Implementing the Common Core State Standards and the North Carolina Essential Standards The Administrator’s Role

Ideas to ponder… 2

“In order to positively impact student achievement, the Common Core State and NC Essential Standards must be not just adopted but implemented.” 3

4

“The goal is to have content standards that actually impact what happens in the classroom. Unfortunately, there are too many examples where states have fine content standards that bear little resemblance to what is actually being taught and learned in classrooms.” 5

Do you know what and how your teachers are teaching? 6 It’s 2011: Do you know where your teachers are?

7

“We need to think carefully about what it will take for the Common Core and NC Essential Standards to become fully operationalized in every classroom, every year, from kindergarten to high school graduation.” 8 EC Occupational ESL AIG

I. Understanding the Common Core State Standards and NC Essential Standards 9

Common Core State Standards (Adopted by 48 states and the District of Columbia) English Language Arts Mathematics NC Essential Standards Science Social Studies World Languages Arts Education Healthful Living Career & Tech Ed Exceptional Children English as Second Language English Language Development (approved 2008) Information & Technology NOTE: English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators. 10

11

What do the Common Core State and NC Essential Standards look Like? 12

Common Core Big Picture 1.Aligned with college and work expectations 2.Focused and coherent 3.Includes rigorous content and application of knowledge through higher-order skills 4.Internationally benchmarked – prepares students for global economy & society 5.Based on evidence and research 13

Rationale for Implementation EQUITY – Expectations the same regardless of where students live College/Career Readiness – Students need to be more than proficient Comparability – State results will be comparable through common assessments 14

Rationale Cont… Shared Resources – Ability to share and team across district and state lines Economies of Scale – Possible savings due to sharing of resources and assessments Student Mobility – Students encounter same standards wherever they go 15

Common Core MATHEMATICS Elementary Kindergarten number core K-5 math foundation Continuous progression through grades Procedural skills + conceptual understanding 16

Middle Robust middle school standards 8 th grade algebra Hands-on, applied learning in algebra, geometry, probability, statistics 17

High School High School mathematics applications solve messy, real world problems High school students apply mathematics to novel situations, as college students and professionals do – unexpected problem solving Mathematical modeling in physical, economic, public policy, social and everyday situations – integrates mathematical and statistical methods and reasoning 18

Common Core ELA 19 Reading Staircase of increasing complexity in reading Diverse array of literature and informational “sample” texts Critical content “types” mandated

Writing Logical arguments (opinion writing) Research writing featured prominently Includes student writing samples Speaking & Listening, Language, Media & Tech Each are integrated throughout the ELA standards 20

What are some of the strengths (and weaknesses), of the Common Core, that principals need to be aware of? See “Doug Reeves discusses the Common Core State Standards” Min: 6:35 – 16:05. 21

NC Essential Standards Big Picture Narrower and deeper Clear articulation of skills, understandings, and learning experiences critical at each grade level Infusion of writing; 21st century content; thinking and learning skills; and life skills throughout the content standards Reflection of rigor, relevance, and relationships (integration) between and among subject areas. 22

Developed for readiness – elementary, middle, high school, college, workforce, and beyond. Mindful of 21 st Century skill requirements Measurable and concise Integrated with other content areas Driven by Revised Blooms Taxonomy (RBT) 23

II. Supporting the Change 24

“Principals need to get to know the standards. A critical principal role in implementing the standards change process is to facilitate powerful conversations regarding what the new standards indicate students should know and be able to do by the time they enter and leave each grade level. To do this, principals need to become intimately familiar with the organization, scope, depth and purpose for the new Common Core and Essential Standards.” 25

Traps to avoid Relinquishing responsibility “My assistant principal handles curriculum.” “I’m not a math/science/ELA… person.” Overestimating “The teachers are getting plenty of training; they’ve got a whole year to work it out.” 26

Underestimating support needs “My people are professionals. I don’t need to be looking over their shoulders on this.” Expecting it to go away “We change the curriculum every few years in this state…” Confusing priorities “PLCs are great, but we don’t really have time for that around here.” 27

Prepare to Launch! 28 IMPLEMENT

Rationale and “buy in” Collaboration opportunities Common ground (w/old standards) Informational writing “Power Standards” Locate/reallocate resources Common formative assessments Exceed the standards 29 Principals Encourage, Facilitate, & Manage:

Key Management Structures Support Implementation 1.Department Head/Lead Teacher Role 2.PLCs 3.Shared Decision-Making & Distributed Leadership 30

Management Structures Cont… 4.Evaluation Considerations -How do principals know good instruction for the Common Core and Essential Standards when they see it? -How do principals incorporate a standards- based lens during classroom walk-throughs and formal evaluations— in so many different subject areas? 31

Principals’ Concerns What are some of your questions, fears and concerns about your role in this implementation? 32 Time? Resources? Expertise? Accountability?

Your comments: How can we help? Your thoughts, comments, and questions: 33

III. Utilizing the Principal’s Transition Plan Tool 34

Standards Implementation: Nuts & Bolts Teachers’ knowledge of the Standards Teachers’ understanding of the Standards Communicating w/ all stakeholders about the Standards Resources & tools (for teacher understanding) Adoption of resources & tools (for instruction) Ongoing professional development support Assessment (formative & summative, online) Data & Evaluation 35

36

StateDistrictPrincipal Timeline 37

Tips on working with the Transition Plan 1.Highlight District Implementation and Transition Process activities that are directly relevant to you in your school. 2.Think about how the District activities impact what you will do in your building. 3.Consider the amount and kind of support you will require from your district & NCDPI. 4.Be mindful of the State’s goals and be sure to address each of these at the school level. 38

IV. Meeting Challenges and Accessing Support 39

Accountability and Curriculum Reform Effort (ACRE) 40

41

District Implementation Team 1. Know who they are 2. Read the District Plan DPI Staff & Other Resources 1. Common Core Summer Institutes 2. PD Leads & NERESA 3. Professional Development Cycle 4. Online modules 42