Leading The Common Core The Essential Role of Administrators Cheryl Kleckner ODE CCSS Co-Lead Laura Petschauer ODE Special Education Drew Hinds ODE Instructional Materials Jeff Coleman Clackamas ESD Marta Turner Northwest Regional ESD

Welcome/Introductions Please Share: Your Name Your Role/Position Your School District What comes to mind when you hear the words “Common Core State Standards”?

Overview of Administrator Strand Part I: 10:00-11:30 – CCSS Why, When, What, Shifts – What Administrators Need to Know and Do – Diverse Learner Considerations Part II: 1:30-3:00 – CCSS Across the Content – Quality Review Rubric for Lessons and Units Part III: 3:30-5:00 – Resources and Tools – Implementation Planning and Action

Goals for Today’s Sessions Understand CCSS Shifts and Instructional Implications Learn about Considerations that Support Effective Instruction for All Students Explore Resources to Support Administrators and Teachers in Successful CCSS Implementation

Raising the Bar More rigorous expectations for students to better prepare them for high school and beyond. In , students in grades 3 through 8 were held to a higher standard in math. Last year higher expectations were put in place for reading and science.

Math Results In math, results were mixed. The percent of elementary and middle school students meeting or exceeding the state standard went up at every grade. High school performance dropped two percent.

Reading Results In reading, student learning increased substantially in elementary and middle school. The percent of students meeting standard was down due to the change in reading expectations that went into effect last year. High school performance was up less than a percent.

Science and Writing Results In science, all grades saw a decrease in student performance. The percent of students meeting standard on the high school writing test went down one percent.

Jobs and Education Requirements 63% of jobs nationwide will require some postsecondary education by % of Oregon jobs will require postsecondary education; of those: – 54% vocational training, certification, or associate degree – 46% bachelor or graduate degree Source: Georgetown University Center on Education and the Workforce, June 2010Georgetown University Center on Education and the Workforce, June 2010

Average is Over " There will always be change — new jobs, new products, new services. But the one thing we know for sure is that with each advance in globalization and the I.T. revolution, the best jobs will require workers to have more and better education to make themselves above average.” Thomas L. Friedman New York Times, January 24, 2012

Common Core State Standards A sea change that is going to require teachers to teach differently. And if teachers are to teach differently, then administrators need to lead differently.

What is the Common Core? State-led effort for a common set of standards in English Language Arts & Literacy and Math that: — Align with college and workplace expectations — Are rigorous and evidence-based — Are internationally benchmarked Adopted by 46 states Implementation Now New State Assessments in Next Generation Science Standards coming in March 2013

It’s on the fast track… June 2009 Beginning of CCSS Initiative March 2010 K-12 Draft Released for Public Comment June 2010 Formal Release of K-12 CCSS February States have Adopted CCSS 2014–2015 Oregon Administers Smarter Balanced Assessments Implementation NOW! October 2010 Oregon Adopted CCSS

Previously, every state had its own set of academic standards and different expectations of student performance. Consistency Common standards can help create more equal access to an excellent education. Equity All students must be prepared to compete with not only their American peers, but also with students from around the world. Competition Clear and coherent standards will help students (and parents and teachers) understand what is expected of them. Clarity Common Standards create a foundation for districts and states to work collaboratively. Collaboration Benefits of Common Core

SMARTER Balanced Assessment Consortium 25 States (Oregon is a Lead) Operational in – Math Content and Practices – ELA and Literacy Last 12 weeks of the school year Computer Adaptive Performance Tasks

All students leave high school college and career ready Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative tools and practices to improve instruction Interim assessments that are flexible and open

SMARTER Item Types TEXT TXT EXT Assess a broad range of content. Scoring is objective, fast, and inexpensive to score. Difficult to understand a student’s reasoning process and to assess higher-order thinking skills. Require the student to generate a response as opposed to selecting a response. Include both short and extended responses. Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness. Require students to demonstrate ability to think and reason, and produce fully developed products. Measure complex “assessment targets.” Provide evidence of college and career readiness.

Extended projects demonstrate real-world writing and analytical skills May include online research, group projects, presentations Require 1-2 class periods to complete Included in both interim and summative assessments Applicable in all grades being assessed Evaluated by teachers using consistent scoring rubrics The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching. - Linda Darling-Hammond and Frank Adamson, Stanford University The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching. - Linda Darling-Hammond and Frank Adamson, Stanford University Performance Tasks

Transition: Transition: OAKS to SMARTER Field test and alignment work ( ) Scoring Guide Alignment Study – Determine the degree to which the Oregon scoring guides measure student CCSS proficiency Policy Questions Will evidence collected prior to the transition ( ) be allowable for graduation purposes? Yes Will work samples and the other approved options be allowable through the transition period? Yes When will students be eligible to use the Smarter Balanced assessment for Essential Skills? Not yet determined skills-transition-to-smarter-balanced-assessments.ppt

What’s Different about CCSS? These Standards are NOT intended to be NEW NAMES FOR OLD WAYS OF DOING BUSINESS. They are a call to take the next step. It is time for states to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

If I keep doing what I’m doing and you keep not learning, then who is the slow learner? Dr. Marcia L. Tate

Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement. Richard Elmore, Ph.D., Harvard Graduate School of Education Principle #2: If you change one element of the instructional core, you have to change the other two. The Instructional Core

Changing Role of the Administrator Leadership through implementation of: – Common Core State Standards – Data-driven instruction – Teacher effectiveness: evidence-based observations Implementation through strategic use of: – Teacher planning time – Teacher professional development time – Principal time and energy – Observation/feedback cycle between principal and teachers – Interim assessment results

CCSS Implications for Teaching and Learning

Common Core State Standards for Mathematics MATHEMATICAL PRACTICES Essential component at ALL grades! Mathematics instruction must connect the practices to the content.

The Standards for Mathematical Practice Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice? Mathematically Proficient Students…

CCSS Mathematics – Six Shifts 1.Focus 2.Coherence 3.Procedural Fluency 4.Deep Conceptual Understanding 5.Applications (Modeling) 6.Balanced Emphasis common-core-shifts-math.pdf

Math Shift 1: Focus What Students Do …What Teachers Do … Spend more time on fewer concepts Excise content from the curriculum Focus instructional time on priority concepts Give students the gift of time What Principals Do … Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention) Give teachers permission and hold teachers accountable for focusing on the priority standards immediately Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge

SMARTER Mathematics Claims for Summative Assessment Claim #1Concepts & Procedures: “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2Problem Solving: “Students can solve a range of complex well- posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim #3Communicating Reasoning: “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #4Modeling and Data Analysis: “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

ELA & Literacy – Six Shifts 1.Increase Reading of Informational Text 2.Text Complexity 3.Academic Vocabulary 4.Text-based Answers 5.Increase Writing from Sources 6.Literacy Instruction in all Content Areas common-core-shifts-ela.pdf

ELA/Literacy Shift 1: Increase Reading of Informational Text What Principals Do … Purchase and provide equal amounts of informational and literacy texts for each classroom Provide PD and co‐planning opportunities for teachers to become more intimate with nonfiction texts and the way they spiral together Support and demand ELA teachers’ transition to a balance of informational text What Students Do …What Teachers Do … Build content knowledge Get exposure to the world through reading Apply strategies Balance informational & literary text Scaffold for informational texts Teach “through” and “with” informational texts

SMARTER ELA & Literacy Claims for Summative Assessment Place text here Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 1 Reading Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim 2 Writing Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 3 Speaking & Listening Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Claim 4 Research

CCSS Shifts Implications What are the implications of these changes in Math and ELA & Literacy standards and assessments and who is affected by them? Where is your district in implementing the CCSS? What is your role and what do you need to successfully implement the CCSS?

What Do Administrators Need To Know What are the Common Core State Standards? How will the CCSS impact state assessments? What are the implications of the CCSS? To Do Draft an implementation plan Communicate how the CCSS address equity Plan long-range, articulated professional development Foster communication within and across content areas Review current instructional materials Develop a transition plan and curriculum framework

Communicate How CCSS Addresses Equity  What do the data indicate about student achievement for each student group in our district?  What are the implications of these data for the implementation of the CCSS?

CCSS Implications for Diverse Learners Quick Write  What are the implications of CCSS for diverse learners?  How will you address the needs of all students in CCSS implementation?

CCSS Administrator Session Part II

Foster Communication within and across Content Areas  How can we facilitate and support collaboration among teachers that is focused on implementation of the standards?

Review Current Instructional Materials  To what extent do existing instructional materials align with and address the standards?  What changes can we make to better align our materials with the standards?

CCSS Quality Lesson/Unit Review Rubric

CCSS Administrator Session Part III

Draft an Implementation Plan  Which stakeholders should be recruited to serve on a team to develop the district’s implementation plan?  What are the perceived challenges to effectively implementing the CCSS?  What approaches are needed to effectively address these challenges in our district?  What resources that others have developed can we use in our implementation efforts?

Plan Long-range, Articulated Professional Development  How will we determine the knowledge and skill needs of teachers?  What does research say about effective professional development that impacts teacher practice and improves student learning?  How will professional development (and the time for it) be funded?

Develop a Transition Plan and Curriculum Framework  How can the curricular content developed by other organizations and districts inform the work of our district?  How does our existing curricular content compare with other examples that “align with the standards”?

CCSS Resources & Tools

Communicating with Parents

CCSS Resources for Administrators

CCSS Toolkit

Planning, Transition, and Implementation Resources  Conduct a Needs Assessment  Develop Transition and Implementation Plans  Ensure Effective Teams  Examine Classroom Instruction  Target Professional Development

Assessment Resources  Smarter Balanced Website  Smarter Sample Items and Performance Tasks  Smarter Item Writing and Review Materials  Common Core State Standards Assessment Resources  Take a Sample Test

CCSS Implementation Checklist Review Article Group discussion – Key strengths – Areas of focus for improvement Each group shares a strength and a focus area

Leadership in Teacher Effectiveness

Be in classrooms as often as possible Provide high quality, evidence based feedback Drive discourse about classroom practice Meet with teachers regularly Study student results and observations Agree on actionable change Hold teachers accountable

Integrating Common Core and Educator Effectiveness 1. What are the biggest shifts in instruction required by the Common Core? 2. What is the relationship between performing well against current teaching frameworks and teaching that is aligned to Common Core expectations? 3. Who is responsible for integrating Common Core into teaching frameworks and how will it get done? insighteducationgroup.drotzdesign.com/pdf/CCSS_TE_Integration_DRAFT_Feb12.pdf

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Thank You! Cheryl Kleckner