1. Common Core: It’s All About Quality Learning & Instruction Michigan ASCD Common Core Leadership Series Fall 2013 Martin Chaffee & Kristine Gullen

2. In the past decade, a host of research has suggested that the decisive determinant of whether students will learn is not school technology, nor building logistics, nor administrative funding, but the presence or absence of high-quality instruction. (P. Bambrick-Santoyo, 2012).

3. Common Core: It’s All About Quality Learning & Instruction Michigan ASCD Common Core Leadership Series Fall 2013 Martin Chaffee & Kristine Gullen

4. Sometimes the first duty of intelligent men (and women) is the restatement of the obvious. George Orwell

5. To develop high performing leaders to implement the Common Core State Standards Purpose of our Day :

6. Objectives Center work on deepening quality learning and instruction Understand the Instructional Core – the interaction between the student and teacher in the presence of content Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms

7. For our time together... Take responsibility for your own learning Support the learning of your colleagues If you need to take a call or have a side conversation, please step out If you have a question, ask

8. Activator Grab a couple sticky-notes Individual Reflection – one idea on each sticky-note

9. Activator Grab a couple sticky-notes Individual Reflection – one idea on each sticky-note “What are your fears and hopes about the Common Core?”

10. Activator Grab a couple sticky-notes Individual Reflection – one idea on each sticky-note “What are your fears and hopes about the Common Core?” Table Introductions Create a T- Chart

11. Activator Grab a couple sticky-notes Individual Reflection – one idea on each sticky-note “What are your fears and hopes about the Common Core?” Table Introductions Create a T- Chart Fears Hopes Round Robin – share Cluster similar themes

12. Sharing Themes

13. What do you know about... Common Core State Standards & Smarter Balanced Assessments? Pair Share 9.35

14. CCSS States and the Assessment Consortia Balance Assessment Consortium Partnership for Assessment of Readiness for College and Careers (PARCC) 9.50

16. Key Players in CCSS Creation National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability. Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

17. Timeline of the Common Core 1996 Achieve formed at the National Education Summit 2005 Achieve launches the American Diploma Project to align standards & grad requirements w/ demands of college & career July 2009 NGA & CCSSO release a draft of College & Career Ready Standards for comment by educators and parent orgs Sept 2009 Validation Committee announced – 25 leading educators

18. Timeline of the Common Core March 2010 Draft of standards released for public feedback June 2010 Finalized CCSS released June 2010 Michigan’s State Board of Ed adopts the CCSS May 2013 Gov. Snyder declares his support for the CCSS

19. Timeline of the Common Core July 2013 Michigan Legislator Passes budget restricting MDE from spending money on CC or SBAC Aug/ Sept 2013 Legislative Committee hearings on CC Oct 1, 2013 Michigan’s Budget year began

20. Timeline of the Common Core Sept 2013 Michigan House Affirmed a resolution in support of the CCSS Oct 2013 Michigan Senate Affirmed a resolution in support of the CCSS “Computer Adaptive” Dec 2013 MDE report to Legislature on options to assess the CC Jan 2014 & today Legislative hearing on options to assess the CC

21. Finding our Focus

22. At the center of all we do is quality learning & instruction

23. Create an operational definition of quality learning & instruction

24. P 3 T Paper Passing Purpose Tool Write – individually on the index card your definition / elements contained in Quality Learning & Instruction “Quality Learning & Instruction is....”

25. P 3 T Paper Passing Purpose Tool Pass – your card to the person on your right Read – their definition of “quality learning & instruction” underlining or circling any important word or phrase Pass – the card to the next person on your right and repeat the process until your card has returned

26. P 3 T Paper Passing Purpose Tool Review – the collected words & phrases Create - a shared table definition Write – on the large paper your table definition of “quality learning & instruction” using these words & phrases Quality Learning & Instruction is..

27. Polleverywhere.com / Wordle.net

29. What can be summarized or synthesized from your compiled definition?

30. Applying your definition Performance Task

31. Your definition of quality learning and instruction

35. Break 10.35

36. The Instructional Core http://www.uknow.gse.harvard.edu/leadership/leadership001a.html TASK PREDICTS PEFORMANCE TEACHER STUDENT CONTENT INFLUENCES INTERACTION INSTRUCTION 10.50

37. The Instructional Core 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. Principle #2: If you change one element of the instructional core, you have to change the other two. TASK PREDICTS PEFORMANCE TEACHER STUDENT CONTENT INFLUENCES INTERACTION INSTRUCTION

39. What will be the greatest shift for your staff when it comes to the instructional core?

40. What elements of quality learning & instruction are contained in the Say Something strategy?

41. Your definition of quality learning and instruction

42. Role of Content: Standards vs. Curriculum TEACHER STUDENT CONTENT INFLUENCES INTERACTION INSTRUCTION

43. Strategy Harvest Welcome Purpose / Objectives Norms Activator – fears & hopes Pair Share – CCSS & SBAC Quality Learning & Instruction Lecture Burst Operational Definition / P 3 T Polleverywhere / Wordle Performance Task application Instructional Core Overview Lecture Burst Video Say Something Role of Content Morning Wrap Up Connect – Extend - Challenge Lunch!

44. Connect-Extend-Challenge Think individually – How do the ideas presented this morning connect to your current practice? Think individually – How do the ideas presented this morning extend your thinking about your current practice? Think individually – How do the ideas presented this morning challenge your thinking about your current practice? 11.20

45. Connect-Extend-Challenge With your table group, share your thoughts.

46. Lunch! 11.45

47. Grab a sticky note Write down one word that describes your learning from this morning? Reconnector 12.30

48. Alphabetical Line-Up

49. What learning do you want to remember from this morning? With an ‘Alphabetical Partner’ share

50. Role of the Teacher TEACHER STUDENT CONTENT INFLUENCES INTERACTION INSTRUCTION 12.45

55. Paint Strips Creating level 1 & 2 DOK

56. Level 1

57. Level 2

58. Complexity

59. Create – a definition Create – a summary Create – a hypothesis Create – an analysis

60. Returning to our Cereal Box Performance Task

61. Again grab your paint strip write a question at either level 3 or 4

62. Level 1 Level 2 Level 3 Level 4

64. As a leaders, what might you do to support teachers in increasing rigor in their lesson design and instruction? Lansing 11.22.13

65. As a leaders, what might you do to support teachers in increasing rigor in their lesson design and instruction? Provide teachers with performance tasks and sample items at all levels of DOK Build more collaboration within the schedule they already have – how do we get more people involved? Design questions and resources, lesson and see if the kids learned what we expected? Are we asking the right questions? Observational rounds (data collection) to look at the level of questions that are being asked in the classroom – generated by both the teachers and students? Conversations with educators – intentionality of planning questions that will be posed Give wait time to make discussions more powerful Look at samples of level 3 and 4 questions In your own practice, do a self- reflection of what levels of instruction and question In department / level have teachers offer support and collaboration in crafting questions Lansing 11.22.13

67. What might you do to increase rigor in lesson design and instruction?

68. Break! 1.30

69. Video – I Pick C http://www.youtube.com/watch?v=dY2mRM4i6tY 1.40

70. Role of the Student TEACHER STUDENT CONTENT INFLUENCES INTERACTION INSTRUCTION

71. 3-2-1 Bridge

72. Focus Read: ‘Releasing Responsibility’ Fischer, D. & Frey, N. (2008). ‘Releasing Responsibility’ Educational Leadership, 66(3), 32-37.

73. Micro Lab Protocol Reflect – individually on the article Regroup – in trios Identify – Persons A, B & C

74. Micro Lab Protocol Round 1 Person A – Share your thoughts (1 minute) No interruptions SILENCE (30 seconds) timer

75. Micro Lab Protocol Round 2 Person B – Share your thoughts (1 minute) No interruptions SILENCE (30 seconds) timer

76. Micro Lab Protocol Round 3 Person C – Share your thoughts (1 minute) No interruptions SILENCE (30 seconds) timer

77. Micro Lab Protocol Round 4 Share – as a triad your thoughts (5 minutes) Reference the comments made during each Round Ask clarifying questions What connections did you make? timer

78. Micro Lab Protocol Round 5 Table Group Dialogue

79. 3-2-1 Bridge

80. What might you do to support the gradual release of responsibility?

81. As a leader, what might you do to support your teachers in the gradual release of responsibility?

82. Attend the workshop with Doug Fisher on Oct 29, 2014 Have conversations that will help define what this means and looks like? Be very intentional in the planning, using PLCs. Skills, tools, planning as to why this is a good idea – why it is important for students. We have to support teachers in taking this risk. Modeling as a leader at staff meetings – PLC In department meetings using that opportunity for model – we are great at setting the environment for kids, yet do we do it for the adults in our buildings?

83. Strategy Harvest Welcome Purpose / Objectives Norms Activator – fears & hopes Pair Share – CCSS & SBAC Quality Learning & Instruction Lecture Burst Operational Definition / P 3 T Polleverywhere / Wordle Performance Task application Instructional Core Overview Lecture Burst Video Say Something Role of Content Morning Wrap Up Connect – Extend - Challenge Lunch! Reconnector Alphabetical Line Up Pair Share Role of Teacher Lecture Burst – DOK Paint Sample - Create Questions (DOK 1 & 2) Cereal box Performance Task Paint Sample - Create Questions (DOK 3 & 4) Debrief Role of Student Video 3-2-1 Bridge Article Read MicroLab 3-2-1 Bridge Debrief Strategy Harvest Planning Review of Purpose / Objectives Planning Time

84. Planning – what will you take back from today

85. Objectives Center work on deepening quality learning and instruction Understand the Instructional Core – the interaction between the student and teacher in the presence of content Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms

86. Marty Chaffee & Kristine Gullen Thank you!

87. Resources Bambrick-Santoyo, P. (2012). Leverage Leadership: A Practical Guide to Building Exceptional Schools, Jossey-Bass. City, E.A.; Elmore, R.F.; Fiarman, S.E. & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, Harvard Education Press. Langford, D. (2010). Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc. Lipton, L. & Wellman, B. (2011). Groups at Work: Strategies and Structures for Professional Learning, Mira Via. Ritchhart, R.; Church, M. and Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass.