The world is changing. Meet the future.

The world is changing.Meet the future.

Every student prepared for a world yet to be imagined

Provide excellent, distinctive educational experiences that equip students for success today and in the future

Transition to Colorado Academic Standards

FOCUS – COHERENCE - RIGOR

Building the Foundation for Achievement Success:

Instructional Implications of the

Common Core State Standards




Spring, 2012




Why do some companies thrive in uncertainty, even chaos, and others do not?

Yet some companies and leaders navigate this type of world exceptionally well. They don’t merely react; they create. They don’t merely survive; they prevail. They don’t merely succeed; they thrive. They build great enterprises that can endure. We do not believe that chaos, uncertainty, and instability are good; companies, leaders, organizations, and societies do not thrive on chaos. But they can thrive in chaos.

- Collins, 2011Great By Choice




Implementing Colorado Academic Standards in District 11

2013-2014 2012-2013

2011-2012




Implementing Colorado Academic Standards – Year 1

2011-2012Build awareness across district leadership team

of the instructional shifts required for successful standards implementation

- initial phase of higher-order change -

Introduction to Colorado Academic Standards

Instructional Shifts

Depth of Knowledge – Formative Assessment Playbook




Implementing Colorado Academic Standards, Year 2

2012 - 2013

‘The Year of the Teacher’

Fundamental instructional shiftsinto every classroom

Consistent, Intentional PracticeBefore, During, After




Implementing Colorado Academic Standards2012 – 2013

The Year of the Teacher

BeforeIntentional setting of standards-based, rigorous learning targets

DuringGuarantee access for all to challenging standards-based curricula

that leads toward mastery

AfterResponding to Instruction




Implementing Colorado Academic Standards, Year 3

2013 - 2014 Year of Transformation

-New curricula New assessments-

Instructional Practice




What’s the goal of implementing new standards?

To improve education in this country through more consistent

and higher quality teaching and learning – to ensure more consistency

of instruction across schools, districts, and states





What’s different about standards this time?• Aligned to requirements for Postsecondary and

Workforce ReadinessA set of expectations that truly mean, ‘if you master this, you will be ready’

• Not only product, but also process standardsEmphasize what students will do and how they will do it

• 21st century skills, competenciesInquiry, rigor, disciplinary literacy, heavy emphasis on

reading of complex texts• Expectations for grade-level mastery

Spiraling of content no longer exists





Aligned to requirements for college and career readiness




What’s the goal of implementing new standards?In Colorado’s Vision of Reform, several pieces of legislation come together to emphasize student performance outcomes:

-163 New accreditation process for schools Emphasis on growth longitudinal process

-191 Establishes new requirements for evaluating teachers & principals This law mandates that at least 50 percent of a teacher's evaluation be determined by the academic growth of the teacher's students and at least 50 percent of a principal's evaluation be determined by the academic growth of the students in the principal's school.




What’s the goal of implementing new standards?In Colorado’s Vision of Reform, several pieces of legislation come together to emphasize student performance outcomes:

-212 Colorado Achievement Plan for Kids (CAP4K) Preschool to Postsecondary Education Alignment Act

a landmark education reform initiative that creates for the first time in Colorado a truly aligned preschool to postsecondary educational system -1238 Colorado Early Literacy Act replaces the Colorado Basic Literacy Act and will set goals and processes to help ensure all students can read proficiently by third grade





Guaranteed access, opportunity, and

EQUITY





Guaranteed access, opportunity, and equity

“these new standards will ensure that a child’s education is not largely determined by where he or she lives, rather than his or her abilities. We must close gaps in opportunity and achievement that obstruct the success of all young people. Doing so improves their lives, helps sustain our democracy, and strengthens our nation.”

- Rothman, 2011 Something in Common: The Common Core

Standards and the Next Chapter in American Education




In what ways are these standardsnot just the ‘next set of standards’?

3 Instructional Shifts

Focus – Coherence – Rigor





Focus


Clarity in learning targets at system, grade, and classroom level

Narrow and deepen the focus of how time and energy is spent in the classroom

Create more time and space for concepts that are prioritized in the standards




Coherence


Educators carefully connect learning within and across grades

Students can build new understandings onto foundations built in previous years

Teachers can come to rely on this deep conceptual understanding that was built in previous years




Rigor


Fluency automaticity and accuracy (flexibility, speed, and fluidity)

Deep understandingability to justify, explain, use in a variety of contexts

Application authentic, novel contexts and ability to choose and use appropriate concepts and skills





Conversation about Mastery:

Students achieve strong foundational knowledge, deep conceptual understanding, and ability to transfer skills and understanding across concepts and grades




What will be accomplished ‘12-’13? • Teachers understand and implement actions and techniques of

the standards-based teaching and learning cycle – before, during, and after instruction

• School teams will determine school improvement focus in practices and strategies (USIP) for ‘12-’13

• District and school leaders will continue to align and connect improvement work

teacher evaluation – classroom look-fors – USIP strategiesimplementation measures – RtI - Tier 1 - TAP





PLAYBOOK

D-11 Business PlanEssential Actions, Goal One

2012-2013 The Year of the Teacher

“Launch a coordinated vision of quality teaching and learning in District 11; define the core business of improving student achievement.”




ReFrame, ReFocus, ReEngageYear of the Teacher

2012-2013

PLAYBOOK

Hattie concludes that, ‘teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships that are most likely to have the above average effects on student achievement.”

Changing the Odds, p. 8





2012-2013

“If good teaching can have this much impact, then we had better be perfectly clear about what it is. Moreover, we cannot afford to over-complicate the elements of effective teaching.”

Focus, p. 52

PLAYBOOK





2012-2013

PLAYBOOK

“Effective teachers have qualities of warm demanders, pressing students to achieve at high levels while at the same time, developing strong nurturing relationships with them.”

Changing the Odds, p. 14




Next steps:


2012 – 2013 Year of the Teacher- Laser focus on shifting instructional practicePrincipals and leadership team laser-focused on essential practices, every classroom, every day - The Playbook, 2012-2013 Enhanced to provide ready-to-use USIP strategiesHierarchy of practice – strategy – actions - techniquesEssential practices: setting clear learning targets, ensuring effective instruction, & checking for understanding




Preparations currently in progress: - Playbook enhanced for 2012-2013; it is the bridge to standards-based

practice

- Teacher ‘expert teams’ working to prioritize, pace, design units & tasks- Larry Ainsworth > Rigorous Curriculum Design model- Karin Hess > Depth of Knowledge & Formative Assessment

- Feedback from teachers throughout the process

- Principals select USIP improvement strategies for ‘12-’13 from the playbook – working with Building Leadership Teams

- Curricula selection processes are already aligned to Colorado Academic Standards – supplemental curricula – informational text

- Implement an effective delivery model to reach every D11 classroom




ReFrame, ReFocus, ReEngage

Uniting moral purpose

‘our belief that all students can learn at high levels’

With a plan of action

‘build capacity for challenging, deliberate, and engaging instruction & provide new generation of tools’




The D-11 Playbook&

The Year of the Teacher

Colorado Academic Standards2012 - 2013

The world is changing. Meet the future.

Documents

type of world

imaginedprovide excellent

achievement success

good companies

time of storm

instructional implications

plc work

formative assessment