ASCD 68th Annual Conference Mar 16-18, 2013 Chicago, IL Got Rigor? Using Look4s in the Common Core Classroom 3:30-3:45 ASCD 68th Annual Conference Mar 16-18, 2013 Chicago, IL Bryan Priem, Regional VP School Achievement Services bryan.priem@pearson.com

On the surface, this is still how many think about the CCSS. Fewer, deeper, more rigorous content standards College and Career Competencies – Mathematical Practices – Text complexity; informational text Performance-based Assessments On the surface, this is still how many think about the CCSS. The application of knowledge — student performance — as a true measure of understanding The necessity for instructional shifts to provide opportunities for students to demonstrate performance The relationship between implementation of the Common Core in the classroom and observations of educator effectiveness – the ability of administrators to “see” the instructional shifts But it’s really about the deeper implications….

It’s really about everyone’s performance. Students who demonstrate desired academic behavior by effectively using their knowledge in new situations Teachers who know how to plan real units of study — that emphasize student performance—and make instructional shifts to develop desired student academic behavior Administrators who know to look for evidence of the type of instruction that supports the development of desired student academic behavior It’s really about everyone’s performance.

So how do administrators and teacher know what to look for relative to the instructional shifts?

Introducing observation frameworks specifically written around the Common Core. PEARSON ALWAYS LEARNING

Indicators and Rubrics SMP Indicator Growth Continuum This slide is to provide explanation for why we developed the observation tool

The Calibration Process through Inter-rater Reliability Discussion of Observables for a Subset of Common Core Indicators Debrief & Calibrate Ratings 3 Videos per Indicator Set Watch & Rate Video During the 2-day Common Core Inter-rater Reliability training we focus on a subset of half of the indicators at a time. Once everyone has a shared understanding of what to look for when observing for the indicators we watch and rate a lesson with the Common Core Observation Framework. Everyone enters their ratings into an online system, then the facilitator pulls up a graph of the distribution of ratings for each feature. There is a discussion on each indicator to calibrate and resolve any discrepancies. For each subset of indicators we watch, rate, and calibrate on three videos before moving to the second subset of indicators. Enter Ratings for Indicators

Let’s Try It 7

Novice (1) – to – Expert (4) Mathematical Practices Novice (1) – to – Expert (4) Taking the first step 8

Indicators and Rubrics This slide is to provide explanation for why we developed the observation tool

Indicators and Rubrics This slide is to provide explanation for why we developed the observation tool

Making Mathematical Relationships Explicit This slide is to provide explanation for why we developed the observation tool

Strategies and Resources This slide is to provide explanation for why we developed the observation tool

So how do administrators streamline measuring observation evidence?

Monitoring and Measuring Real-time Graphic Reports to Support Intervention and Coaching The software allows administrators and coaches to submit observations as they’re leaving the classroom, providing teachers with immediate feedback and coaching suggestions. Teacher Compass for Common Core then provides a series of graphic reports at the teacher, school and district level to help track the success of your implementation, identify trends and plan your professional development interventions.

bryan.priem@pearson.com www.pearsonpd.com 17