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Welcome

Instructional Leaders:Common Core &

the Schools of Oakland County

Michael Yocum & Common Core Planning Member

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Purpose of our day…to launch the preparation of Instructional Leaders for

the shifts required to lead and support the common core.

Michael Yocum

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What are the leadership implicationsfor you,

your staff, your school and

your district?

Guiding Question

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Today is the first in a series of leadership support, as we all begin to implement the common core

state standards & prepare for upcoming assessments.

Michael Yocum

Lauren 5

Before we get started, take a minute at your table to be sure everyone has met,

…in a round of sharing offer the group, what brings you to the table today, and

how are you thinking about today’s purpose?

Connector

Kristine 6

Poll Everywhere

Current State

Kristine 7

Todaysmeet.com/

Parking Lot

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Building context

Assessment Tasks

Laura Schiller 11

ELA task

Laura Schiller 12

Writing Practice:

Without looking ahead, (NO CHEATING!!) we will follow the directions for the following assessment.

You will read and write your response.

Audience Participation

Laura Schiller 13

Laura Schiller 14

Laura Schiller 15

Laura Schiller 16

Laura Schiller 17

Kristine 18

What does the learner need to know and do

in order to be successful on this task?

Kristine 19

Whole Group Debrief

Geraldine Devine 20

Math task

Kristine 21

What does the learner need to know and do

in order to be successful on this task?

Assume the role of an architect designing a park.

See page 10 for design requirements.

Sample Performance Task

Geraldine Devine

Three construction companies sent bids for work in the park.

What do you notice about the three bids?What information would you need to compare the bids?

Geraldine Devine

Explore “Session 1”

Explore the grading rubric and sample response on pages 20 and 23.

Geraldine Devine

Scoring “Session 1”

Geraldine Devine

Geraldine Devine

Geraldine Devine

Kristine 29

What does the learner need to know and do

in order to be successful on this task?

Table conversation and sharing

Kristine 30

Table conversation and sharing Poll everywhere

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Multiple Representations

Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving.

Geometric/Graphical

Verbal (written and oral)

Tabular

Contextual

Symbolic

Pictures

Oral Language

ManipulativeModels

Real-World Situations

WrittenSymbols

Standards for Mathematical Practice

1. Select one of the Standards for Mathematical Practice to read.

2. Discuss this practice standard in light of the “Designing a Park” task.

Kristine 33

Looking across the assessment tasks, what are challenges for instructors and learners as we

implement the CCSS?

What is standing out for you?

Kristine 34

Poll EverywhereWordle

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What are the leadership implicationsfor you,

your staff, your school and

your district?Michael Yocum

Guiding Question

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Break

Michael Yocum

Common Core State Standards (CCSS)

• Assessments• Learning Progressions• Shifts/Practices

The following slides may provide new or previously learned information. Depending on your level of experience with the CCSS you may need to: • Focus on making sense of the information• View through the lens of implications for your

district 37

Dana Lauren Michele Susan

CCSS States and the Assessment Consortia

Balanced Partnership for Assessment of Readiness for College and Careers (PARCC)

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Balanced and Dynamic Learning Maps Assessment Consortia

CCSS Assessment Systems in Michigan

http://www.smarterbalanced.org http://dynamiclearningmaps.org

alternative assessment for students with significant

cognitive disabilitiesDana Lauren Michele Susan

The Schools of Oakland County

A Balanced System

Dana Lauren Michele Susan

Smarter Balanced Assessment

With a partner, discuss how you would go about solving this task.

Short Item

Standards for Mathematical Practice

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William McCallum

Standards for Mathematical PracticeTucson, April 2011

Reasoning andexplaining

Modeling andUsing tools

Seeing structureand generalizing

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There are two parts in this performance assessment. In the first part, you will be asked to complete a task in which you synthesize the various perspectives on the American dream you have encountered in

high school and elsewhere. Your analysis of these texts and

the work you do to select, arrange, and understand the different perspectives each offers are important work in and of

themselves, but they also prepare the way for the inclusion of an additional voice—your own. In the second part of the assessment, you will have the chance to offer your own perspective on the American dream by crafting a text of your own about an American dreamer you know.

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SBAC Content Specifications for Summative Assessment

• There are 5 learning outcomes or CLAIMS for the CCSS ELA standards:

1. Read closely and critically to comprehend a range of increasingly complex literary and informational texts.

2. Produce effective writing for a range of purposes and audiences

3. Employ effective speaking and listening skills for a range of purposes and audiences.

4. Engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

5. Skillfully use and interpret written language across a range of literacy tasks.

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Assessment Reporting Categories: The Claims

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim 1: Concepts and

Procedures, ≈ 40%

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim 2: Problem Solving

≈ 20%

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim 3: Communicating

Reasoning ≈ 20%

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Claim 4:Data Analysis and

Modeling ≈ 20%49

“Each claim is a summary statement about the knowledge and skill students will be expected to demonstrate on the assessment related to a particular aspect of the CCSS for mathematics.”

Assessment Principles www.smarterbalanced.org

1. Assessments are grounded in a thoughtful, standards-based curriculum and are managed as part of an integrated system.

2. Assessments include evidence of student performance.

3. Teachers are integrally involved in the development and scoring of assessments.

4. Assessments are structured to continuously improve teaching and learning.

5. Assessment, reporting, and accountability systems provide useful information on multiple measures.

Depth of Knowledge

Assessment Targets, derived from Cluster Headings, are assigned Depth of Knowledge level(s) that students will need to bring to the items or tasks (p. 92).

What are the leadership implicationsfor you,

your staff, your school and

your district?Michael Yocum 52

Guiding Question

Common Core State Standards

• Standards are essential but inadequate by themselves

• To be successful, educators also need:Curriculum, including units of study, based

on the standardsInstructional materials that align with the

standardsA variety of assessments to measure

student progressResources and tools Time to adjust classroom practicesProfessional development

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Common Core State Standards Initiative Oakland

The Common Core State Standards Initiative (CCSSI) Oakland provide support and direction for educators as they move toward full implementation:

CCSS aligned curriculum and coherent units of study to highlight needed shifts in content related and pedagogical practices

– Highlight Lessons (Math)– Daily Sessions (ELA)– Formative Assessment– Resources (video, sample student work,

rubrics, instructional websites, etc.)

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Atlas Curriculum Mapping

Units, lessons, formative assessments, and other resources available in Atlas by Rubicon.

http://oaklandk12-public.rubiconatlas.org

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Online CCSS Curriculum Resources

Units of Study Lesson resources Assessment resources Professional resources

• Video• Sample student work• And more

ELA Units of Study

LAC-O.org

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The CCSS Resources are…

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• not self-enacting

• raw materials to support teachers as they reorganize their instruction and work to implement the CCSS

“To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.

Darling-Hammond and Richardson, 2009

To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…”

ELA Professional Development Grades K-2

Foundational– Essentials of Writing Series– Unit Roll-Outs by CCSS Text Types

– Opinion– Narrative– Informative/Explanatory– Research to Build and Present Knowledge  

Specialized – Conferring & Forming Guided Writing Groups  – Using Various Forms of Assessment to Inform Instruction 

Capacity Building– Train the Trainer– Pilot/Review

ELA Professional DevelopmentGrades 3-5

Foundational– Writing Workshop– Reading Workshop

Specialized– AARI: Expository Text Reading Intervention– Four Resource Model

Capacity Building– Train the Trainer– Pilot/Review

ELA Professional DevelopmentGrades 6-12

Foundational– MiClass: Content Area Literacy (6-8)– HiClass: Content Area Literacy (9-12)

Specialized– AARI: Expository Text Reading Intervention– Four Resource Model– Revisioning Writing

Capacity building– Train the Trainer– Pilot/Review

Math Professional Development

• Numbers and Operations Content Institute: Whole Numbers and Their Operations K-5

• Everyday Mathematics– EDM CCSSM Alignment

• Connected Mathematics Project– CMP Grade Level Support– CMP Roundtable

• Pilot/Review• Train the Trainer• NCSM: Illustrating the Standards for Mathematical

Practice Modules

Math Professional Development

• EMATHS Geometry: Embracing Mathematics Assessment and Technology in High School (Registration closed 2012-2013)

• EMATHS Algebra II: Embracing Mathematics Assessment and Technology in High School (Registration closed 2012-2013)

• Using the TI-Nspire to Support the Common Core State Standards (Summer 2013)

• Supporting Engagement and Mathematical Reasoning Through Discourse (Registration closed 2012-2013)

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What are the leadership implicationsfor you,

your staff, your school and

your district?Michael Yocum 70

Guiding Question

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Lunch

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Book Giveaway!Michael Yocum

Lauren 73

In round robin fashion, offer the group a one word descriptor that

captures your thinking about your learning thus far today

Connector

Kristine 74

Poll Everywhere - Wordle

Kristine 75

Parking Lot update

Today’s Meet

Leading the Change

Leading ChangeBy John Kotter

Marty

The Change Problem• Mistake #1: Complacency• Mistake #2: No Support• Mistake #3: Lack of a Vision• Mistake #4: Undercommunicating• Mistake #5: Allowing Obstacles to Block• Mistake #6: Failing to Identify Short-Term

Wins• Mistake #7: Declaring the Victory Too

Soon• Mistake #8: No Anchor to the Future

Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm

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Current State: Developing the Plan

Time clock

Step 1: Create Urgency Step 2: Form a Powerful Coalition Step 3: Create a Vision for Change Step 4: Communicate the Vision Step 5: Remove Obstacles Step 6: Create Short-Term Wins Step 7: Build on the Change Step 8: Anchor the Change in the Culture

Eight Step Process

Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm

Step 1: Create Urgency

The desire to have everything stay exactly the same has a lot of momentum – that’s

called inertia.

- John Kotter

Time clock

Step 2: Form a Powerful Coalition

The biggest mistake you can make is to

“go it alone”.

- John Kotter

The biggest mistake you

can make is to “go it alone.”

- John Kotter

Step 3: Create a Vision for Change

A well-articulated, inspiring vision

clears away distractions and

aligns the resources…

to the ultimate goal.

- John Kotter

Step 4: Communicate the Vision

Keep your message simple.

- John Kotter

Time clock todaysmeet

Step 5: Remove Obstacles

Most obstacles melt away when we make up our minds to walk boldly through

them.

- Orison Swett Marden

Step 6: Create Short-Term Wins

Three Characteristics Visible Clear-cut Relevant

- John Kotter

Step 7: Build on the Change

Resistance is always waiting to rear its ugly head

again.

- John Kotter

Step 8: Anchor to the Changes in the Culture

People who are making an effort to embrace the future

are a happier lot than those who are

clinging to the past.

- John KotterTime clock

Todaysmeet

Kristine & Lauren 88

Poll Everywhere / Parking Lot / Survey / Next Steps

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Purpose of our day…to launch the preparation of Instructional Leaders for

the shifts required to lead and support the common core.

Michael Yocum

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Thank you!

Michael Yocum