part ii priorities for principals
DESCRIPTION
PART II Priorities for Principals. Your Presenter Kevin Baird [email protected]. PRIORITIES for PRINCIPALS & Building TEAMS. Today’s Overview. The Big Vision The Requirements of Common Core EXAMPLES: The New Assessments PRIORITIES for NOW!. The National Pathway. - PowerPoint PPT PresentationTRANSCRIPT
PART IIPriorities for
Principals
PRIORITIESFOR
PRINCIPALS &BUILDING TEAMS
The Big VisionThe Requirements of Common Core
EXAMPLES: The New Assessments
PRIORITIES for NOW!
TODAY’S OVERVIEW
A Process of Discovery, Support and Mastery
THE NATIONAL PATHWAY
THE ALIGNMENT PROCESS
Establish GoalsMeasure to Focus on Priorities
Align Practice to Goals & PrioritiesCurriculum
InstructionAssessment
Observe, Communicate, Teach, DirectRefinement
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful ImplementationPlan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
YOU ARE THE TEACHNOLOGY
WHAT DOES IT MEAN?
UNDERSTANDINGTHROUGH
ASSESSMENTSTUDY
BREAKING NEWS!
For each of the following examples..
? What is different compared to current lessons?
PROBLEM STUDY
Traditional U.S. ProblemWhich fraction is closer to 1:
4/5 or 5/4 ?
Same Problem with SMP integrationWhich number is closer to 1: 4/5 or 5/4? Using a number line, explain why this is
so.(Daro, Feb 2011)
STANDARDS FOR MATHEMATICAL PRACTICE IN A CLASSROOM
54
SECOND GRADE
When you add or subtract, line the numbers up on the right, like this:
23+9
Not like this 23+9
THIRD GRADE
3.24 + 2.1 = ?If you “Line the numbers up on the
right “ like you spent all last year learning, you get this:
3.2 4+ 2.1You get the wrong answer doing what
you learned last year. You don’t know why.
Teach: line up decimal point. Continue developing place value
concepts
ConsiderHow We ApproachMath Instruction…
PROCESS OF TEACHING
BUTTERFLY METHOD
USE BUTTERFLIES ON THIS TIMSS ITEM
1/2 + 1/3 +1/4 =
GRADE K ADDITION & SUBTRACTION
GRADE 1 ADDITION AND SUBTRACTION
http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm
GRADE 2 PERFORMANCE TASK
YESTERDAY
McDonald’s Claim(Is it True or False?)
Wikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.
Do you believe the Wikipedia report to be true? Using mathematical evidence, defend your position.
Is your position a fact, an opinion, or an estimation?
(Br iars , Feb 2011)
STANDARDS FOR MATHEMATICAL PRACTICE IN A CLASSROOM
TODAY: HIGH SCHOOL EXIT
PERFORMANCE TASKS
32
HIGH SCHOOL ILLUSTRATIVE SAMPLE
ITEM
Seeing Structure in a Quadratic Equation
33
High School Illustrative Item Key Features and Assessment AdvancesThe given equation is quadratic equation with two solutions. The task does not clue the student that the equation is quadratic or that it has two solutions; students must recognize the nature of the equation from its structure. Notice that the terms 6x – 4 and 3x – 2 differ only by an overall factor of two. So the given equation has the structure
where Q is 3x – 2. The equation Q2 - 2Q is easily solved by factoring as Q(Q-2) = 0, hence Q = 0 or Q = 2. Remembering that Q is 3x – 2, we have
.These two equations yield the solutions and .
Unlike traditional multiple-choice tests, the technology in this task prevents guessing and working backwards. The format somewhat resembles the Japanese University Entrance Examinations format (see innovations in ITN Appendix F). A further enhancement is that the item format does not immediately indicate the number of solutions.
THE CCSS SHIFTS BUILD TOWARD COLLEGE AND CAREER READINESS
FOR ALL STUDENTS
“For example, at grade 3, students might listen to an animated cartoon character providing information on ways to save energy in the home. The student is then asked to respond to a series of short-answer comprehension questions or perhaps to analyze or integrate information in order to complete a graphic organizer with key ideas and examples from the public service announcement.”
Assessment Framework Content
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
GRADE 7 ANALYTICAL PROSE CONSTRUCTED-RESPONSE ITEM #1
37
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
• “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance”Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
FINAL GRADE 7 PROSE CONSTRUCTED-RESPONSE ITEM #2
38
39
Literary Analysis Task (Grade 10):
Ovid’s “Daedalus and Icarus” and
Sexton’s “To a Friend Whose Work Has Come to Triumph”
Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
GRADE 10 PROSE CONSTRUCTED-RESPONSE ITEM
40
Part AWhich of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?a.Striving to achieve one’s dreams is a
worthwhile endeavor.b.The thoughtlessness of youth can have tragic
results.*c.Imagination and creativity bring their own
rewards.d.Everyone should learn from his or her mistakes.
GRADE 10 EVIDENCE-BASED SELECTED-RESPONSE ITEM
41
Part BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.a.“and by his playfulness retard the work/his anxious father
planned” (lines 310-311)*b.“But when at last/the father finished it, he poised himself”
(lines 312-313)c.“he fitted on his son the plumed wings/ with trembling hands,
while down his withered cheeks/the tears were falling” (lines 327-329)
d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*
e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*
f. “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)
g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)
h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)
SUMMARY
Complex (Non-Fiction) TextSTRATEGY: Text Dependent / Critical
ThinkingEvidence & Argument
Vocabulary
Type of Math ProblemMath Fluency
REFLECTION QUESTION
What does an ELA or Social Studies or Science
class look like?
How is Math InstructionDifferent?
IMMEDIATEPRIORITIES
FORPRINCIPALS &
BUILDING LEADERSHIP
TEAMS
NATIONALPATHWAY
FOR COMMON COREIMPLEMENTATION
Priorities for NOW
A Process of Discovery, Support and Mastery
THE NATIONAL PATHWAY
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful ImplementationPlan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
YOU ARE THE TEACHNOLOGY
FOCUS ON INSTRUCTIONAL PRACTICE
REVISE CURRICULUM (COMPLEXITY)
BUILD DEEP CAPACITY
DO NOW
EDUCATE FEDERAL PROGRAM DIRECTORS
MESSAGE YOUR COMMUNITY(Scores, Different Approach)
LexileQuantile
DO NOW
HiFIs
High Fidelity Impact Strategies
KEY CONCEPT
What is your Coherence LensAcross Initiatives
What is your VISION for this year?
SpecificMeasurable
WHAT IS YOUR GOAL
PRINCIPAL DEVELOPMENT
• What are they responsible for?• What do CCSS HiFIs Look Like? • One Key Question: How are you
increasing Complexity
2nd: AWARE FOR ALL!
PRIORITY
Black Belt: Leadership One YearBlack Belt: Principal’s Academy 30 Hours
Black Belt School Certification Two YearsBlack Belt Cross Curricular Literacy 30 HoursBlack Belt Close Reading 60 HoursBlack Belt: Common Core Technology 30 HoursBlack Belt: Curriculum Mapping 30 Hours
CERTIFICATION PROGRAMS
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful ImplementationPlan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
FOCUS ON ONE THING
• VISION – We all will do one thing differently
• Focus on Skills!
2nd: How to use existing resources
PRIORITY
Approach Curriculum Differently!Step One: Complexity + Inquiry
CURRICULUM
ELA: Non-Fiction, Social Studies, Science, Classics
MATH: Text-based Problems, Model Problems, Short Answer Questions “Explain your answer”
CONTENT
K – 8 DOMAINS
04/22/2023 • page 61
Domains K 1 2 3 4 5 6 7 8
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Statistics and Probability
Functions
Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20
Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division
Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
INSTRUCTION: FLUENCY
SecondFirst ThirdKindergartenNumber Sense
OperationsMeasurement
Consumer ApplicationsBasic Algebra
Advanced AlgebraGeometric ConceptsAdvanced Geometry
Data DisplaysStatistics
ProbabilityAnalysis
TrigonometrySpecial Topics
FunctionsInstructional Technology
I. Memorize Facts, Definitions, FormulasII. Perform ProceduresIII. Demonstrate UnderstandingIV. Conjecture, Analyze, Generalize, ProveV. Solve Non-Routine Problems/Make
Connections
WRITING
INSTRUCTION
SIMILAR TO ACT FORECAST
PRIORITY
Require WEEKLY use of computer for writing
Require 4 to 5 pages of writing weeklyELA & Social Studies
Thesaurus Use (Vocabulary)
RESOURCE
WRITINGMultiple Sources
Performance Tasks
ASSESSMENT
PERFORMANCE TASKS
THE CCSS SHIFTS BUILD TOWARD COLLEGE AND CAREER READINESS
FOR ALL STUDENTS
Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20
Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division
Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
FLUENCY
RESOURCES
PROGRESSIONS forUNDERSTANDING
GRADUATE PROGRAMS
CommonCoreInstitute.Org
Black Belt: Leadership One YearBlack Belt: Principal’s Academy 30 Hours
Black Belt School Certification Two YearsBlack Belt Cross Curricular Literacy 30 HoursBlack Belt Close Reading 60 HoursBlack Belt: Common Core Technology 30 HoursBlack Belt: Curriculum Mapping 30 Hours
CERTIFICATION PROGRAMS
Institute I: What is College & Career ReadinessInstitute II: Approaching Instruction - Socratic Practice & Productive StruggleInstitute III: Achieving Complexity – Curriculum & InstructionInstitute IV: Finding Voice – LiteraciesInstitute V: Progress Monitoring for College & Career ReadinessNational Conference on College & Career Readiness Capstone Strand
COLLEGE & CAREER READINESSBLACK BELT INSTITUTES
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful ImplementationPlan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
SECONLINE.WCERUW.ORGKIDS.NATIONALGEOGRAPIC.C
OMWWW.NCTM.ORG
CORESTANDARDS.ORGOECD.ORG
COLLEGECAREER.ORGCOMMONCOREINSTITUTE.ORG
RESOURCES
READ: NON FICTIONWRITE: PERSUASIVELY
ALIGN: CRITICAL THINKINGIMPLEMENT: MATH
PRACTICESIMPLEMENT: ELA ANCHORS
USE: CCSS LESSON PROMPTS
USE: DECONSTRUCTED CCSS
REMEMBER
On-Level Students are TWO GRADES BEHIND
THE TEAM
