T H E S T A T E O F T H E C O M M O N C O R EN O V E M B E R 8 , 2 0 1 2

ACSA LEADERSHIP SUMMIT

THE PROCESS….

How did we get here…

•Established the “What”•What are the Common Core State Standards (CCSS)?•Sue Gendron Presentation for all core content area teachers

• Established the “Why” •Why do we need to transition to the CCSS?•Why is this urgent? •Dr. Bill Daggett presentation May 2011•Volunteers signed on as “early adopters” (unclear process)

•Established the “How”•How are we going to meet the demands of the CCSS?•Focus on Literacy•Lin Kuzmich literacy strategies for all core content area teachers

EARLY ADOPTERS…

• An early adopter can be described as, “a brave soul willing to go the extra mile on an unchartered path.”

• 80+ teachers initially signed on as “early adopters”:• 64 agreed to attend workshops to gain a better

understanding of the CCSS• 30 implemented CCSS 2012-2013 school year

THE PROCESS…

• Deconstruct every Common Core State Standard into individual learning skills/objectives:

• Decided that an integrated course design for math was the most conducive to the lay-out of the standards.

Grade Subject Standards Objectives

9/10 ELA 71 708

11/12 ELA 74 741

9/10 Integrated I 51 166

10/11 Integrated II 62 183

11/12 Integrated III 48 125

THE PROCESS…

• Identify the Tier II and Tier III academic vocabulary in each standard. • Grades 9-10 students: Learning Objectives Tier II Tier III

Key Ideas and Details      

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.

Students will be able to . . .1. Cite strong textual evidence to support

analysis of what the text says explicitly.2. Cite thorough textual evidence to support

analysis of what the text says explicitly.3. Cite strong textual evidence to support

inferences drawn from the text.4. Cite thorough textual evidence to support

inferences drawn from the text.

analysiscite evidence explicitly inference text textual

analysisinference text textual

THE PROCESS…

• Identified the essential standards• Identified the standards/units to be taught at

each level (ELA 9/10/11/12 & Integrated I/II/III)• Created performance tasks for each unit• Created rubrics for each performance task • Quality control process for each performance task• Created Unit Plans (ELA)• Pacing – Stronger for English 2 than English 1 • Lesson Plans (Daily) – We did not get to this point!

THE PROCESS

• Vote of Confidence• Confident in my knowledge, understanding and readiness to implement the CCSS • Confident in my understanding of the design and sequence of Integrated Math• Implementation was always an option for early adopters

• Expectations of Early Adopters• District-wide collaboration for early adopters (once per quarter)• Frequent classroom visits • Action Research participant (could require some data gathering)• Administer an alternative benchmark • Give input on roll-out/training of CCSS to the masses

• On-Going Support and Collaboration• Supplies• Resources• Site Visits• Conference Opportunities • Specialized Professional Development Opportunities

WHAT I THOUGHT “EARLY ADOPTION” MEANT…

• The chance to be a trailblazer!• The opportunity to be ahead of the game.• Knowing what was coming before it got here.• Being a “lab rat”.

WHAT “EARLY ADOPTION” ACTUALLY MEANT…

• A lot of time• Collaboration with other teachers from

throughout the district• A lot of work• A trailblazer into uncharted territory, tasked with

making the map

PLANNING INSTRUCTION

1. Look at the standards and learning objectives for the unit.

2. How am I going to test this?3. Which standards and LOs work well together?4. What can I use to teach this?

a) Create an engaging unit centered around issues and texts that are interesting and engaging to students.

b) DON’T GET TIED DOWN TO A TEXTBOOK!I. Very liberating and VERY scary!

BENEFITS (TEACHER AND STUDENTS)

• The process of deconstructing standards ensures teachers KNOW the new standards• More freedom to choose texts which engage

students and make them think at a higher level• Increased technology use• Raising the bar!

CRUCIAL SUPPORT

• Site level• Constant feedback from instructional coaches and admin.• Several times a week!• Always raising the bar

• District level• Facilitate collaboration between teachers at different

sites• Allow teachers to get out and watch each other• SUPPORT teachers during walkthroughs

BIG SHIFTS I HAVE NOTICED…

• “We are all in this together!”• Teachers helping teachers• Teachers supported by admin. and coaches• Walk-throughs aren’t feared as a “gotcha!” moment, but a

collaborative one—we are all figuring out what this should look like

• Increased student engagement• From one GV admin on a walk-through form: “students

paired and reading—100% engagement!”

WHAT DO THE STUDENTS THINK?

• Total number of students surveyed: 108• When asked about relevance:• 70%: “I see how this class is preparing me for my future”• 30%: “I understand that this class is preparing me for my

future, but I don’t always see the connection.”• 0%: “I see no connection between this class and my future.”

• When asked about the rigor of the class:• 54%: “Compared to previous years, I have to put more work

into this class.”• 39%: “Compared to previous years, I put in about the same

amount of work into this class.• 7%: “Compared to previous years, I put less work into this

class.

CHALLENGES

• Meeting the technology requirement.• Bridging the gap:

Where students are with the current standards.(Wide and shallow depth of thought)

Where students NEED to be with CC standards. (Narrow and deep levels of thought)

Scaffolds:• Analytical

reading strategies

• Engagement strategies

• Modeling: What does high-level thinking look and sound like?

LET’S LOOK AT A STUDENT SAMPLE

• Student:• Female• Age 15• Home language: Spanish• Lowest CELDT score was in reading• English 1 Grades:• Semester 1: D• Semester 2: D

VISIBLE THINKING! E

NG

AG

ING

TH

E

TEX

T

ANALYTICAL READING

Synthesis

ARMED EACH TEACHER WITH RESOURCES

• Created a portfolio with essential tools: • Getting the CCSS in their hands• Crosswalk to help understand the shift • Process to deconstruct standards into learning objectives • Averil Coxhead Academic word list• Google docs – all teachers trained

SUPPORTING TEACHERS

Working with small groups creating:• Pacing guides• Units• Performance tasks

What Do I Teach?(Skill/Concept)

How do I Teach it?

(Resources)

How do I Assess?(Methods)

What is the Evidence of

Student Learning?(Product)

What is the skill my students need to learn in this standard/objective?

What is the concept I need to explicitly teach my students in this standard/objective?

What resources do I need to teach this concept or skill?

What resources will my students need to learn this concept or skill?

What methods do I use to assess as I teach this concept or skill?

How will I know my students have mastered the skill or learned the concept?

What will proficient evidence look like?

REASSURING TEACHERS

• We are piloting so . . .• Be creative• Try new things• Make adjustments and changes to your pacing• There is no “right way” to teach the common core

COMMON TEACHER CONCERNS

• Are we all using the same definitions for Tier 2 and Tier 3 Words?

• What does this look like in the classroom?

• Time

REFLECTIVE QUESTIONS

1. How has your instruction changed this year from previous years?• Teachers are recognizing the need for more student centered

instruction.• Stand and deliver and sit and get will not work with the CCSS

standards.

REFLECTIVE QUESTIONS

• Do you think your students are aware they are a part of something new?

Student Remarks:• My English class is nothing like it was before – now it’s

interesting.• Why are you making us do all the thinking?• You’re not teaching me how to do it like my other

teachers.

RESOURCES

Mathalicious http://www.mathalicious.com/provides teachers with lessons that help them teach math in a way that engages their students–in a way that helps students understand how the world works

Library of Congress http://www.loc.gov/index.htmlprovides lesson plans, presentations, primary source sets, and collection connections

• Teen Ink http://teenink.com/is a magazine which is marketed to, and written by, teenagers. You can find fiction, non-fiction, art, videos, etc.

• New York Times http://www.nytimes.com/Provides easy ways to weave in the informational and non–fiction texts

REALIZATIONS

• Collaboration is key – suffering in silence just prolongs the suffering • Learning must be turned over to the students – sit

and get will not meet the standards of the common core• Facilitate learning

LESSONS LEARNED….

Teacher• It takes a team effort at ALL levels—teachers,

coaches, admin., students—to successfully implement Common Core• Transition is NOT easy• That which worked in the past may not work in

the future!

LESSONS LEARNED…

Instructional Coach• Develop capacity in multiple people at each site

and in each discipline- difficult for stand alones• Create an atmosphere that generates creativity • Don’t worry about test scores• Mistakes are learning experiences

LESSONS LEARNED…

Administrator• Do not let the Common Core be done to you! • Be proactive• Don’t be afraid to say you don’t know, because

no one really knows • Must be willing to give everything you have to

ensuring the success of this process • Believe in those around you! They hold the keys

to the kingdom of learning.

WHERE DO WE GO FROM HERE?

• A second cohort of “Early Adopters” will be formed. • Training will begin in April/May and continue

throughout the summer.• We hope to have at least 100 participants in the

second cohort of “Early Adopters.” • Voluntary/Voluntary/Mandatory • Implementation 2014-2015

CONTACT INFORMATION

Please feel free to contact us for more information or to visit our district.

Tammie Calzadillas, Ed.D., Executive DirectorMerced Union High School District

tcalzadillas@muhsd.k12.ca.us(209) 385-6576

Nicole Knott, Instructional Coachnknott@muhsd.k12.ca.us

(209) 385-8996

Matt Thomas, English Teacher Golden Valley High School

mthomas@muhsd.k12.ca.us(209) 385-8000