Riding the Third Wave of Maryland’s Reform: What the Best Principals Are Doing NOW to Assure Common Core Success Dr. Ronald Thomas Center for Leadership.

Riding the Third Wave of Maryland’s Reform: What the Best Principals Are Doing NOW to Assure Common Core Success

Dr. Ronald ThomasCenter for Leadership in Education at

Towson [email protected]

410-704-5770

mailto:[email protected]

Standards . . .

No big deal.

We have had standards before.

Been there . . . Done that!

Well, not quite!

Standards . . .

There is a big difference between teaching standards and being standards-based.

Being Standards-Based Means

Making sure that teachers . . .Understand the StandardsTeach to the StandardsAssess the Standards

Monitor Student Progress on the Standards

Focus Interventions on the Standards

Today’s Focus:Being Standards-Based Means

Making sure that teachers . . .Understand the Standards

Teach to the Standards

Assess the Standards



Being Standards-Based MeansMaking sure that teachers understand the standards

in a deep and rich way

“Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.”(Mathematics, “High School: Algebra,” Reasoning With Equations & Inequalities).

So, what does this mean?What do teachers need to do before they can

successfully teach this standard?

Being Standards-Based MeansMaking sure that teachers understand the standards

in a deep and rich way“Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.”

(Mathematics, “High School: Algebra,” Reasoning With Equations & Inequalities).

Teachers need to come to a common understanding with their colleagues about the meanings of the

standards and, especially, about what students need to know or do to demonstrate their proficiency on them.

# 1 Action for Principals NOW

Teachers need to engage in a substantive conversation about what is essential for their students to know or be able to do after their course.

Using Learning Progressions to “Unpack” Objectives and Build Deep and

Rich Understanding of Standards

A learning progression is sequenced set

of subskills and enabling knowledge that

students must master en route to

mastering a more remote objective OR

The step-by-step building blocks students

need to master a learning objective -Popham, Transformative Assessment (2008)

The Learning Progression Reveals the Knowledge and Skills:

To pre-assess prior to instructionTo sequence the lessonsOn which to provide students formative feedback during instruction using analytical scoring toolsTo use on the summative assessment to determine if students have met the standard

Developing Learning Progressions

BREAK DOWN

ENABLING KNOWLEDGE

Facts or information students must memorize or

understand to master the objective

ARE USUALLY NOUNS

SUBSKILLS

Physical or cognitive skills students must

know how to do to master the

objectiveARE USUALLY

VERBS

STUDENT LEARNING OBJECTIVE

One Format for Unpacking Common Core Objectives

In order to know this, students need to know/know how to:





Unpacking Common Core Objectives




In order to know this, students need to know/know how to: Unpack Down







TEACH UP







TEACH UP

STUDENT LEARNING OBJECTIVEAssess Summatively - GIVE

FEEDBACK

TEACH # 3 – Assess Formatively – GIVE FEEDBACKRETEACH DIFFERENTLY

TEACH # 2 – Assess Formatively – GIVE FEEDBACK

TEACH # 1 – Assess Formatively - GIVE FEEDBACK

PRE-ASSESS – Students know it, skip

it.

Learning Progressions May Look Like This






Learning Progressions May Look Like This:

Or, This:

Objective

Or, This:

After Developing Learning Progressions, a

Teacher Said:

“Although I’ve been teaching for several years, this is the first time I’ve really looked at the standards and analyzed them with other teachers. At last, I feel I really understand what it is I am supposed to be teaching my students.”

Using Analytical Scoring Tools

The critical knowledge and skills embedded in the Learning Progression become the headers for the rows of the scoring tool.

Developing an Analytical Scoring Tool RI7 CCR Anchor Standard Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words. Essential Skills and Knowledge (Grades 9-10): Analyze print, non-print, and digital text for relevant details that are emphasized in an informational text and that contribute to meaning. Compare, contrast, draw conclusions, and connect significant details and ideas between two different mediums.

KNOWLEDGE(Big ideas and specific

facts)

•What is meant by a main idea•What is meant by a relevant detail that contributes to meaning•What clues or specific types of words indicate the main ideas and the relevant details

SKILLS

•Identify the main ideas in a reading•Identify the supporting details in a reading•Compare and contrast•Draw conclusions•Connect significant ideas between two different mediums

Analytical Scoring Tools

3 2 1 0Only Main Ideas

Relevant Details

Compare &

Contrast

Draw Conclusion

s

Compare Mediums


Identify the number of levels or score points. These are the headers for the columns in the scoring tool.



Relevant Details

Compare &

Contrast

Draw Conclusion

s

Compare Mediums


Write descriptors for each cell (beginning with the highest level of performance (3s) and the lowest level of performance (0s) and working toward the middle (1s-2s).

Use these tools to assess student progress formatively and to provide detailed and focused analytical feedback to students.



First Second

Relevant Details

Compare &

Contrast

Draw Conclusion

s

Compare Mediums

A Thoughtful Moment

Reflect individually for a few

moments about the potential of this kind of professional development for your faculty.

Talk to a colleague or two about how you might suggest and implement this kind of activity.

Today’s Focus:Being Standards-Based Means

Making sure that teachers . . .Understand the Standards

Teach to the Standards

Assess the Standards



What Does It Mean to “Monitor Individual Student Progress in Relation to” the

Curriculum Standards?

When educators monitor student

progress in relation to the standards, they

can identify the essential knowledge and

skills that individual members of their

class have mastered and the knowledge

and skills that individual students need to

work on more.

If We Tracked Student Progress on Essential Knowledge and Skills?

What would grade

books look like? What would interactions

with parents sound like?Talk to a few colleagues around you and

be ready to share your thoughts.

To “Monitor Individual Student Progress in Relation to” the Curriculum Standards:

Go to:http://www.mdk12.org/data/progress/index.html

for data collection templates that enable

educators to generate Excel spreadsheets

that are monitoring templates on which they

can track student progress on the essential

knowledge and skills that they identify.

http://www.mdk12.org/data/progress/index.html

http://www.mdk12.org/data/progress/index.html

You will then go directly to the CCSS.

English Language Arts : Reading: Literature : Grade 9-10

Please check the Essential Skills & Knowledge statements to be included in the gradebook.

Standard CCSC.ELA.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Demonstrate the behaviors of a strategic reader.Analyze text clues that affect meaning.Analyze relevant denotative, connotative, and figurative language. (See 9-10 CCSS L.5)Analyze and evaluate available evidence for thoroughness, completeness, and relevance. (See also MD SLM 4.0)Participate actively and appropriately in discussions about literature.Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature. (See 9-10 CCSS L.4 & L.6)Use knowledge of language and its conventions when speaking and writing. (See 9-10 CCSS L.1)

Generate worksheet

The site will generate an EXCEL spreadsheet.

Skills from CCSS

Students

Text Clues

1 2 3 4 5

Denotative/

Connotative

Language

1 2 3 4 5

Candice

LaWanda

Scott

Ron

Raphael

What Will Teachers’ Grade Books Look Like?

Skills from CCSS

Students

Text Clues

Assignments

Rubric Scores

1 2 3 4 5

Denotative/

Connotative Language

Assignments

Rubric Scores

1 2 3 4 5

Candice

LaWanda

Scott

Ron

Raphael

2 2 2 3 3 1 1 2 2

2 3 2 3 2 1 1 2 1

3 3 2 3 3 2 3 3 3

0 0 1 1 1 1 1 1 2

1 1 2 2 2 2 2 3 3 2

What Does It Mean to “Focus Interventions on the Curriculum Standards”?

When educators intervene with students not

succeeding on the curriculum standards, they

focus their academic assistance on the specific

essential knowledge and skills on which students

need help and vary the assistance based on

individual needs, as shown by the data.

Zero to Five

Where is your staff on these initiatives?0: Forget It: “My staff is opposed to these and will not do them.”1: Not Planned : “These are not on our radar screen.”2: Planned but Not Implemented: “We know about these things but, with all our other priorities, we have not done them yet.”3: Implemented a Little: “We are really trying to do these things, at least sometimes.”4: Implemented a Great Deal: “We are pretty good at these things but know that we have a lot more to learn.”5: Fully Implemented: “We are experts at these things.”

I Recommend . . .

Info and samples of Learning Progression formats, pp. 14-20.

My article, “Riding the Waves,” Principal Leadership (Oct. 2013), pp. 21-24 of this packet.

Rothman, Robert. Fewer, Clearer, Higher: How the CCSS Can Change Classroom Practice. Cambridge: Harvard Education Press, 2013.

Achieve, Inc. Implementing the Common Core State Standards: The Role of the Secondary Leader. From MSDE web site.

Educational Leadership, March 2014 issue. “Using Assessments Thoughtfully.”

Above All, Be Positive About the Changes and their Potential to Be

Game Changers

THE CHOICE WE FACE:

We could see Common Core and PARCC as:•Just another set of standards to implement

and assessments to administer •Just another hoop to jump through to prove

to the public that we are doing our job •Just another compliance issue

Above All, Be Positive About the Changes and their Potential to Be Game

Changers

OR . . .•We could leverage the strengths and uniqueness of the new national standards and the innovative assessments to help to transform teaching and learning.

•We could take the time to understand exactly what is visionary about the common-core standards and the next-generation assessments and how they can help students become more proficient in 21st. century learning skills.

We have a uniqueopportunity . . .

To lead the way to postsecondary and career success for more students.

Or, we can treat it as just business as usual. Been there. Done that.

As a MASSP attendee, I know which path you will choose!

Best wishes for continued success.

Thank you for the opportunity to work with you.

- Ron

Riding the Third Wave of Maryland’s Reform: What the Best Principals Are Doing NOW to Assure Common Core Success Dr. Ronald Thomas Center for Leadership.

Documents

teaching standards

quadratic formula

information students

cognitive skills students

learning objective popham

students formative feedback

equations inequalities

square roots