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
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
Monitor Student Progress on the Standards
Focus Interventions on 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:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
STUDENT LEARNING OBJECTIVE
Unpacking Common Core Objectives
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to: Unpack Down
STUDENT LEARNING OBJECTIVE
Unpacking Common Core Objectives
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
TEACH UP
STUDENT LEARNING OBJECTIVE
Unpacking Common Core Objectives
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
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
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
In order to know this, students need to know/know how to:
STUDENT LEARNING OBJECTIVE
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
Using Analytical Scoring Tools
Identify the number of levels or score points. These are the headers for the columns in the scoring tool.
Analytical Scoring Tools
3 2 1 0Only Main Ideas
Relevant Details
Compare &
Contrast
Draw Conclusion
s
Compare Mediums
Using Analytical Scoring Tools
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.
Analytical Scoring Tools
3 2 1 0Only Main Ideas
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
Monitor Student Progress on the Standards
Focus Interventions on 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.
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