Implementing the Common Core State Standards and the North Carolina Essential Standards

Implementing the

Common Core State Standards and the

North Carolina Essential Standards

The Administrator’s Role

Ideas to ponder…

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“In order to positively impact student achievement, the Common Core State

and NC Essential Standards must be not just adopted but implemented.”

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“The goal is to have content standards that actually impact what happens in the

classroom. Unfortunately, there are too many examples where states have fine

content standards that bear little resemblance to what is actually being

taught and learned in classrooms.”

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Do you know what and howyour teachers are teaching?

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It’s 2011: Do you knowwhere your teachers are?

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“We need to think carefully about what it will take for the Common Core and NC Essential Standards to become fully operationalized in every classroom, every year, from kindergarten to high school graduation.”

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EC

OccupationalESL

AIG

I. Understanding the

Common Core State Standards and

NC Essential Standards

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Common Core State Standards(Adopted by 48 states and the District of Columbia)

•English Language Arts•Mathematics

NC Essential Standards•Science•Social Studies•World Languages•Arts Education•Healthful Living•Career & Tech Ed•Exceptional Children•English as Second Language•English Language Development (approved 2008)•Information & Technology

NOTE: English Language Development and Information & Technology Essential Standards must be delivered by classroom teachers through ALL content areas, in appropriate grade levels– in collaboration with AIG, EC, ESL, media coordinators and tech facilitators. 10

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What do the Common Core State and NC Essential Standards look Like?

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Common Core Big Picture

1. Aligned with college and work expectations2. Focused and coherent3. Includes rigorous content and application of

knowledge through higher-order skills4. Internationally benchmarked – prepares

students for global economy & society5. Based on evidence and research

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Rationale for Implementation

• EQUITY – Expectations the same regardless of where students live

• College/Career Readiness – Students need to be more than proficient

• Comparability – State results will be comparable through common assessments

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Rationale Cont…

• Shared Resources – Ability to share and team across district and state lines

• Economies of Scale – Possible savings due to sharing of resources and assessments

• Student Mobility – Students encounter same standards wherever they go

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Common Core MATHEMATICS

Elementary•Kindergarten number core•K-5 math foundation•Continuous progression through grades•Procedural skills + conceptual understanding

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Middle

• Robust middle school standards• 8th grade algebra• Hands-on, applied learning in

algebra, geometry, probability, statistics

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High School•High School mathematics applications solve messy, real world problems

•High school students apply mathematics to novel situations, as college students and professionals do – unexpected problem solving

•Mathematical modeling in physical, economic, public policy, social and everyday situations – integrates mathematical and statistical methods and reasoning

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Common Core ELA

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Reading• Staircase of increasing

complexity in reading

• Diverse array of literature andinformational “sample” texts

• Critical content “types”mandated

Writing•Logical arguments (opinion writing)•Research writing featured prominently•Includes student writing samples

Speaking & Listening, Language, Media & Tech•Each are integrated throughout the ELA standards

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What are some of the strengths (and weaknesses), of the Common Core, that principals need to be aware of?

http://www.leadandlearn.com/multimedia-resource-center/video-library?video-topic=355

See “Doug Reeves discusses the Common Core State Standards”Min: 6:35 – 16:05.

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NC Essential Standards Big Picture

• Narrower and deeper• Clear articulation of skills, understandings, and

learning experiences critical at each grade level• Infusion of writing; 21st century content;

thinking and learning skills; and life skills throughout the content standards

• Reflection of rigor, relevance, and relationships (integration) between and among subject areas.

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• Developed for readiness – elementary, middle, high school, college, workforce, and beyond.

• Mindful of 21st Century skill requirements• Measurable and concise• Integrated with other content areas• Driven by Revised Blooms Taxonomy (RBT)

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II. Supporting the Change

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“Principals need to get to know the standards. A critical principal role in implementing the standards change process is to facilitate powerful conversations regarding what the new standards indicate students should know and be able to do by the time they enter and leave each grade level. To do this, principals need to become intimately familiar with the organization, scope, depth and purpose for the new Common Core and Essential Standards.”

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Traps to avoid

Relinquishing responsibility•“My assistant principal handles curriculum.”•“I’m not a math/science/ELA… person.”

Overestimating•“The teachers are getting plenty of training; they’ve got a whole year to work it out.”

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Underestimating support needs•“My people are professionals. I don’t need to be looking over their shoulders on this.”

Expecting it to go away•“We change the curriculum every few years in this state…”

Confusing priorities•“PLCs are great, but we don’t really have time for that around here.”

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IMPLEMENT

• Rationale and “buy in”• Collaboration opportunities• Common ground (w/old standards)• Informational writing• “Power Standards”• Locate/reallocate resources• Common formative assessments• Exceed the standards

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Principals Encourage, Facilitate, & Manage:

Key Management Structures Support Implementation

1.Department Head/Lead Teacher Role

2.PLCs3.Shared Decision-Making &

Distributed Leadership30

Management Structures Cont…

4.Evaluation Considerations- How do principals know good instruction for

the Common Core and Essential Standards when they see it?

- How do principals incorporate a standards-based lens during classroom walk-throughs and formal evaluations— in so many different subject areas?

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Principals’ Concerns

• What are some of your questions, fears and concerns about your role in this implementation?

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Time?

Resource

s?

Expertise?

Accountability?

Your comments: How can we help?

• Your thoughts, comments, and questions:

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III. Utilizing the Principal’s Transition Plan Tool

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Standards Implementation: Nuts & Bolts• Teachers’ knowledge of the Standards• Teachers’ understanding of the Standards• Communicating w/ all stakeholders about the

Standards• Resources & tools (for teacher understanding)• Adoption of resources & tools (for instruction)• Ongoing professional development support• Assessment (formative & summative, online)• Data & Evaluation

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State District Principal Timeline

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Tips on working with the Transition Plan

1. Highlight District Implementation and Transition Process activities that are directly relevant to you in your school.

2. Think about how the District activities impact what you will do in your building.

3. Consider the amount and kind of support you will require from your district & NCDPI.

4. Be mindful of the State’s goals and be sure to address each of these at the school level.

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IV. Meeting Challenges and Accessing Support

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Accountability and Curriculum Reform Effort (ACRE)

http://www.ncpublicschools.org/acre/

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• District Implementation Team1. Know who they are2. Read the District Plan

• DPI Staff & Other Resources1. Common Core Summer Institutes2. PD Leads & NERESA3. Professional Development Cycle4. Online modules

https://center.ncsu.edu/nc/login/index.php 42