1. 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

2. 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….

3. 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.

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

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

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

7. 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

8. Let’s Try It 7

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

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

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

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

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

14. So how do administrators streamline measuring
observation evidence?

15. 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.

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