Transcript PRIORITIESfor PRINCIPALS &Building TEAMS

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
A Process of Discovery, Support and Mastery
THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & Priorities
Curriculum
Instruction
Assessment
Observe, Communicate, Teach, Direct
Refinement
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
YOU ARE THE TEACHNOLOGY
Your Next Step
GET THE GRANT!
Make Contact
Get Support
Grant Funding:
[email protected]
WHERE ARE YOU?
On a Scale of Zero (0 – None)
To Ten (10 – Mastery)
Where are
Understanding of…
YOU
YOUR SCHOOLS
Complexity
Measures
Strategies
Three Questions You Have / You Want to Learn
About..
WHAT IS COLLEGE & CAREER
READINESS?
Today’s 1 st Grader
Will Enter Job Training
Or the First Year of College
in 2024
LOOKING BACKWARDS..
2000
Bill Clinton was President
The IPOD, IPHONE, IPAD didn’t exist
Google wasn’t a public company
We knew 24 Million Fewer Things
FORMATIVE QUESTION:
DESCRIBE A
COLLEGE & CAREER
READY
High School Senior
Eighth Grader
Fifth Grader
Kindergartner
Your School?
THE BIG
VISION
REFLECTION
ONE
BAD
HABIT
Right now, three-quarters of the
fastest-growing occupations
require more than a high
school diploma. And yet, just
over half of our citizens have
that level of education.
NATIONALLY, EMPLOYERS EXPECT EMPLOYEES TO
USE A BROAD SET OF SKILLS.
Learning Outcomes Desired by Employers
Learning Outcomes
Concepts and new developments in science and
technology
The ability to analyze and solve complex problems
The ability to apply knowledge and skills to real-world
settings
Critical thinking and analytical reasoning skills
The ability to effectively communicate orally and in writing
0%
20%
40%
60%
80%
Percent Who Agree With Each Statement
100%
©BHEF
SOURCE: Hart Research Associates. (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of
the Economic Downturn.
18
CURRENT WORKFORCE DEMANDS INDICATE ACUTE
LABOR SURPLUSES AND SHORTAGES.
National Workforce Surpluses and Shor tages
SOURCE: Light, J. (2011). Labor Shortage Persists in Some Fields. Wall Street Journal
19
©BHEF
AND FUTURE WORKFORCE PROJECTIONS INDICATE ON GOING SHORTAGES, ESPECIALLY IN HIGH GROW TH
CAREER FIELDS.
14
12
Percent
10
8
6
4
2
0
Management
Education
Health Care
Computer
Specialties
Community
Services
Career Fields
Projected Annual Job Openings
Career Interested and Math Proficient
©BHEF
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
20
AMERICAN STUDENTS’ MATH PROFICIENCY AND
STEM CAREER INTEREST DECLINE THROUGHOUT
HIGH SCHOOL. BY 12 TH GRADE, ONLY 17% OF
STUDENTS ARE MATH PROFICIENT AND
INTERESTED IN A STEM CAREER.
©BHEF
SOURCE: The Business-Higher Education Forum. (2011). The STEM interest and proficiency challenge: Creating the workforce of the future.
21
The quality of our math and
science education lags behind
many other nations. America has
fallen to 9th in the proportion of
young people with a college
degree.
AND ONLY ABOUT HALF OF STEM COLLEGE
GRADUATES CHOOSE TO WORK IN STEM CAREERS
UPON GRADUATION.
SOURCE: Carnevale, T. (2011). The STEM Workforce. Presentation to the PCAST Working Group on STEM Higher
Education, April 15, 2011.
©BHEF
23
COLLEGE READINESS BENCHMARKS BY
SUBJECT
Percent of ACT-Tested School Graduates
Meeting College Readiness Benchmarks
By Subject 2011
66% of all ACT-tested high school
70
60
50
40
30
20
10
0
68
52
45
30
25
graduates met the English College
Readiness Benchmark in 2011.
Just
1 in 4 (25%) met all four College
Readiness Benchmarks.
In 2011, 52% of graduates met
The Reading Benchmark, while
45% met the Mathematics
Benchmark. Just under 1 in 3 (30%)
Met the College Readiness
Benchmark in Science.
WHERE IS YOUR STATE?
ACT Study – Schmeiser, 2006
Chance of later success
Science
Mathematics
Unprepared
in Reading
1%
15%
Prepared
in Reading
32%
67%
Change in text complexity in textbooks
over the last century
Source: Metametrics
Today’s text gap
Source: Metametrics
SUMMARY
The “Big Vision” is NOT about “Standards”
IT IS ABOUT COLLEGE & CAREER READINESS
The Primary Outcomes are
Increased Math & Science Proficiency
By Closing the Text Gap
In Content and Comprehension
KNOWLEDGE I:
Requirements
Conditions for Successful Implementation
Curriculum Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
Plan
=
Anxiety
Resources
+
PlanPlan
Action
= Resistance
PlanPlan
Action
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
the direction
to
Vision:
The “Why are we doing this?”Resources
to combat confusion.
-- "Do we have tools,Plan:
time,Provides
and training
to map effectively?"
Vision -- "Why are we doing this?"
eliminate the treadmill effect.
Skills:
The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives:-- "How
Reasons,
perks, advantages
to
combatand
resistance
timelines
goals? Who will be the responsible parties for
Incentives
will mapping
improve
implementations,
monitoring, and feedback?"
Resources:
Tools
and
time
needed
to
combat
frustration.
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
English
Language
Arts
Science, Social
Studies
Lexile® levels today and with Common
Core – Rigor Increased 2-3 Grade Levels
Current
Common Core
Typical text measures
(by grade)
Text complexity grade bands
and associated Lexile ranges
TEXT COMPLEXIT Y
HOW HIGH THE MOUNTAIN…
Assessment Example:
Consortia Content Framework
“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 Example:
Consortia Content Framework
At grades 3-5, students might read/view and discuss
a short informational article about a science topic,
such as static electricity.
Middle and high school students may be asked to
view historical or political media messages in order
to summarize, detect bias, or identify differing points
of view or common themes…
Assessment Example:
Consortia Content Framework
Related to social studies, elementary students
might read and discuss several short personal
letters of immigrant children (firsthand accounts) …
and an article (secondhand account) about Ellis
Island in order to respond to a research question
posed (e.g., comparing or integrating information
from firsthand and secondhand accounts).
PROGRESSIVE Depth of Knowledge
Percentage distribution of literary and
informational passages: Nonfiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of
Educational Progress. Washington, D.C.: American Institutes for Research, 2007.
[email protected]
PREPARING OUR STUDENTS FOR COLLEGE &
CAREER
TEACHER ACTIVIT Y CHANGES
• The Common Core Standards emphasize
student outcomes at higher levels of
cognitive performance / critical thinking.
• Instruction must expect higher levels of
critical understanding.
To Argue . . . and Inform . . . in Writing
CCSS Requires Argument / Evidence-based Writing
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing
Framework
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational
Progress, pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades
outlined by NAEP.
MAJOR SHIFT: TEXT-DEPENDENT QUESTIONS
 Far longer amounts of classroom time spent on
text worth reading and rereading carefully
 Base answers on what has been read, not
opinions or experience
 Recent study found that 80% of the questions
students were asked when they are reading are
answerable without direct reference to the text
itself .
Bringing the Common Core to Life" David Coleman · Founder, Student
Achievement Partners Chancellors Hall · State Education Building · Albany, NY April
28, 2011
KINDERGARTEN ESSENTIAL
VOCABULARY
ELA
Math
 Stanza
 Preference
 Punctuation
 Collaborate
 Illustrator
 Brainstorm
 Opinion
 Non-fiction
 Attribute
 Decompose
 Decomposition
 Composition
 Hexagon
 Dimensional
 Vertices
 Category
Mathematics
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments / critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
51
1. Place the value, in cents, next
to the coins shown below.
________
_________
_________
_________
2. What is the total value
of the coins?
4. If an item costs 50 cents
how much more money
would you need?
5. Your mother sends you in to the store to buy
something she wants.
She tells you that the item costs somewhere between
1 cent and 99 cents.
You only have pennies, nickels, dimes and quarters in
the money jar.
What is the least number of coins you can take with
you to make change without going over $1.00?
Kindergarten
Number Sense
Operations
Measurement
Consumer Applications
Basic Algebra
Advanced Algebra
Geometric Concepts
Advanced Geometry
Data Displays
Statistics
Probability
Analysis
Trigonometry
Special Topics
Functions
Instructional Technology
I.
II.
III.
IV.
V.
Memorize Facts, Definitions, Formulas
Perform Procedures
Demonstrate Understanding
Conjecture, Analyze, Generalize, Prove
Solve Non-Routine Problems/Make
Connections
First
Second
Third
MATH DECONSTRUCTION SAMPLE
K – 8 DOMAINS
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
7/20/2015 • page 58
Math Fluency Table
K
1
2
3
4
5
6
7
Required Fluency
Add/subtract within 5
Add/subtract within 10
Add/subtract within 20
Add/subtract within 100 (pencil and paper)
Multiply/divide within 100
Add/subtract within 1,000
Add/subtract within 1,000,000
Multidigit multiplication
Multidigit division
Multidigit decimal operations
Solve px + q = r, p(x + q) = r
CAUTION!
DECONSTRUCTION should NOT
Result in a “Check List” Approach
It is ONE LENS to be used
ALONG WITH
Tools like the Survey of Enacted Curriculum
MATH: INTENSITY
Looking at the “Survey of
Enacted Curriculum”
What are the areas of INTENSITY
for your grade?
Kindergarten
Number Sense
Operations
Measurement
Consumer Applications
Basic Algebra
Advanced Algebra
Geometric Concepts
Advanced Geometry
Data Displays
Statistics
Probability
Analysis
Trigonometry
Special Topics
Functions
Instructional Technology
I.
II.
III.
IV.
V.
Memorize Facts, Definitions, Formulas
Perform Procedures
Demonstrate Understanding
Conjecture, Analyze, Generalize, Prove
Solve Non-Routine Problems/Make
Connections
First
Second
Third
ASSESSMENT PRIORIT Y
MATH
Begins and Ends
with Problems
The Problems I Select
The Questions I Ask
The Way I Teach
A Few Problems.. (What’s Different?)
STANDARDS FOR MATHEMATICAL
PRACTICE IN A CLASSROOM
Traditional U.S. Problem
Which fraction is closer to 1:
4/5 or 5/4 ?
Same Problem with SMP integration
Which number is closer to 1: 4/5 or 5/4? Using
a number line, explain why this is so.
(Daro, Feb 2011)
SUMMARY
Complex (Non-Fiction) Text
STRATEGY: Text Dependent / Critical Thinking
Evidence & Argument
Vocabulary
Type of Math Problem
Math Fluency
REFLECTION QUESTION
What does an ELA or Social Studies
or Science
class look like?
How is Math Instruction
Different?
THANK YOU!
Your Presenter
Kevin Baird
[email protected]