San Diego County Achievement Gap Task Force Building Systems to Improve Teaching and Learning While Implementing the Common Core State Standards Superintendents’

San Diego County Achievement Gap Task Force

Building Systems to Improve Teaching and

Learning While Implementing the

Common Core State Standards

Superintendents’ and Principals’ Forum

February 24, 2014San Diego Convention Center


Welcome!

Overview of Agenda and Outcomes

Larry Perondi Randy Ward


Purposes for the Day

Examine district-wide and school-wide systems that support the implementation of Common Core State Standards while continuing to close the achievement gap

Reflect on what systems are “in place” to improve teaching & learning and identify next steps for action


Closing the Achievement GapCommon education standards are essential for producing the educated work force America needs to remain globally competitive. This…will help ensure that all students can receive the college-and career-ready, world-class education they deserve, no matter where they live.

Craig BarrettCEO, Intel


Knowing Your Leadership Voice for Common Core

Mathematics:Five Essential Elements for

Greatness

Timothy Kanold, PhD

Knowing Your CCSS-M Leadership Voice: Five Essential Elements for Greatness!

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, Ph.D. [email protected] @tkanold

mailto:[email protected]

We teach, lead, and influence from the middle.

Turning Your CCSS-M Vision Into Action: Defining Greatness!

Turn to a shoulder partner… and give them your 30 second CCSS-M Mathematics “message” that you teach to those that look to you…

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


Learning How Is Now Part of the Guaranteed and Viable Curriculum

MathematicalPractices

Eight standards K–12

MathematicalContent

About 35 standards per grade level K–8

About 55 Standards per grade 9-12

Understanding

Impacts Vision for learning!

Impacts Vision for

Assessing!

The Leadership TPOV for effective change in Great Schools!

1. The Grain Size of Change is the collaborative Teacher Team

2.The Grain Size of Analysis is a 3-4 week Unit of Instruction

The Grain Size of Change!

The grade level or course based collaborative team is the fundamental building block of the PLC journey…

Essential Expectation #1: Coherence

Defined autonomy – the freedom to act and to lead within well defined boundaries…

Vision is your most important weapon…

PLC Schools Build Shared Knowledge

Developing the adult knowledge capacity in your school…

Coherence resides in Vision Implementation - Your voice of authority in your school or

district

http://www.flickr.com/photos/roland_urbanek/4712188695/

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)

An Inequity Eraser!

The grade level or course based collaborative team is the fundamental building block of the PLC journey…

CCSS-M needs a Simultaneous Loose and Tight PLC Culture…

Defined autonomy – the freedom to act and to lead within well defined boundaries…

For Example, teachers choose mathematical tasks every day! Describe how your faculty currently choose daily student examples and tasks?

Essential Expectation #2: Rigor through Complexity of Reasoning

Developing the adult knowledge capacity in your school…

―Smarter Balanced Assessment Consortium, General Item Specifications (2012)

Four Claims Used in SBAC Test Specifications

Claim #1Concepts & Procedures

Claim #2Problem Solving

-------------------------Claim #4

Modeling & Data Analysis

Claim #3Communicating

Reasoning

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

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

Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.----------------------------------------------------------Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

40%

60%

What adult behaviors and actions need to become the collaborative team priority to fully implement the CCSS-M?

23

Vision Focus – Differentiating Your School Priorities

The Grain Size of Analysis!

(Cyclical Time)

Should be A Unit of Study…

7-10 Units per year…

Essential Expectation #3: Rigor through Balanced Common Unit Assessments

Ensuring high-quality

Common assessments

Common tasks

Common homework

…and the accurate scoring of those assessments and tasks

Kanold, et al., 2012

Will you choose to be loose-tight about mathematics homework?

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…

Spaced Vs. Mass Practice . 71

Independent practice Few problems No “Going Over” in class

Essential Expectation #4: Balanced classroom discourse

Instruction that provides evidence of student demonstration of the CCSS-M Mathematical Practices


Learning How Is Now Part of the Guaranteed and Viable Curriculum

MathematicalPractices

Eight standards K–12

MathematicalContent

About 35 standards per grade level K–8

About 55 Standards per grade 9-12

Understanding

Vision for Student

learning!

Common Core Standards for Mathematical Practice

Mathematical Practices1. 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.

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.



Classroom Discourse .82

Whole Group = 35%

Small Group = 65%

34

The “Brand” of Your School or District in the Community resides in the implemented reality of your Vision for the school or program!

CCSS-M Implementation - Your voice of authority in your school or district

http://www.flickr.com/photos/roland_urbanek/4712188695/

Who is monitoring the adult behaviors for accountability and celebration of the CCSS-M behaviors?

Vision Implementation and Action

You understand that every adult in your school/district must be involved in the Accountability/ Celebration PLC culture…

The CCSS-M Vision becomes your voice of authority

Provide Accountability and Celebration of WHAT?

• Accountability/celebration of Student Results (Goals)

• Accountability/Celebration of Adult behaviors and Actions (Values)

• Your # 1 Job – monitor both of these with consequences

For your monitoring to become “Formative” it needs to:

1. Provide meaningful feedback

2. Result in action by the teachers or teacher team.

Meaningful Feedback Requires….

The goal is for you to provide formative feedback in your work:

1)Specific2) Timely3)Accurate 4)Fair Feedback

Action on your feedback is required

Meaningful feedback requires using…

The Genius ofAND

No “BUTS” allowedNo use of “THEY”

Lots of Hot Fudge Sundaes

A final thought on this…

You can become intentional about celebration in 2014-2015 (short and long term wins)

High Quality CCSS-M Implementation: The Grain size of Analysis What does our team do before the unit begins?

What does our team do during the unit?

What does our team do after the unit has finished?


During the unit

Essential Expectation #5: Formative assessment processes after the unit ends

Ensuring a robust formative assessment process for students and adults—using the assessment instruments and tasks from each unit…



Assessment as a process of Formative Feedback .75


After the unit




BREAKOUT SESSIONS

Session 1:CCSS Mathematics Presents an Extraordinary Opportunity to

Move to Higher Levels of Achievement for All Students

Chula Vista Elementary School District

Room 6-D 54


BREAKOUT SESSIONS

Session 2:Leading the Use of Performance Tasks in Mathematics to Improve Teaching and Promote Student

Learning

San Diego County Office of Education

Room 6-B 55


BREAKOUT SESSIONS

Session 3:Changing the Mindset about

Mathematics Instruction: Envisioning Quantitative Literacy

San Marcos Unified School District

Room 6-E56


BREAKOUT SESSIONS

Session 4:Looking at the Conditions Leaders

Control to Lead the Implementation of Common Core

MathematicsSan Diego, Oceanside, &

Vista Unified School Districts

Room 6-F57


BREAKOUT SESSIONS

Session 5:The Intersection of School

Leadership and Common CoreCarlsbad Unified School

District Room 6-C

58


Breakout Sessions- 70 minutes

Breakout SessionBegins 9:45

Be back and ready to begin at 11:00


Debriefing Our Learning Superintendents

will lead the discussion or designate someone to do so

How will the learning from today impact the actions we take in our schools and districts?


Possible Questions for Debriefing…

1. How could the information from Tim Kanold’s presentation influence our decision making around leading the implementation of the common core state standards?

2. What were your major “take-aways” from the breakout session and how could they influence what you do at your school/district?

3. How could the information from today’s learning help us improve systems that improve teaching and learning within our district?

4. How did the information from today support our district-wide study/focus for the year? What do we need to communicate back to our other leaders, teachers, parents and other stakeholders?

5. What information are you still seeking and how should we go about building our understanding in that area?


Bringing it to ScaleCounty-wide


Evaluation and Next StepsPlease

complete the evaluation

Please indicate the type of support/next steps that would assist you as you continue to refine systems to support the improvement of teaching and learning

San Diego County Achievement Gap Task Force Building Systems to Improve Teaching and Learning While Implementing the Common Core State Standards Superintendents’

Documents

school slide

action slide

intel slide

phd slide

tkanold slide

plc journey slide

university of michigan

important weapon slide