1. GCSD Leadership Academy Mission
The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement.
One Vision ● One Team ● One Greece

2. One Vision ● One Team ● One Greece
Purpose Day 2
Explore and develop Common Core implementation requirements to integrate in the School Improvement Plan.
Administrators understand how to use the Tri-State Rubric to monitor the implementation of the Common Core.
Administrators and Principals understand the Marzano standards and how they relate to practice.
To build the relationship between school community members
One Vision ● One Team ● One Greece

3. Implementing the Common Core Day Two
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4. One Vision ● One Team ● One Greece
Purpose
Explore and develop Common Core implementation requirements to integrate into school improvement plan, in school groups
Create draft map of roll out of Common Core by school and identify priorities and action steps
One Vision ● One Team ● One Greece

5. Overview Note the format of the action brief:
A primer on Common Core, shifts
Creating the argument, case for urgency
Series of “schoolwide changes”
Followed by Action Steps

6. Go through the action steps
Whip through the action steps [little squares] once and put one star on those you want to review.
Do not star all ideas!
You do not have to star ANY ideas, if you have your own ideas.
It should be silent.

7. Second round THEN go back. Together
Put two stars on all those the GROUP thinks might be a good idea.
Listen for emerging consensus.

8. Third Round
Go through the double stars. Ask: which of these have impact on student learning.
Which are aligned to your tentative school goals.
Come to ONE action step. This could be a combination of smaller actions suggested in the document.
You may have a few others you also want to do; put them to the side for now.

9. Action Planning Look at the action plan template
How do your favored actions relate to potential school goals?
Is this action a potential strategy for achieving one of your school goals?
If it isn’t, should it be? [should you have a school goal of “implementing the CCSS?]

10. Action Plan Sample
Read sample aloud
Answer Questions

11. Action plan
Make the who, what, and when clear. Who is doing this? During what time?
Suggestion: make at least ten steps (e.g. one per month)

12. Debrief
Whip around
Learning about where each other is headed
One thing you are thinking about pursuing

13. Closing Remarks This is a draft.
It has to be fit into your whole school improvement plan.
Bring this back out when you are given SIP work time.

14. Tri-State Quality Review Rubric & Process ELA/Literacy & Mathematics Lessons/Units
Toyia
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15. One Vision ● One Team ● One Greece
“The strength of the team is each individual member. The strength of each member is the team.” ― Phil Jackson “Trust is knowing that when a team member does push you, they're doing it because they care about the team.” ― Patrick Lencioni “You actually cannot get whole system reform without peer power.” ― Michael Fullan
Toyia
One Vision ● One Team ● One Greece

16. Do we need a process for determining CCSS alignment?
Norma
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17. One Vision ● One Team ● One Greece
…Take Away!
How can the Tri-State Rubric be used to help build social capital…going beyond helping teachers develop exemplars?
Toyia
One Vision ● One Team ● One Greece

18. Tri-State Quality Review Rubric
The Tri-State Collaborative (comprised of educational leaders from Massachusetts, New York, and Rhode Island) has developed criterion-based rubrics and review processes to analyze the elements of lessons and units intended to address the Common Core State Standards for ELA/ Literacy and Mathematics.
Norma
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19. Tri-State Quality Review Rubric
Provide clear, descriptive criteria for CCSS lessons/units
Provide meaningful, constructive feedback to developers of lessons/units
Identify lessons/ units that can serve as models
Guide collegial review
Norma
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20. Tri-State Quality Review Rubric Intended Use
The Tri-State Quality Review Rubric is designed to analyze:
Lessons that include instructional activities and assessments aligned to the CCSS that may extend over a few class periods or days.
Units that include integrated and focused lesson aligned to the CCSS that extend over a longer period of time.
Note: The Rubric is NOT
designed to analyze
a single task.
Toyia
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21. The Rubric Organizes Criteria That Describe Quality Lessons/ Units
Criteria that define the rubric are organized to describe quality in four dimensions:
Alignment to the Rigors of the CCSS
Key Areas of Focus in the CCSS
Instructional Supports
Assessment
The most critical criteria are considered to be “must have’s” for a quality CCSS lesson/ unit and are identified with **
Check boxes, rate, and provide feedback
Summary comments
Toyia
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22. Use the Quality Rubric & Criteria to Review a Lesson/Unit
Record the grade and title of the lesson/unit at the top of Rubric.
Scan the lesson/unit packet to see what it contains and how it is organized. Skim key materials in the packet, particularly those related to the Dimensions.
Identify the grade-level standards that the lesson/unit targets and compare its focus and expectations to those of the targeted CCSS.
Study and measure the text(s) that serves as the centerpiece for the lesson/unit, analyzing text complexity, quality, scope, and relationship to instruction.
Analyze the lesson/unit for evidence of Dimension I: Alignment to the Rigor of the CCSS.
Check the criteria in the Column I for which there is clear and substantial evidence of meeting the descriptors.
Closely examine the evidence presented within a lesson/unit packet through the “lens” of each criterion.
If clear and substantial evidence is found, check the criterion on the rubric; if not, use the comment column to provide input on specific improvements that can made to meet the criterion.
Reference the criteria to make observations and recommendations about
this lesson/unit and record in the column next to the Dimensions.
Toyia
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23. Use the Quality Rubric & Criteria: Evaluate a Lesson/ Unit
Optional
Use the Quality Rubric & Criteria: Evaluate a Lesson/ Unit
If it is helpful to provide a criterion-based rating, in addition to feedback:
Examine the pattern of checks in the Dimension’s column. Determine which of the descriptors on the rating scale (found below the rubric, on the left) best characterizes the lesson/unit.
-If all applicable ”must have” criteria have been met, as well as other criteria deemed important, the lesson/unit is considered “exemplary” and receives a “3” rating.
-If all “must have” criteria are not met, determine where the lesson/unit currently sits along the rating scale for the dimension.
Toyia
One Vision ● One Team ● One Greece

24. Use the Quality Rubric & Criteria: Evaluate a Lesson/ Unit
Optional
Use the Quality Rubric & Criteria: Evaluate a Lesson/ Unit
If it is helpful to provide a criterion-based rating, in addition to feedback:
3: Meets all “must have” criteria (**)in dimensions I, II and
most of the criteria in III, IV.
2: Meets many of the “must have” criteria in dimensions I, II
and many of the criteria in III, IV.
1: Meets some of the criteria in the dimension.
0: Does not meet the criteria in the dimension.
2. Circle the rating at the bottom of the Dimension’s column.
3. Make constructive comments/recommendations that explain the rating and indicate how to improve the lesson/unit.
Toyia
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25. Dimension I Alignment to the Rigors of the CCSS
Examine the lesson through the lens of the criteria
Check the criteria that are met
Provide input on improvements needed
If evaluating, use the criteria to determine
Toyia
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26. Dimension I Alignment to the Rigors of the CCSS
Observations and Comments
Rating of 3 because it meets all “must have” criteria
Parallel standards from Literacy in History could be targeted
Very strong in making text the focus of instruction
Text is complex for 8th grade
Reading, speaking, listening and writing are well integrated
Toyia
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27. Dimension I Alignment to the Rigors of the CCSS
Suggestions for Improvements
Instructional purpose of the lesson could be even more clear
The lesson intends to teach argument (W.8.1) the prompt and scaffolding could be revised
Norma
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28. Checking Each Dimension II, III, IV
Examine the lesson through the lens of the criteria
Check the criteria that are met
Provide input on improvements needed
If evaluating, use the criteria to determine
Toyia
One Vision ● One Team ● One Greece

29. Dimension II Key Areas of Focus in the CCSS
Observations and Comments
Rating of 3 because it meets all “must have” criteria
Very strong exemplar of how to support students reading closely…
Includes teacher prompts on how to address vocabulary
Toyia
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30. Dimension II Key Areas of Focus in the CCSS
Suggestions for Improvements
Could be more explicit about how to teach academic vocabulary
There are some suggestions for changing the prompt that leads to the final writing
Norma
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31. Dimension III Instructional Supports
Observations and Comments
Lesson models excellent instructional approaches & clues
Receives a 2 mostly because it does not consider ways to engage more
Could be more explicit about how to support students reading below level, ELL students and SWD
Exemplar because all students experience complex text, there are opportunities for a writing extension
Toyia
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32. Dimension III Instructional Supports
Suggestions for Improvements
Graphic organizers can be more strategically used
The final writing exercise is over scaffold
This assignment does not teach argument as it is
Norma
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33. Dimension IV Assessment
Observations and Comments
This lesson has intentionally not focused on assessment but there are many opportunities for collecting assessment evidence
The two writing assignment could be used specifically to evaluate as evidence of students’ abilities to write from sources
Toyia
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34. Dimension IV Assessment
Suggestions for Improvements
Modifications of the graphic organizer and the writing assignments offer more assessment opportunities
Norma
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35. Using the Dimensional Rating to Determine an Overall Rating
Optional
Using the Dimensional Rating to Determine an Overall Rating
Review the patterns of the checked criteria and the rating for each of the four dimensions.
Make a summary judgment about the overall quality of the lesson/unit, using the Overall Rating Scale:
E: Exemplar Lesson/Unit – meets all the “must have” criteria (**) and most of the other criteria in all four dimensions (mainly 3’s).
E/I: Exemplar if Improved – needs some improvements in one or more dimensions
(mainly 3’s and 2’s).
R: Needs Revision – is a “work in progress” and requires significant revision in one or more dimensions (mainly 2’s and 1’s).
N: Not Recommended – does not meet the criteria in the dimensions (mainly 1’s and 0’s).
N/R: Not ready to review – use rubric to revise and organize lesson/unit then resubmit for a quality review.
Record the Overall Rating on the top right of the Rubric.
Toyia
One Vision ● One Team ● One Greece

36. The Quality Rubric and Review Process Provide Criterion-based Feedback
The pattern of checked criteria reveal the perceived strengths of the lesson/unit and areas for improvement.
The comments and recommendations explain the patter of checks and suggest ways to strengthen the lesson/ unit.
The four dimensional ratings reveal its current status as a model of CCSS instruction.
For example, a rating pattern of suggests that the lesson/unit us well-aligned with the CCSS, but could use some additional thinking about Instructional Supports and, particularly, Assessment.
Optional
E/I The overall rating indicates whether the lesson/unit has been deemed a
CCSS model, or where it is in the process of becoming a model example.
“Strong text-based questions” 3
Norma
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37. One Vision ● One Team ● One Greece
…Take Away!
How can the Tri-State Rubric be used to help build social capital…going beyond helping teachers develop exemplars?
Toyia
One Vision ● One Team ● One Greece

38. Plan for successful implementation of CCSS lessons/Units
Social Capital How will you use the Tri-State Rubric to support a collegial community?
Plan for successful implementation of CCSS lessons/Units
Share
Pair
Think
Think for 5 minutes & record your thoughts.
Pair up with a partner and take 5 minutes to discuss how you plan to use the tool.
Share out with the group your thoughts and ideas
Toyia
One Vision ● One Team ● One Greece

39. Introduction to the Consultancy Model
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40. One Vision ● One Team ● One Greece
Purpose:
Protocol for giving advice
Structured method of defining or setting a problem
Practice being more descriptive and less judgmental
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41. One Vision ● One Team ● One Greece
Process:
Orally present a problem with details and background information
Clarifying questions
Probing questions
One Vision ● One Team ● One Greece

42. One Vision ● One Team ● One Greece
Process:
Consultants discuss the problem as if it was their own
The person who presents the problem must listen and NOT engage in the discussion
The presenter of the problem joins the discussion
The presenter is allowed to reflect aloud
Silent reflection
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43. One Vision ● One Team ● One Greece
Task:
Complete steps 1 & 2 on your own(5 min)
Share steps 1 & 2 with a partner(3 min each)
Individually reflect: Do you have the most significant instructional dilemma identified?(2 min)
Do you need to change anything to get a clearly communicated dilemma?
Move on to steps 3-5 if you have time
One Vision ● One Team ● One Greece

44. One Vision ● One Team ● One Greece
Task:
Complete the template and bring back tomorrow
Remember this protocol has strict timelines:
step 5 must only be 4 minutes
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45. School Community Activity
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46. Select someone other than the principal
Reflections - Day 2
School teams should reflect on Common Core, Tri State Rubric, and Marzano Standards and how they impact their work at the school level
How will you use the Tri-State Rubric as a tool to help build social capital?
How do the concepts of the day support your school mission/ vision?
Who should facilitate?
Select someone other than the principal
10 min. individually
20 min. school team
One Vision ● One Team ● One Greece