. org 46