The CCSS-M as a Catalyst for Change: Designing and ...

Excerpts From Beyond The Common Core: Teaching and Assessing in a PLC at Work Handbook Series, Dr. Timothy D. Kanold, (2014), Solution Tree, In Press. tkanold.blogspot.com

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The CCSS-M as a Catalyst for Change: Designing and Sustaining A Coherent Vision for Mathematics Instruction and Assessment in your School and District

Dr. Timothy D. Kanold tkanold.blogspot.com

[email protected]

The CCSS-M is built upon a foundation of rigor, coherence, and focus for the students and the adults. Thus, you create and expect a commitment to a professional learning process that helps all adults adjust current practice to meet new demands of rigor (complexity of reasoning by students) and ensure coherence across teachers on every team, and every school in a district. One way or the other, as a school teacher and leader, you provide a vision and voice for adult knowledge capacity building in your school and district. Vision: Developing and delivering a compelling picture of mathematics instruction and assessment that produces energy, passion, and action in yourself and others A vision cannot be true or false but ultimately is evaluated against other possible directions for your classroom, your school or your district.

— Kanold The Five Disciplines of PLC Leaders (2011) A critical tenet of a highly effective mathematics program is a shared vision for the instruction and assessment in your school program. Do you have a shared, coherent, non-negotiable and compelling vision for mathematics instruction and assessment? If not, how might you create one? Vision Implementation: Delivering specific improvement in student achievement results, and monitoring stakeholder actions that leads to those results, with consequences. One of the greatest problems with mathematics instruction, and instruction in general in most school districts, is that it is too inconsistent from classroom to classroom, school to school, and district to district

— Morris & Hiebert (2011) How do you overcome the barriers of stagnation, status-quo thinking, isolated decision-making, fear of change and lack of implementation? In this session will examine how you lead the transition from vision into action and sustained implementation. To do so requires an authentic Loose-Tight culture. You become tight about the vision for mathematics instruction and assessment, but loose the about adult behaviors that move the district toward that vision. You intuitively understand that you need to be tight about a vision that is right: A vision that really matters. A vision worth taking a stand on: It is called knowing your Popeye moment. The secret to that vision lies in understanding the difference between diagnostic assessment instruments and formative assessment processes. You understand their exists an economy of scale for implementation of the vision for mathematics instruction and assessment. Time and energy are your most critical resources. How do you lead and focus the time and energy of faculty teams into meaningful and reflective professional development efforts necessary to meet the demands of the CCSS-M and the SBAC assessments?


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You also understand that successful implementation of the vision for mathematics instruction and assessment requires a grain size of change bigger than the individual teacher. Otherwise, inequity and pockets of inadequacy will remain in your district. You use the Unit (or Chapter) of mathematics content as a natural cycle of time (think Grain Size for Analysis) for meaningful formative assessment, analysis, reflection, and action by teachers, students and administrative leaders throughout the year. The unit might last one week, three weeks, or more as the cycle of this work becomes part of a continuous learning process for the students and for the teachers. Describe your perception of the loose-tight culture in your school district. Do adult behaviors around mathematics instruction and assessment align to the expected vision in your district? Are they clearly understood and articulated by all adults? Who is designing, teaching, and monitoring the adult behaviors for accountability and celebration of the vision expectations? Vision Focus: Implementing the Common Core Through Ten High Leverage Mathematics Instruction and Assessment Actions. This [teacher collaboration] is not critical reflection, but critical reflection in light of evidence about their teaching.

—John Hattie, Visible Learning For Teachers (2012)

Diagnose ten high-leverage actions of every collaborative team on a unit-by-unit basis. Rate the current levels of implementation (0 percent low and 100 percent high). How might you use this information to identify which adult behaviors and actions need to become a priority for your sphere of influence during 2013-2014 and beyond? !Summary Transitioning to the implementation of the CCSS provides a unique opportunity for your school or district to embrace the idea that schools should become learning institutions for the adults as well as the students. The CCSS in mathematics and in ELA can serve, as a catalyst for that required adult learning. The professional development and learning of teachers is not solely a prerequisite for improved student achievement. It is a commitment to the investment in the professionals who have the largest impact on students in schools. The National Board for Professional Teaching Standards – Mathematics Standards (2010) states:

Seeing themselves as partners with other teachers, they are dedicated to improving the profession. They care about the quality of teaching in their schools, and, to this end, their collaboration with colleagues is continuous and explicit. They recognize that collaborating in a professional learning community contributes to their own professional growth, as well as to the growth of their peers, for the benefit of student learning. Teachers promote the ideal that working collaboratively increases knowledge, reflection, and quality of practice and benefits the instructional program (p. 75).

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Turning your CCSS-M Instruction and Assessment Vision into Action!

A vision cannot be true or false but ultimately is evaluated against other possible directions for your classroom, your school or your district… Timothy D. Kanold tkanold.blogspot.com [email protected] Twitter @tkanold CAEP Mathematics Convening October 23rd- 24th, 2013

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The new paradigm for the professional development of mathematics teachers requires an understanding that the knowledge capacity of every teacher matters. More importantly, however, is that every teacher acts on that knowledge and transfers the professional development they receive into their daily classroom practice. References Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. New York: Routledge Press.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning New York:

Routledge Press.

Kanold, T. & Larson, M. (2012). Common Core Mathematics in a PLC at Work: Leader’s Guide

Bloomington, IN: Solution Tree Press.

Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: An alternative

approach to improving teaching. Educational Researcher, 40(1), 5-14.

National Board of Professional Teaching Standards. (2010). National Board for Teacher

Certification: Mathematics standards for teachers of students ages 11 -18+. Arlington,

VA: Author.

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Smarter Balanced (SBAC)

http://www.smarterbalanced.org/

―SBAC%Prac<ce%Test%(n.d.)%[ques<on%1,%gradeF7%exam]%(sbac.portal.airast.org)%

We#teach,#lead,#and#influence#from#the#middle.##

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Your Teachable Point of View (TPOV)

“A cohesive set of ideas and concepts that a person is able to clearly articulate to others”

—Noel M. Tichy, director, Global Leadership Partnership, and

professor of management and organizations, University of

Michigan

Knowing what really matters to you…

1)  Turn to a shoulder partner, and

tell them your 30 second TPOV for Math Instruction …

2) On a scale of 1(low) to 6 (high)

what is the degree of coherence between your TPOV and those of your colleagues?

Knowing'Your'Popeye'Moment!''

hMp://www.flickr.com/photos/roland_urbanek/4712188695/%

%Vision'is'a'compelling'picture'of'the'school’s'future'that'produces'energy,'passion,'and'ac=on'in'yourself'and'others…''

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Common Core State Standards

Learning How Is Now Part of the Guaranteed and Viable Curriculum

Mathematical Practices

Eight standards K–12

Mathematical Content

About 35 standards per grade level K–8

About 55 Standards per grade 9-12

Understanding

Vision%for%Learning!%%

Closing the CCSS-M Gap

1.  Intended: What we want them to learn (District office leadership)

1.  Implemented: What actually gets taught (Daily teacher decisions about instruction)

1.  Attained: What students actually learn (District office and teacher assessments)

Reliable Sources and Your TPOV…

How certain are you that your

Mathematics Vision or TPOV is a right thing to pursue in 2014-2015 and beyond?

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Reconciling Your Experience with the Research and Evidence

How can you and your PLC team members distinguish experiences from actual research evidence?

Levels of certainty in your current leadership Vision practices…


•  1. Opinion — This is what I believe and I believe it sincerely.

•  2. Experience — This is what I have seen Based on my personal observation


•  3. Local Evidence— This is what I have seen based on the experiences of my friends and colleagues.

•  4. Preponderance of evidence — This is what we know as a profession,

in many different contexts and across all locations (Research and data). The vision provides boundaries on adult

behaviors

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There is no debate on the Instruction and Assessment vision for CCSS-M!

Evaluating the Evidence – John Hattie (2009 & 2012) Meta-analysis of over 800 studies…

Assessment as a process of Formative Feedback .75 Classroom Discourse .82 Spaced Vs. Mass Practice . 71

CCSS-M: Framework of Research

Strands of Mathematical Proficiency

Strategic Competence

Adaptive Reasoning

Conceptual Understanding Productive

Disposition

Procedural Fluency

(Kilpatrick, Swafford, & Findell, 2001)

Common Core Standards for Mathematical Practice

Mathematical Practices 1. Make sense of problems and persevere

in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7.  Look for and make use of structure.

8.  Look for and express regularity in repeated reasoning.

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The Third Standard for Mathematical Practice

MP 3: Construct viable arguments and critique the reasoning of others.

1.  Students make conjectures.

2.  Students justify their conclusions and communicate them to others.

3.  Students compare the effectiveness of two plausible arguments.

4.  Students listen and respond to the arguments of others for sense making and clarity.

CCSS6M##Vision#Implementa<on#6#%Your'voice'of'authority'in'your'school'or'district%


%One$of$the$greatest$problems$with$mathema3cs$instruc3on,$and$instruc3on$in$general$in$most$school$districts,$is$that$it$is$too$inconsistent$from$classroom$to$classroom,$school$to$school,$and$district$to$district$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$%$ $ $ $ $ $ $ $ $ $$—%Morris%&%Hiebert$(2011)%

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%Who'is'monitoring'the'adult'behaviors'for'accountability'and'celebra=on'of''vision'expecta=on'behaviors?''

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In pairs…

Choose one positive association from the picture and think of some evidence or output that would support your belief

Choose one negative association from the picture and think of some evidence or output that supports your belief

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The$“Brand”$of$Your$Classroom,$School$or$District$in$the$Community$resides$in$the$implemented$reality$of$your$Vision$for$the$CCSSBM!$$

Vision Implementation and Action

Second You understand that every adult in

your school/district must be involved in the Accountability/ Celebration of the CCSS-M

The Vision becomes your voice of

authority

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For Example: The Vision of the CCSS-M Mathematical Practices

YOU design and monitor every collaborative Team to take action:

1.  What is the intent and why it is important? 2. What teacher actions help to develop this CCSS MP? 3. What evidence exists that students are demonstrating the MP?

Dr. Timothy Kanold 2013 tkanold.blogspot.com

For Example: The Vision of the CCSS-M Mathematical Practices

YOU design and monitor every collaborative Team to take action:

1.  What is the intent and why it is important? 2. What teacher actions help to develop this CCSS MP? 3. What evidence exists that students are demonstrating the MP?

Dr. Timothy Kanold 2013 tkanold.blogspot.com

#Vision#Focus#–#your#decision6making#and#<me#for#Forma<ve#Feedback#Priori<es!#%


%How'might'you'iden=fy'which'adult'behaviors'and'ac=ons'need'to'become'a'priority'for'your'sphere'of'influence?''

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For your monitoring to become “Formative” it needs to: 1. Provide meaningful feedback 2. Result in action by the students, teachers, or teacher team.

Meaningful Feedback Practices

Four boundary markers or criteria for the evaluation of your current feedback practices: !  Feedback must be

accurate. !  Feedback must be fair. !  Feedback must be specific. !  Feedback must be timely.

Sustained Implementation of the CCSS-M Requires Three Pursuits

1. Develop high-quality common assessments, tasks, homework and the accurate scoring of those assessments and tasks

2. A robust formative assessment process for students and adults—using the assessment instruments and tasks

3. Instruction that provides evidence of student demonstration of the Mathematical Practices using formative assessment processes in class

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Kanold,%et%al.,%2012%

Sustained Implementation of the CCSS-M Requires Teacher Team Reflection This is not critical reflection, but critical reflection in light of evidence about their teaching and learning…

—John Hattie, Visible Learning For Teachers (2012)

The Grain size of Change and Analysis…

R E PRO DUCI B LE

Common Core Mathematics in a PLC at WorkTM, Leader’s Guide Visit go.solution-tree.com/commoncore to download this page.

Figure 4.2: The PLC Teaching-Assessing-Learning Cycle

Step One

Collaborative teams identify learning targets and design common unit tasks and assessment instruments.

Step Two

Teachers implement formative assessment classroom strategies.

Step Three

Students take action

assessment feedback.

Step Five

Collaborative teams use ongoing assessment feedback to improve instruction.

Step Four

Students use assessment instruments from step one for motivation, re!ection, and action.

The PLC Teaching- Assessing-Learning Cycle


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Top Ten High-Leverage Collaborative Team CCSS-M Behaviors On a Unit-by-Unit Basis

Before the Unit Begins 1) Agreement on the expectations and intent of the common “Big Idea” Learning Standards for the unit and the processes (mathematical practices) for student learning of those standards. 0%______________________________50%____________________________100% 2) Development of high quality common assessment instruments (tests) for the unit based on an evaluation tool for improving current unit assessments. 0%______________________________50%____________________________100% 3) Development of accurate scoring rubrics for the common assessment instruments and a plan for scoring those assessments. 0%______________________________50%____________________________100% 4) Identification and discussion for the student use of high cognitive demand tasks as part of the instruction during the unit. 0%______________________________50%____________________________100% 5) Development of high quality common unit Homework Assignments based on an evaluation tool for improving current assignments. 0%______________________________50%____________________________100% During the Unit 1) Team discussions regarding the development of student proficiency in each of the Mathematical Practices though the management and use of in-class high cognitive demand mathematical tasks as part of instruction. 0%______________________________50%____________________________100% 2) Team discussions regarding the development of student proficiency in each of the CCSS Mathematical Practices though the use of effective in-class formative assessment small group discourse. 0%______________________________50%____________________________100% 3) Team discussions regarding the development and use of the CCSS-M Mathematical Practices Lesson Design tool (Kanold, et. al, 2012) as part of daily lesson planning and design. 0%______________________________50%____________________________100% At the End of a Unit 1) Ensure all students use the common assessment instrument as a formative learning opportunity. 0%______________________________50%____________________________100% 2) Ensure evidence and results from the assessment instrument are used for Adult goal setting and action in the next unit of study and beyond. 0%______________________________50%____________________________100%


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Setting Your Collaborative Team Monitoring Priorities

You and the teams of teachers you lead PLC cannot focus on everything. Less is more. Focus on fewer things and make those things matter at a deep level of implementation. Take a close look and review your ratings for the Ten High Leverage collaborative team behaviors under the three categories of essential PLC Team Commitments. For each category, list your top two of three specific areas for improvement. Based on your knowledge of the team, what should be your focus for adult growth and improvement and knowledge capacity building? Be specific with your response and use your ratings to inform your choices. I. PLC Teacher Team Agreements for Teaching and Learning Before the Unit Begins II. PLC Teacher Team Agreements for Teaching and Learning During the Unit III. PLC Teacher Team Agreements for Teaching and Learning At the End of the Unit IV. PLC Teacher Team Agreements for SMART Goals (What are the data targets “That Beckon” for improved student achievement in each course or grade level each year?)

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CCSS-M Monitoring for Feedback and Action…

Use%the%s<cky%dots%to%diagnose%the%ten%highFleverage%ac<ons…%(0%percent%low%and%100%percent%high)% Use the information to identify which adult behaviors and actions need to become a priority for your sphere of influence during 2013-2014 and beyond

The CCSS-M as a Catalyst for Change: Designing and ...

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