welcome instructional leaders: common core oakland michael yocum & common core planning member1
TRANSCRIPT
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Welcome
Instructional Leaders:Common Core Oakland
Michael Yocum & Common Core Planning Member
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Purpose of our day…to launch the preparation of Instructional Leaders for
the shifts required to lead and support the common core.
Michael Yocum
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What are the leadership implicationsfor you,
your staff, your school and
your district?
Guiding Question
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Today is the first in a series of leadership support, as we all begin to implement the common core
state standards & prepare for upcoming assessments.
Michael Yocum
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Lauren 5
Before we get started, take a minute at your table to be sure everyone has met,
…in a round of sharing offer the group, what brings you to the table today, and
how are you thinking about today’s purpose?
Connector
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Kristine 6
Poll Everywhere
Current State
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Kristine 7
CollectionSummary
What conclusions can you draw from our data set?
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Kristine 8
Todaysmeet.com/
Parking Lot
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Building context
Assessment Tasks
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Laura Schiller 10
ELA task
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Laura Schiller 11
Writing Practice:
Without looking ahead, (NO CHEATING!!) we will follow the directions for the following assessment.
You will read and write your response.
Audience Participation
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Laura Schiller 12
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Laura Schiller 13
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Laura Schiller 14
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Laura Schiller 15
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Laura Schiller 16
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Kristine 17
What does the learner need to know and do
in order to be successful on this task?
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Kristine 18
Whole Group Debrief
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Geraldine Devine 19
Math task
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Kristine 20
What does the learner need to know and do
in order to be successful on this task?
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Assume the role of an architect designing a park.
See page 10 for design requirements.
Sample Performance Task
Geraldine Devine
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Three construction companies sent bids for work in the park.
What do you notice about the three bids?What information would you need to compare the bids?
Geraldine Devine
Explore “Session 1”
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Explore the grading rubric and sample response on pages 20 and 23.
Geraldine Devine
Scoring “Session 1”
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Geraldine Devine
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Geraldine Devine
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Geraldine Devine
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Kristine 28
What does the learner need to know and do
in order to be successful on this task?
Table conversation and sharing
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Kristine 29
Table conversation and sharing Poll everywhere
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Multiple Representations
Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving.
Geometric/Graphical
Verbal (written and oral)
Tabular
Contextual
Symbolic
Pictures
Oral Language
ManipulativeModels
Real-World Situations
WrittenSymbols
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Standards for Mathematical Practice
1. Select one of the Standards for Mathematical Practice to read.
2. Discuss this practice standard in light of the “Designing a Park” task.
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Kristine 32
Looking across the assessment tasks, what are challenges for instructors and learners as we
implement the CCSS?
What is standing out for you?
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Kristine 33
Poll EverywhereWordle
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What are the leadership implicationsfor you,
your staff, your school and
your district?Michael Yocum
Guiding Question
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Break
Michael Yocum
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Common Core State Standards (CCSS)
• Assessments• Learning Progressions• Shifts/Practices
The following slides may provide new or previously learned information. Depending on your level of experience with the CCSS you may need to: • Focus on making sense of the information• View through the lens of implications for your
district 36
Dana Lauren Michele Susan
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CCSS States and the Assessment Consortia
Balanced Partnership for Assessment of Readiness for College and Careers (PARCC)
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Balanced and Dynamic Learning Maps Assessment Consortia
CCSS Assessment Systems in Michigan
http://www.smarterbalanced.org http://dynamiclearningmaps.org
alternative assessment for students with significant
cognitive disabilitiesDana Lauren Michele Susan
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A Balanced System
Dana Lauren Michele Susan
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Smarter Balanced Assessment
With a partner, discuss how you would go about solving this task.
Short Item
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Standards for Mathematical Practice
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William McCallum
Standards for Mathematical PracticeTucson, April 2011
Reasoning andexplaining
Modeling andUsing tools
Seeing structureand generalizing
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There are two parts in this performance assessment. In the first part, you will be asked to complete a task in which you synthesize the various perspectives on the American dream you have encountered in
high school and elsewhere. Your analysis of these texts and
the work you do to select, arrange, and understand the different perspectives each offers are important work in and of
themselves, but they also prepare the way for the inclusion of an additional voice—your own. In the second part of the assessment, you will have the chance to offer your own perspective on the American dream by crafting a text of your own about an American dreamer you know.
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SBAC Content Specifications for Summative Assessment
• There are 5 learning outcomes or CLAIMS for the CCSS ELA standards:
1. Read closely and critically to comprehend a range of increasingly complex literary and informational texts.
2. Produce effective writing for a range of purposes and audiences
3. Employ effective speaking and listening skills for a range of purposes and audiences.
4. Engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.
5. Skillfully use and interpret written language across a range of literacy tasks.
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Assessment Reporting Categories: The Claims
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
Claim 1: Concepts and
Procedures, ≈ 40%
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
Claim 2: Problem Solving
≈ 20%
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
Claim 3: Communicating
Reasoning ≈ 20%
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Claim 4:Data Analysis and
Modeling ≈ 20%48
“Each claim is a summary statement about the knowledge and skill students will be expected to demonstrate on the assessment related to a particular aspect of the CCSS for mathematics.”
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Assessment Principles www.smarterbalanced.org
1. Assessments are grounded in a thoughtful, standards-based curriculum and are managed as part of an integrated system.
2. Assessments include evidence of student performance.
3. Teachers are integrally involved in the development and scoring of assessments.
4. Assessments are structured to continuously improve teaching and learning.
5. Assessment, reporting, and accountability systems provide useful information on multiple measures.
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Depth of Knowledge
Assessment Targets, derived from Cluster Headings, are assigned Depth of Knowledge level(s) that students will need to bring to the items or tasks (p. 92).
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What are the leadership implicationsfor you,
your staff, your school and
your district?Michael Yocum 51
Guiding Question
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Common Core State Standards
• Standards are essential but inadequate by themselves
• To be successful, educators also need:Curriculum, including units of study, based
on the standardsInstructional materials that align with the
standardsA variety of assessments to measure
student progressResources and tools Time to adjust classroom practicesProfessional development
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Common Core State Standards Initiative Oakland
The Common Core State Standards Initiative (CCSSI) Oakland provide support and direction for educators as they move toward full implementation:
CCSS aligned curriculum and coherent units of study to highlight needed shifts in content related and pedagogical practices
– Highlight Lessons (Math)– Daily Sessions (ELA)– Formative Assessment– Resources (video, sample student work,
rubrics, instructional websites, etc.)
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Atlas Curriculum Mapping
Units, lessons, formative assessments, and other resources available in Atlas by Rubicon.
http://oaklandk12-public.rubiconatlas.org
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Online CCSS Curriculum Resources
Units of Study Lesson resources Assessment resources Professional resources
• Video• Sample student work• And more
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ELA Units of Study
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The CCSS Resources are…
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• not self-enacting
• raw materials to support teachers as they reorganize their instruction and work to implement the CCSS
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“To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance.
Darling-Hammond and Richardson, 2009
To develop the sophisticated teaching required for this mission, education systems must offer more effective professional learning…”
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ELA Professional Development Grades K-2
Foundational– Essentials of Writing Series– Unit Roll-Outs by CCSS Text Types
– Opinion– Narrative– Informative/Explanatory– Research to Build and Present Knowledge
Specialized – Conferring & Forming Guided Writing Groups – Using Various Forms of Assessment to Inform Instruction
Capacity Building– Train the Trainer– Pilot/Review
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ELA Professional DevelopmentGrades 3-5
Foundational– Writing Workshop– Reading Workshop
Specialized– AARI: Expository Text Reading Intervention– Four Resource Model
Capacity Building– Train the Trainer– Pilot/Review
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ELA Professional DevelopmentGrades 6-12
Foundational– MiClass: Content Area Literacy (6-8)– HiClass: Content Area Literacy (9-12)
Specialized– AARI: Expository Text Reading Intervention– Four Resource Model– Revisioning Writing
Capacity building– Train the Trainer– Pilot/Review
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Math Professional Development
• Numbers and Operations Content Institute: Whole Numbers and Their Operations K-5
• Everyday Mathematics– EDM CCSSM Alignment
• Connected Mathematics Project– CMP Grade Level Support– CMP Roundtable
• Pilot/Review• Train the Trainer• NCSM: Illustrating the Standards for Mathematical
Practice Modules
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Math Professional Development
• EMATHS Geometry: Embracing Mathematics Assessment and Technology in High School (Registration closed 2012-2013)
• EMATHS Algebra II: Embracing Mathematics Assessment and Technology in High School (Registration closed 2012-2013)
• Using the TI-Nspire to Support the Common Core State Standards (Summer 2013)
• Supporting Engagement and Mathematical Reasoning Through Discourse (Registration closed 2012-2013)
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What are the leadership implicationsfor you,
your staff, your school and
your district?Michael Yocum 64
Guiding Question
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Lunch
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Book Giveaway!Michael Yocum
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Lauren 67
In round robin fashion, offer the group a one word descriptor that
captures your thinking about your learning thus far today
Connector
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Kristine 68
Poll Everywhere - Wordle
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Kristine 69
Parking Lot update
Today’s Meet
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Leading the Change
Leading ChangeBy John Kotter
Marty
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The Change Problem• Mistake #1: Complacency• Mistake #2: No Support• Mistake #3: Lack of a Vision• Mistake #4: Undercommunicating• Mistake #5: Allowing Obstacles to Block• Mistake #6: Failing to Identify Short-Term
Wins• Mistake #7: Declaring the Victory Too
Soon• Mistake #8: No Anchor to the Future
Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm
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Current State: Developing the Plan
Time clock
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Step 1: Create Urgency Step 2: Form a Powerful Coalition Step 3: Create a Vision for Change Step 4: Communicate the Vision Step 5: Remove Obstacles Step 6: Create Short-Term Wins Step 7: Build on the Change Step 8: Anchor the Change in the Culture
Eight Step Process
Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm
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Step 1: Create Urgency
The desire to have everything stay exactly the same has a lot of momentum – that’s
called inertia.
- John Kotter
Time clock
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Step 2: Form a Powerful Coalition
The biggest mistake you can make is to
“go it alone”.
- John Kotter
The biggest mistake you
can make is to “go it alone.”
- John Kotter
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Step 3: Create a Vision for Change
A well-articulated, inspiring vision
clears away distractions and
aligns the resources…
to the ultimate goal.
- John Kotter
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Step 4: Communicate the Vision
Keep your message simple.
- John Kotter
Time clock todaysmeet
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Step 5: Remove Obstacles
Most obstacles melt away when we make up our minds to walk boldly through
them.
- Orison Swett Marden
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Step 6: Create Short-Term Wins
Three Characteristics Visible Clear-cut Relevant
- John Kotter
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Step 7: Build on the Change
Resistance is always waiting to rear its ugly head
again.
- John Kotter
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Step 8: Anchor to the Changes in the Culture
People who are making an effort to embrace the future
are a happier lot than those who are
clinging to the past.
- John KotterTime clock
Todaysmeet
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Kristine & Lauren 82
Poll Everywhere / Parking Lot / Survey / Next Steps
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Purpose of our day…to launch the preparation of Instructional Leaders for
the shifts required to lead and support the common core.
Michael Yocum
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Thank you!
Michael Yocum