Transcript - Wyoming Association of School Administrators

2011 – 2012
Phase I
LECTURE TWO
NATIONAL
PATHWAY
FOR COMMON CORE
IMPLEMENTATION
Phase I
2011 - 2012
WELCOME
Your Faculty
Kevin Baird
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TODAY’S WEBINAR
Lecture Two
Leadership
Articulating the Brand Vision: What is
College & Career Readiness / Grieving
Lost Practices
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TODAY’S OVERVIEW
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
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SCOPE & SEQUENCE
 Readings from last lecture and for this lecture included in the
link: Lecture 1: What is the National Pathway CCSS & Lecture
2: Ar ticulating the Brand Vision (Deming, Lewin, Survey of
Enacted Curriculum, College & Career Readiness as a
Standard)
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THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & Priorities
Curriculum
Instruction
Assessment
Observe, Communicate, Teach, Direct
Refinement
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Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
KEY QUESTIONS?
 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?
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ASSERTIONS
 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
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MODERN ERA (1950’S TO TODAY)
 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)
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SCHOOLS DO NOT HAVE SUBSTANTIAL
EXPERIENCE WITH ENTERPRISE CHANGE
 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.
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CLOSELY HELD KNOWELDGE
 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
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Lexile® levels today and with Common
Core – Rigor Increased 2-3 Grade Levels
Current
Common Core
Typical text measures
(by grade)
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
Chance of later success
Science
Mathematics
Unprepared
in Reading
1%
15%
Prepared
in Reading
32%
67%
KINDERGARTEN ESSENTIAL
VOCABULARY
ELA
Math
 Stanza
 Preference
 Punctuation
 Collaborate
 Illustrator
 Brainstorm
 Punctuation
 Non-fiction
 Attribute
 Decompose
 Decomposition
 Composition
 Hexagon
 Dimensional
 Vertices
 Category
IN DOE: PARCC Lead
To Argue . . . and Inform . . . in Writing
CCSS Requires Argument / Evidence-based Writing
Distribution of Communicative Purposes by Grade in the 2011
NAEP Writing Framework
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.
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
20
DECONSTRUCTION
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CHANGE REQUIRES A BRAND
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”
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COLLEGE & CAREER READINESS
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IS IT AN ADEQUATE “BRAND”?
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.
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“BRAND” OR “PHILOSOPHY”
 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
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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
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BRAND + VISION
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?
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Today’s text gap
Source: Metametrics
PRACTICUM QUESTIONS
 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!
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ENTERPRISE CHANGE
 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
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HOW TO MOTIVATE 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..
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Lexile® levels today and with Common
Core – Rigor Increased 2-3 Grade Levels
Current
Common Core
Typical text measures
(by grade)
Text complexity grade bands
and associated Lexile ranges
ANTICIPATE “SURVIVAL ANXIET Y”
 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)
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COMMON CORE CHALLENGE





Enterprise (everybody)
Big Steps (Rigor)
Scary Change (New Practices)
Skills Fear (Especially Math)
Consequences? Fired?
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LEWIN / LIPPITT PRESCRIPTION
(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
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QUESTIONS TO CONSIDER
 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
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FROM THEORY TO PRACTICE
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REAL EXPERTS ON STANDARDS
IMPLEMENTATION
 Originally funded by National Science
Foundation
 Largest study of Standards Alignment and
Efficacy since advent of NCLB
 Informs the CCSS
 Lessons for our Implementation
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PROCESS FOR IMPLEMENTATION
 Professional Development for Consistent, Ef fective 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?
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CHOOSE YOUR TARGET(S)
 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
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CONDITIONS FOR EFFECTIVENESS
 Allocation of Suf ficient 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
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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
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CURRICULUM ALIGNMENT
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)
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COMPARE… LEWIN/LIPPITT
(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
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TAKE AWAYS
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?
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KEY QUESTIONS?
 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?
[email protected]
WHAT DO WE COMMUNICATE
 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
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HOW IS CCSS DIFFERENT?
 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!
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WHAT ARE THE ELEMENTS OF OUR PLAN?
Practicum Element**
1.
2.
3.
4.
5.
Brand Definition
Brand Articulation – Be Specific
Define the Change Agents
Change Agent Job Description
Define the Focus of the Change – Don’t Pick
Everything
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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
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HOW DO WE..
Set Ourselves up for Success From the
Beginning??
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A FINAL THOUGHT FROM DEMING (FOR
NOW)
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REMEMBER..
You must address the EMOTION of Change
before you can master the OPERATION of
Change
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SO.. A KEY FEAR TO ADDRESS
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
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USE YOUR FIRST TOOL SET
The First Tool Training is focused on the
Common Core Standards Analysis Website from
the Survey of Enacted Curriculum
seconline.wceruw.org
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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.
II.
III.
IV.
V.
Memorize Facts, Definitions, Formulas
Perform Procedures
Demonstrate Understanding
Conjecture, Analyze, Generalize, Prove
Solve Non-Routine Problems/Make
Connections
First
Second
Third
TOOL TASK
 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?
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EXAMPLE
Current
Common Core
Typical text measures
(by grade)
Text complexity grade bands
and associated Lexile ranges
Pair new, rigorous
Non-Fiction with
Existing lower-level
Fiction
(connection)
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EVERYBODY WITH ME?
 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 45 -47
 Importance of Fear
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PRODUCT & PERFORMANCE
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 EMAIL registration)
Determine Priority Change Elements, Make a
Plan to Overcome Fear / Enact Migration
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DOCUMENTS
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,
EMAIL [email protected]
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A NOTE ABOUT DOWNLOADS
THEY EXPIRE AFTER THE CLASS
So.. You have to Download Concurrent
With Classes
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USE THEM!
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
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NEXT LECTURE IN TWO WEEKS
Curriculum Mapping to Create Master CCSS
Aligned Curriculum
Focus for Professional Development (link to
SEC research)
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Great Work!
THANK YOU!
Your Faculty
Kevin Baird
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