Jim WarfordSenior Advisor, ICLE

Are You Ready for the Technology Demands of the Common Core?

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Please...Turn your devices on!

Technology and the Common Core

Welcome

Overview

Teaching

Technology

Close (Fun!)

Agenda

Handout

www.jimwarford.com

www.jimwarford.com

on

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@jimwarford

That’s enough about me...

First things, first...

Rigor/Relevance Framework

Rigor Means Thinking

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

Means Framing Lessons at the High End of the Knowledge Taxonomy.

ACQUIRE KNOWLEDGEAPPLY KNOWLEDGEINTERDISCIPLINARYREAL-WORLD PREDICTABLEREAL-WORLD UNPREDICTABLE

RelevanceIs the Purpose of Learning

Relevance Real-World Application In Unanticipated Situations

1.Connect2.Extend3.Challenge

A Relevant Lesson Asks Students To . . .

Use Their Knowledge to Tackle Real-World Problems That Have More

Than One Solution

Unless we unlearn some of our

traditional practices, we will never get

beyond an improvement mindset

We are getting better at things that do not matter

as much anymore

Making a better “20th Century School”

is not the answer

Technology and the

Common Core...

Buckle up... It’s going to be a bumpy ride!

Self-Reflection

On a scale from 1-10, how pervasive is the use of technology in your school or district?

Self-Reflection

On a scale from 1-10, how pervasive is the use of technology in your school or district?

On a scale from 1-10, how deep is the understanding of the Common Core in your school or district?

Technology and the

Common Core...

ALL students Leave high school

Career AND College ready…

Regardless of disability, Language, or subgroup status

Common Core State Standards

“The need to conduct research and to produce and consume media is

embedded into every aspect of today’s curriculum. In like fashion, research and

media skills and understandings are embedded throughout the Standards

rather than treated in a separate section.”

—Common Core State Standards Initiative

Embedding Media and Technology

Comprehension and Collaboration

1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

CCR Anchor Standards: Speaking Listening

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

CCR Anchor Standards: Speaking Listening

As important as the CCSS are, the bigger challenge is to ensure

that ALL students are prepared for

success on the...

Next Generation Assessments

Next Generation Assessments

Getting to Know the Consortia

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Using Computer Adaptive Technology for Summative and

Interim Assessments• Turnaround in weeks compared to months todayFaster results

• Fewer questions compared to fixed form testsShorter test length

• Provides accurate measurements of student growth over timeIncreased precision

• Item difficulty based on student responsesTailored to student ability

• Larger item banks mean that not all students receive the same questionsGreater security

• GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)Mature technology

Technology

Identify Tech

Needs

Design the Technology

System

Build the Systems

Pilot and Field Test

IT readiness survey: Available January 2012

System architecture: Available January 2012

Vendors start building the system: February 2012

Improve the technology throughout pilot and field test: 2012 and 2013

Previewing PARCC Design

Beginning of Year End of Year

Performance Task Assessment, ELA/Math

End-of-Year Assessment

Early Assessment, ELA/Math

Mid-Year Assessment, ELA/Math

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ELA/Literacy• Speaking• Listening

Previewing SMARTER Balanced Design

In last 12 weeks

Interim Test 1, ELA/Math

Interim Test 2, ELA/Math

Interim Test 3, ELA/Math

End-of-Year Test and Performance Tasks

Optional, at district-determined intervals

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Focusing on Varied Question Types

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Performance Task Guidelines

• Integrate knowledge and skills across multiple standards or strands

• Measure capacities such as depth of understanding, research skills, complex analysis, and identification/providing of relevant evidence

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Performance Task Guidelines

• Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts

• Require student-initiated planning, management of information and ideas, interaction with other materials, media

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Rigor/Relevance Framework

Rigor Means Thinking

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

Means Framing Lessons at the High End of the Knowledge Taxonomy.

ACQUIRE KNOWLEDGEAPPLY KNOWLEDGEINTERDISCIPLINARYREAL-WORLD PREDICTABLEREAL-WORLD UNPREDICTABLE

RelevanceIs the Purpose of Learning

Self-Reflection

On a scale from 1-10, how pervasive is the use of CCSS-level Performance Tasks your school or district?

On a scale from 1-10, how pervasive is the use of rubrics to assess instruction in your school or district?

Yakima, WA

Basic questions to consider in preparing for Common Core online testing should include the following:

1. Infrastructure: How many test-takers per session can currently be supported, including facilities for administering tests and other infrastructure?

2. Network: How many test-takers per session can currently be supported with existing levels of Internet connectivity, including network bandwidth and wireless coverage?

3. Devices: How many devices at school meet minimum requirements to administer the test? What is the maximum number of test-takers per session that can be supported with these devices?

4. Staff and Personnel: How many staff members have been trained to administer, troubleshoot and provide appropriate security for the tests? What is the maximum number of test-takers per session that staff can support?

Minimum Guidelines for New Hardware Purchases

Recommended Minimum Guidelines for New Hardware Purchases

By 2016-17 up to 25% of the mathematics assessment will comprise items/tasks requiring

student-produced illustrations or calculations.

Why the Urgency?

What’s our competition doing?

We must close the“Engagement Gap”

Before we can close the“Achievement Gap”

The Gap

And teacher’s are already feeling

frustrated...

We need a new “Mental Model”

of instruction

Rigor/Relevance Framework

Quad D Lessonsand the problem

of time…

Let’s talk aboutthe students...

iBrainby

Dr. Gary Small

“How we educate our children in the future will be more important than how much we educate

them.”- Thomas Friedman

World is Flat 2006

The Flipped Classroom

Paul AndersenMontana’s

Teacher of theYear

“Curriculum is not just a textbook anymore.

It is videos, Podcasts, Wikis, blogs, and YouTube videos”

What is the bestuse of class time?

Essential Question

Teacher-Centeredto

Student-Centered

From…

Traditional Model of Instruction:

- Teacher lectures in class

- A few practice problems are done during class

- Homework is assigned

- Student does homework outside of class

The Problems:

- Lectures are too long

- Not enough time for application of content

- Students can’t get help when they need it

- Homework often doesn’t lead to mastery

The Flipped Classroom...

“Flips" the traditional model of instruction by assigning lectures as homework and

doing homework in class!

Why Flip?

Let’s takea tour...

Source: USA Today

What about…Access, Poverty?

Greg Green – Principal Clintondale HS

Detroit

75% Title I

9th grade failure rate -33% in one year

English failure rate - 52% to 19% Math - 44% to 13%

Science - 41% to 19% Social studies - 28% to 9%

Attendance rate has increasedDiscipline rate decreased

Edmodo

How do school leaders support this transition?

Essential Question

Teachers need:

Training – Tools – Time

Handoutsor

www.jimwarford.com

“Technology and the Transition to the Common Core”

Basic questions to consider in support of your instructional technology goals:

1. What are your technology planning objectives and how will they support implementing the Common Core and preparing for the new assessments?

2. Have you developed a phased plan for improved access that incorporates textbook and open resources savings?

3. What resources can be reallocated to support deployment? What savings can be secured through adoption of digital resources?

4. Have you supported adoption of blended learning models that leverage teacher talent?

Yakima, WA

Buckle up... It’s going to be a bumpy ride!

Trust

Jim Warford, Senior ConsultantInternational Center for Leadership in Education

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THANK YOU!

www.jimwarford.com

on

twitter, Facebook, Pinterest

@jimwarford

We need a new “Mental Model”

of instruction