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Volume lll, Issue lll May 2011
Getting To Effective Data Teams Page 1
High Point Academy The “Ah-ha” Moment Page 2
Luling ElementaryUses Data Teams for Success Page 9
Data-DrivenOr Data-Dizzy Page 12
Florida to Implement a Statewide Teacher and Leader Evaluation System Page 17
Climbing the Text Complexity Staircase With Disciplinary Literacy Instruction Page 21
STUDENT PERFORMANCE
90/90/90 SCHOOLS™ PAGE 11
COMMON CORE U.S. TOURPAGE 14
John Hattie describes feedback as one of the most powerful instructional practices in which educators can engage. The interesting thing about Hattie’s findings is that it is not merely feedback from teacher to student that improves performance. Rather, it is the feedback that teachers receive from students that has the greatest impact. This feedback comes in the form of results and work samples from formative assessments administered in class.
You may be asking yourself why I am talking about student-to-teacher feedback as a part of recommendations for getting to effective Data Teams. Similarities exist between student assessment results and teacher effectiveness in the Instruc-tional Data Teams process. Just as student performance on an assessment reflects the effectiveness of teacher practice, teacher proficiency in the Instructional Data Teams process reflects the impact of leadership actions. By assessing the functionality of Instructional Data Teams, principals and district leaders can garner feedback on the impact of their professional development and support practices. There are three steps that leaders can take to immediately improve the performance of their Instructional Data Teams.
Step 1: Articulate ExpectationsThe most effective educators have clearly articulated expectations for success in mind when they begin to design their assessments. They know exactly what knowledge and skills students must demonstrate in order to provide proof of mastery. The most effective administrators have a similar level of clarity in their expectations for Instructional Data Teams. These leaders know exactly what teachers must do in order to maximize both their use of collaborative time and precisely target their instructional practice on specific student needs.
Expectations for performance are best communicated through the use of specific and detailed rubrics. The Leadership and Learning Center has created such a rubric based on a synthesis of our observations of tens of thousands of Instructional Data Teams. This Instructional Data Teams Rubric provides a starting point for district and building leadership as they
articulate their exact expectations about the process. Leaders must anchor teachers to the Rubric once it has been created in order to clarify any potentially ambiguous language. Videos of Data Teams in action are a powerful and efficient method for anchoring practitioners to the Data Teams Rubric.
Step 2: Monitor and AdjustArticulating expectations without comparing current performance to those expectations is insufficient. Teachers monitor the effectiveness of their instruction and adjust their actions based on the results of formative assessments that they administer in their classes. Likewise, building and district leaders must frequently monitor the Instructional Data Teams using the Data Teams Rubric. This monitoring is not punitive in nature, but rather serves as performance assessment data to guide leaders in selecting appropriate corrective actions to improve teacher collaboration around data. Coaching, facilitation support, norm development, and assessment literacy training are all examples of such intentional actions. The functionality of those teams serves as a formative assessment that provides principals and other leaders with feedback that can be utilized to adjust their own leadership practices and in turn lead to the transition from implementing Data Teams to sustaining them.
Step 3: Provide FeedbackFeedback must be cyclical. Administrators and instructional leaders receive feedback on the effectiveness of their actions through the monitoring of the functionality of the Instructional Data Teams. It is also critical that teachers receive feedback from the observations of their practice in Data Teams so that they are better able to adjust those actions and get the student achievement results that they desire. The cycle continues, with the response to feedback becoming feedback itself leading to further response. Data Teams practitioners should be able to discern immediately upon receiving feedback what they are doing well and what they need to do better in order to improve their collaborative process.
Continued on page 8
Getting to Effective Data Teams By Tony Flach
LEADINGTHOUGHT
1
High Point Academy’s introduction to Data Teams can only be described as extremely timely and fortunate. We have some guardian angels watching over our school. In January 2010, the Colorado League of Charter Schools (CLCS) contacted me to share the great news that High Point Academy was selected to participate in a grant allowing schools to be trained to use Data Teams, and which would support the implementation of Data Teams at our school throughout the following school year.
While I didn’t know much about Data Teams at the time, the idea sounded great and I had the utmost trust that CLCS would never guide us in the wrong direction. So, without hesitation, we jumped on board and attended our first training in February 2010 at the CLCS Annual Conference. Four of us attended the conference and our “ah-ha” moment was when the Data Teams trainer presented The Leadership and Learning Matrix, which consists of four different categories based on effects/results data and leadership/teaching practices. The four categories that rated school success are Losing Ground, Learning, Lucky, and Leading. When we saw the categories presented, all of us turned to each other and agreed that we were in the “Lucky” category and our school’s success was not necessarily always due to intentional, measured practices. We were quick to acknowledge that we didn’t have the systems in place to replicate our successes. When CSAP results were released that following August, our conclusion was confirmed.
From our first introduction to Data Teams, our team knew that Data Teams implementation was exactly what we needed to become a consistent and intentional high performing school, namely a “leading” school. Therefore, we immediately began to lay the foundation to bring Data Teams to HPA. I shared our excitement with the Governing Board and then added questions to our Family Satisfaction Survey in March 2010. The questions were intended to gather information from parents regarding their feelings about providing our staff with professional development time to accomplish this task. Specifically, we asked for an early release two days per month.
I also began to talk to HPA families about Data Teams and how we were going to implement this new initiative. Additionally, we began sending teams of teachers to all of the Data Teams trainings. After each session, staff came back more excited about
Continued on page 7
High Point Academy Data TeamsBy Terry Croy Lewis
Additional Contributors: Becky Jobes, Annette Sloan, Kelle Bongard, and Michele Garver
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Standards and Assessment—The Core of Quality Instruction
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Conversations on Standards & Assessment DVD
Getting Ready for the Common Core—
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Real Time Decisions —Educators Using Formative
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3
PublicationsBeyond the Numbers, 2nd Edition
by Stephen White
The Data Teams Experience:A Guide for Effective Meetings
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Data Teams Success Stories, Volume 1by Kristin Anderson
Data Teams: The Big Picture—Looking at Data Teams Through a Collaborative Lens
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Show Me the Proof! Tools and Strategies to Make Data Work with the Common Core State Standards,
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Engaging Students Through Performance Assessment
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Common Formative Assessments for English
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Rigorous Curriculum Design by Larry Ainsworth
Standards and Assessment—The Core of Quality Instruction
by various authors
The Formative Assessment Process
by Connie Kamm & Tracey Flach
Conversations on Standards & Assessment DVD
Getting Ready for the Common Core—
A Handbook for Teachers, School Administrators, and
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Real Time Decisions —Educators Using Formative
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Effective Grading Practices DVD
Standards & Assessment
School improvement is challenging and rewarding work. It’s what makes us come to work every day in some of the most challenging schools in the world. In collaboration with educators and administrators, we have learned how to focus professional energy on the most effective practices. We have taken on some of the toughest challenges in education and demonstrated that great teaching and leadership, strong professional learning support, effective accountability, and a passion for the mission are the keys to improving student results. We know that school improvement works when everybody learns every day. We also know that professional learning is not an abstract notion, but involves hands-on partnerships with teachers and administrators, working side-by-side in schools. Finally, we know that long-term sustainability depends not upon external experts, but on the capacity of local teachers and leaders to implement and monitor best practices.
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Instruction & Literacy
As a district, I feel that we did take a positive step forward in the way we offer professional development to our teachers. In the past, we looked at professional development in a more building-centered approach. This really did not meet the individual needs of our teachers. It was more of a “one size fits all” approach. We have now gotten away from that approach. Though it is not perfect, we are making strides in this area to offer more meaningful professional development opportunities for our teaching staff.
~ Steve Laatsch, Asst. Superintendent of Instructional Services, Saline Area Schools
“”
6
High Point Academy (continued from page 2)
how things were going to change at our school. When school started in August, we were prepared with our early release days, and we had the support of our families and Governing Board. We trained the entire staff on the use of Data Teams before school began and explained how this process would lead our students to academic success and help our teachers develop better skills for instruction and evaluation.
Now that we’re nearing the end of the school year, we are even more convinced that Data Teams have put us on track for academic success. This year, we focused our Data Teams efforts on reading. When we analyzed our 2010-2011 Fall to Winter reading scores, the results clearly demonstrated that our students had made greater-than-typical growth. We attribute our results to Data Teams. When we compared our 2009 scores to our 2010 scores, we saw significant improvement. For example, from Fall to Winter 2009, in
grades two through eight, there wasn’t one grade that had demonstrated a year’s growth. Therefore, every grade had to work extra hard during the second half of the year to ensure that they were demonstrating a minimum of one year’s growth. Conversely, the 2010 Fall to Winter scores painted a very different picture. By mid-year (and after a three week winter break due to our move into a new building over the holidays), four out of nine grades were already demonstrating a full year’s growth.
This year, we decided to administer our tests in Kindergarten through eighth grade. By the end of January 2011, four grades (second, fifth, seventh, and eighth) had achieved at least a year’s growth in reading; two of those grades demonstrated more than a year’s growth. The five other grades were very close to achieving a year’s growth and didn’t have nearly as far to go to reach that goal as compared to the previous year.
The stark contrast between these two school years is simply remarkable and a significant contributor to this success is due to Data Teams. Another critical change has been our Learning Support Team, which has drastically improved our capacity to identify and serve our “at-risk” students. Moreover, our Learning Support Team has provided essential support to our grade-level Data Teams, as have our Data Teams Trainers and administrators.
So what lessons have we learned? First, there is the obvious: Data Teams are effective. Beyond that, we have confirmed certain “truths” and we have discovered some surprises. One
truth is that Data Team time needs to be sacred. We’ve done a very good job at holding to this. Another truth is that on-going training and support are critical. We have taken advantage of all the invaluable training and support that has been offered by Connie Kamm through The Leadership and Learning Center and by Kara Vandas and Tisha Bouwmeester though the Colorado League of Charter Schools. For me, one of the biggest surprises was that I continued to assume that all teachers had the necessary skills and knowledge to implement Data Teams. However, the implementation process reminded me that this is not the case. Without question, many teachers need instruction on how to develop common assessments to determine effective teaching strategies.
We have also learned that teacher collaboration results in higher student achievement, particularly if the teachers have the skills and structured format to collaborate successfully.
After learning how to collaborate effectively, some of our teams are ready for the next level of implementation: modifying their Data Team process to make it more effective. In order to learn how our staff felt about Data Teams, we asked for specific feedback on our Staff Satisfaction Survey at the end of March. The feedback that we received was overwhelmingly positive, and our staff’s suggested areas of improvement provided wonderful fodder for a productive conversation about our next steps.
One of our next steps will be to broaden our use of Data Teams. As we review our math scores from our state and annual growth assessments it is painfully clear that we need to focus intensely on math instruction. Therefore, next year we plan to use Data Teams for math as well as for reading. To accomplish this, we are considering adding more professional development time for Data Teams by having an early release for students once per week instead of our current schedule of twice per month. As the end of the school year draws to a close, we are excited about administering our Spring assessments and celebrating our students’ success. As we look back at The Leadership and Learning Matrix, we see how HPA started as “Lucky,” slipped to “Losing Ground,” and then, during the 2010-2011 school year, moved back to “Learning.” It will take a couple of years before HPA is in the “Leading” quadrant, but we are on our way. In the end, we are deeply indebted to our guardian angels and to the many talented educators that gave us the tools we needed to help our staff learn how to use the power of data and teamwork.
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“Data Teams Have Put Us on Track for Academic Success”
7
Getting to Effective Data Teams (continued from page 1)
An Antidote for FrustrationPerhaps the most frequently repeated phrase in education is “this too shall pass.” Teachers and administrators repeat this not out of a sense of malice or unwillingness but rather from a degree of justified cynicism arising from initiative fatigue. Every emotion from ennui to outright exhaustion increases with each new initiative added to an already crowded plate. Data Teams implementation can be yet one more initiative that fades over time if it is not the center of a deliberate and thoughtful leadership focus.
Leaders must clearly define expectations, regularly monitor Instructional Data Teams in action, and provide those teams with specific and constructive feedback. Doing this well is time consuming but necessary to transform the messy process of sustaining Data Teams into student achievement results. Time spent focusing on these three things is time that cannot be spent implementing yet another initiative. The success that results from this focus is the most effective antidote for frustrated educators in challenging times.
Check out the Data Teams DVD series on page 26.
I just wanted to share my appreciation with you for your assistance over the years since we began the relationship with The Center a number of years ago. It does not seem like that long ago when we first sent six of our folks to Denver, starting the relationship that still exists today. I believe that decision was crucial for our district as we committed to an examination of how we could make the most progress in the area of student achievement. I believe that the relationship we have had with you and others at The Center has helped us to provide a better focus for our work. I have been continually impressed with how you are genuinely interested in providing assistance that is useful to us.
~ George Dyer Superintendent of Schools Concord Community Schools
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”Fall 2010 MAP Scores
Above Grade LevelGrowth to Meet Year-End Goal
Winter 2011 MAP Scores
Fall 2009 MAP Scores
Above Grade LevelGrowth to Meet Year-End Goal
Winter 2010 MAP Scores
210
200
230
190
220
180
170
160
140
150
13021K 3 4 5 6 7 8
HPA Reading MAP Scores - Fall 2010 through Winter 2011 Growth to Meet NWEA Goals by Spring 2011
146161
181193
199206
214 218208
6
7
9
54
85
5
4
3
5
22
4
23
210
200
230
190
220
180
170
160
1502 3 4 5 6 7 8
HPA Reading MAP Scores - Fall 2009 through Winter 2010 Growth to Meet NWEA Goals by Spring 2010
179188
202208
210214
2038
2
4 3 22
310
8 8 97
4
2010/2011 Categoricals
FRL 42%
ELL 24%
ILP 13%
IEP 7.5%G/T 5.8%
504 0.4%
2010/2011 Student Population PreK through 8th Grade – 530 Students
White 35%
Black 33%
Hispanic 26%
Asian/Pacific Islander 4%
American Indian 2%
“Expect More…Achieve More” is the motto and belief that resonates throughout the hallways of Luling Elementary School. This belief, along with a desire for continuous improvement, led us to the implementation of the Data Teams process this past November.
Luling Elementary is a large school nestled on the West Bank of St. Charles Parish in Luling, Louisiana. Our student population continues to grow. Currently we have 670 students, ranging from pre-kindergarten to fifth grade, making us the third largest school in the district. Of the 670 students, 80% are eligible for free or reduced price lunch. Our school is 72% African American, 25% Caucasian, and 3% Hispanic.
After hitting road block after road block, the third grade teachers at Luling Elementary were unsure how to help their students understand the concept of rounding numbers. Despite attempting a variety of instructional strategies, nothing helped strengthen our students’ understanding. After closely analyzing student errors and misconceptions, the third grade teachers came to the realization that their students were unsuccessful at rounding because they lacked the strong foundation in number sense needed to proceed. It was around this same time that I was asked by the district to pilot the Data Teams process.
Eager to learn more, our assistant superintendent began a Data Teams study group, including representatives from our school. Intrigued by what we were learning, several representatives from our district decided to attend various Data Teams conferences that were offered by The Leadership
and Learning Center. After researching the process, we decided to implement the Data Teams process at our school, focusing on third grade math. Additionally, we formed a building-level team consisting of representatives from each grade at our school. The rationale for including other grade levels was to build capacity and make it easier to implement the Data Teams process school-wide next year.
The combination of the conferences and personal attention provided by the staff of The Leadership and Learning Center jump-started our foray into Data Teams. I, along with other team members, visit The Leadership and Learning Center’s website regularly and email their staff to share and get feedback on our application of the Data Teams process. We have been impressed with the individualized attention and advice that we have received. Our team has developed a close working relationship with several of the consultants at The Center. They not only provide us with their knowledge and support but also provide us with encouragement.
Once we implemented Data Teams at our school, we focused on number and number relations standards. From there, we selected “model and write place value up to 9,999” as our Power Standard. For our common formative assessment, a score of 92% and higher would indicate whether or not our students were proficient on this first Power Standard. After administering the pre-common formative assessment, the data indicated that only 7% of our students were proficient. Our team went on to identify strengths, pinpoint challenge areas, and develop instructional strategies to address student needs. We agreed to set a SMART goal for 80% of students to
Luling Elementary USES DATA TEAMS TO “ACHIEVE MORE”
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reach proficiency before moving on to the next Power Standard. Approximately three weeks into the process, we administered Form A of the post-common formative assessment. Although our students made significant growth, our SMART goal was not met. Within our four proficiency groups, the percentage of proficient students scoring 92-100% increased from 7% to 54%; the percentage of students scoring 80-91% improved from 16% to 22%; the percentage of students scoring 50-79% decreased from 61% to 20%; and the percentage of students scoring 0-49% decreased from 17% to 4%.
Not meeting our SMART goal of 80% proficiency motivated our team to keep searching for additional instructional strategies that would help get our students to achieve the desired level of proficiency. Using the four performance categories as our criteria, we decided that flexibly grouping our students was a step in the right direction. This allowed us to maximize the ability to individualize our instruction toward common student misconceptions. After approximately two weeks of flexible grouping, Form B of the post-common formative assessment was administered. The results exceeded our expectations. Our SMART goal was surpassed. Ninety-one percent of our students were now proficient, scoring 92% and above. Although seven of our students still did not reach our proficiency goal, six of them scored in the 80-91% range. As excited as we were with the results, our students were even more ecstatic, finally seeing the results of their hard work.
Prior to experiencing the benefits firsthand, my team and I were skeptical about the Data Teams comparison of pre- and post-test data. Our belief was that any teacher should be able to take the
We have received much positive feedback from administrators on the content and presentation of your video conference last Friday morning! Much of the information you shared resounded with those in the audience and they indicated their strong preference for the interactive activity and discussion that was prompted in your presentation. Your message about increased focus and how to achieve it regarding deep implementation helped many people clarify a course of action and leadership that made sense! Thanks for your continued support, your shared research, and the thoughtful way you presented the video conference.
~ Dr. John R. Hill Director of Curriculum and Instruction Elkhart Community Schools Elkhart Indiana
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We learned a lot at the 90/90/90 Conference in Vegas this past December. We hope to continue to be a part of your journey.
~ Rosalinda Mercado-Garza, Ph.D. Principal Southwest Middle and High School
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By Mike White; The Leadership and Learning Center, and Kate Henry; Riverside Publishing
Using data for school improvement is no longer a choice, it is a must. Data and assessment management systems, such as DataDirector*, can bring efficiency and stability to the data process that has been lacking in many schools and districts across the country. Without such tools, districts will have difficulty meeting ever-increasing reporting requirements, and will be unable to dig more deeply into data to become more informed, reflective practitioners.
Data and assessment management systems can also provide a spark for district-wide changes in thinking and practices that only come when educators begin to view student learning through the data lens. While it is true that these systems demand a financial investment, they can be very cost-effective when their potential to improve teacher practice and student learning is considered.
The prospect of data having a direct affect on adult actions can be an exciting one for districts, but this excitement must be moderated by the fact that some districts have found analyzing student data while simultaneously developing an appropriate adult action plan to be very difficult.
It’s critical that educators understand that tools like DataDirector are not intended to be the “be-all and end-all” of student achievement. They work well storing, sorting and reporting student performance. But these tools cannot guarantee a change in teacher behavior, attitude or expectations. Successful schools are those that know the right stuff and do the right things. DataDirector may be a disappointment in those schools where the only plan is to: “Get these great reports in the hands of our teachers” and stand out of the way of the ensuing “school improvement juggernaut.” Too often this plan falls apart.
Imagine handing great reports to a teacher who believes she is not strong enough to raise poor, ethnic minority or disabled students to a higher level due to forces outside the school tugging them downward. She doesn’t expect very much from herself or certain students, and in turn doesn’t get much from her students. Providing great reports to her colleague who has long believed that “some kids have it and some kids don’t” would be equally futile.
Even the best of teachers can be overwhelmed rather than energized by data. After looking at a strand analysis or
a sub group performance report, they’ll ask, “What am I supposed to do, what should I change to make sure my students succeed? After all, it’s not like I’ve been saving my good lesson plans until somebody caught me!”
The upshot: Good data doesn’t guarantee good action. Teachers
should not be asked to, or allowed to, work in isolation with student data like independent contractors. The best way to ensure that good data generates good action is to require teachers to actively analyze and compare data and practices in small grade-level or department teams. Collaborative cultures using good student data is the way we improve schools. A good product without a good plan is simply not going to work.
If we’re smart enough to collect good student data, let’s be smart enough to have serious discussions about how we use it to improve our teaching. We can be data driven or we can simply “teach, test, and hope for the best” and treat student testing and great reports as educational theater—a pageant to reassure parents, politicians, and ourselves that we are doing our job.
* DataDirector is a product of Riverside Publishing, a division of Houghton Mifflin Harcourt.
DATA-DRIVEN OR DATA-DIZZY?
DataDirectorWHAT WE KNOW
Fall Benchmark Test
Interim Pre-Assessment of Weakest Skills
Interim Post-Assessment of Weakest Skills
Winter Benchmark Test
Uncover your grade-level strengths and weaknesses, then build curriculum calendars and agree to teach weak skills at the same time.
This interim assessment allows us to determine student weaknesses, strengths and interests. What are the barriers to learning? A common lesson plan is developed.
The main questions focus on whether students improved, the degree of improvement, and how the lesson can be tweaked for next time. Determine interventions for those students who still did not reach proficiency at the end of the lesson.
Begin process again with Winter Benchmark Testing Results
Data TeamWHAT WE DO
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Douglas B. Reeves Jay TrujilloAngela Peery Larry AinsworthAinsley Rose Linda Gregg
Seminars Accelerated Academic Achievement for English Language Learners (ELL)Join our experts to accelerate learning in your classroom by using strategies that will increase engagement and participation with your English Language Learners.October 3-4, 2011 • San Diego, California
Common Formative Assessments Join us for this seminar where you will gain a deeper understanding of assessment, assessment design, and alignment with goals to drive instruction.July 27-28, 2011 • Denver, ColoradoOctober 27-28, 2011 • Austin, Texas
Common Formative Assessments for English Language Learners (ELL)Designed for all teachers that work with English Language Learners, this seminar is designed to provide ESL and content area teachers with the tools needed to determine how to best assess ELLs at different levels of language proficiency.November 7-8, 2011 • Austin, Texas
Decision Making for Results: Data-Driven Decision Making/Data Teams Learn the impact that data has on student achievement, and gain an understanding of how both data-driven decision making and the collaborative Data Teams process drive student results.July 27-28, 2011 • Denver, ColoradoSeptember 14-15, 2011 • Nashville, TennesseeOctober 25-26, 2011 • St. Louis, Missouri
Authentic Performance Tasks: The Engaging Classroom Assessments SeriesSee how standards-based performance assessment is an effective means to improving student performance in your classroom and on high stakes standardized tests. In this seminar, you will learn how to create a standards-based performance assessment for immediate use in the classroom.November 7-8, 2011 • Austin, Texas
Five Easy Steps to a Balanced Math Program This seminar is perfect for teachers and instructional specialists looking to further develop their math programs. Learn how to deliberately design a balance of instruction and assessment that helps students build and develop their mathematical skills.October 3-4, 2011 • San Diego, California
Five Easy Steps to a Balanced Science Program Discover how to establish an effective science classroom environment with a series of five steps that bring a balance to your science instruction and assessment. You will learn specific strategies and activities that improve student learning in science.October 3-4, 2011 • San Diego, California
Power Strategies for Effective Teaching This seminar will teach you the proven, research-based instructional strategies that will increase student achievement. You will practice these strategies and determine when and how each strategy should be applied.October 3-4, 2011 • San Diego, California
Power Strategies for Response to Intervention (RTI)Work hand-in-hand with inspirational author and speaker Linda Gregg, and discover how to implement comprehensive structures and intervention strategies that will meet the needs of your struggling learners.October 25-26, 2011 • St. Louis, Missouri
Rigorous Curriculum Design PlanningLearn what a rigorous curriculum is and how to create, sequence, and pace such a curriculum. You will begin to develop a rigorous curriculum with meaningful instructional units that keep standards, instruction, and assessment tightly focused and connected.October 27-28, 2011 • Austin, Texas
Writing to LearnIncreased nonfiction writing has consistently proven to be one of the most powerful critical thinking activities that educators can do with their students. This seminar will focus upon increasing nonfiction writing at all grade levels and in all subject areas to provide strategies to enhance student learning.October 3-4, 2011 • San Diego, California
Featured Presenters
and Practitioners
To register or for more information contact:
Brooke Little, ext. 227Email: [email protected]: 1.866.399.6019International: +1.303.504.9312www.LeadandLearn.com/Events All events and presenters are subject to change.
All Center events include the option for college credit.
Bonnie BishopBrian A. McNulty Jan Christinson
Summits & InstitutesCommon Core State Standards 2011 U.S. TourSpend an engaging day learning to understand the big picture of Common Core State Standards, their means of adoption, and how they will affect what you’re already doing. Learn to meet the needs of all learners, as well as how these Standards will affect policy and leadership. Visit our Resource Center at www.LeadandLearn.com/ccssJune 14, 2011 • Des Moines, IowaJuly 25-26, 2011 • Chicago, IllinoisSeptember 13-14, 2011 • Hartford, ConnecticutOctober 12-13, 2011 Portland, Oregon December 13-14, 2011 • Atlanta, GeorgiaMay 1-2, 2012 • Kansas City, KansasJune 12-13, 2012 • Boston, Massachusetts
90/90/90 Schools™ Summit: The Latest Research on Sustainable Improvements in the Nation’s Most Challenging SchoolsJoin originator Douglas B. Reeves and explore the practices and case studies that lead high poverty, high minority schools to high levels of success. Take away a practical understanding of how to implement powerful strategies and sustain success in your school or district. See page 11 for more details.September 14-15, 2011 • Denver, ColoradoOctober 20-21, 2011 • Jersey City, New JerseyNovember 30-December 1, 2011 • Charlotte, North Carolina
Data Teams SummitPower your PLCs with Data Teams! Develop a deeper and richer understanding of Data Teams, how to infuse them into PLCs, and leverage them to get measurable results. Join international experts and practitioners as they illustrate powerful practices that lead to success. November 9-10, 2011 • Las Vegas, Nevada
Effective Grading Practices Summit This summit will have an immediate impact on reducing failures and improving student achievement, teacher morale, student behavior, and parental engagement. It is one of the most important professional development initiatives that any school or educational system can undertake.October 19, 2011 • Jersey City, New JerseyNovemeber 29, 2011 • Charlotte, North Carolina
From Lucky to Leading: Activating Change for Senior LeadersJoin an elite group of educational leaders for an intimate two-day gathering to heighten your leadership effectiveness. Engage in practical strategies to direct your team immediately—and reach new levels of leadership and student achievement. June 19-21, 2011 • Boulder, Colorado Featuring Douglas B. Reeves and John Hattie
High School SummitThe summit will highlight the latest evidence, research, and replicable strategies from successful middle and high schools. Participants will walk away with practical strategies and action plans for immediate and sustained success in classrooms, buildings, and districts. A focus on increased academic achievement for all students which will result increased graduation rates for all students. A differentiated agenda will allow for participants to focus on areas of interest based on their role as teacher, as well as building and district level leadership. December 12-13, 2011 • Dallas, Texas
Standards and Assessment SummitJoin renowned experts as they bring forth current research and straightforward applications on standards and assessment for teaching, learning and leadership at this year’s exciting Summit.June 28-29, 2011 • Denver, Colorado Featuring John Hattie and James Popham
Writing InstituteImproved nonfiction writing increases student achievement across all content areas. Discover the processes, instructional strategies, and assessment tools needed to support curriculum-wide writing. October 18-19, 2011 • Portland, Oregon
Lisa Almeida Steve Ventura Cathy Lassiter Rachel Syrja
The more we think about The Center’s Rigorous Curriculum Design, the more we see that it really isn’t a model, but a systemic, very pragmatic way of integrating a teacher’s thinking about every aspect of what they do in the classroom and in Professional Learning Teams. RCD is a system in which all curriculum models (R2D2, ARCS Motivation, Gagne’s 9 Steps of Instruction, Instruction by Design, etc.) plug into. This is why, from my perspective, RCD is here to stay. RCD should be a required course in EVERY teacher education program in the country. Without it, teachers will never see the whole picture that makes up their professional career.”
~ Gary Sacket Aurora Learning Community Association, Fairview OK
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www.LeadandLearn.com
Accelerated Academic Achievement for English Language Learners (ELL) Gain a deeper understanding of the active participation strategies based on the language acquisition levels for their students. In this session you will also learn and practice how to present the information to educators in your district.June 22-24, 2011 • Chicago, Illinois
Common Core State Standards During the certification, you will be an active learner as you apply core content, problem solve, and engage in performance-based learning activities. Throughout the training, you will work on your skills as a facilitator and practice teaching parts of the content in a supportive environment. You will receive immediate feedback on content and effective adult learning methods, as well as coaching from an experienced Professional Development Associate.Call or go online for dates and locations.
Common Formative Assessments Gain a deeper understanding of assessment and assessment design by attending this training. In this session you will also learn and practice how to present the information to educators in your district.June 8-10, 2011 • Huntington Beach, CaliforniaRe-Certification Training June 28-29, 2011 • Broomfield, ColoradoSeptember 21-23 • Denver, Colorado
Decision Making for Results: Data-Driven Decision Making/Data Teams Develop a deeper understanding of the data driven process and the Data Teams structure. You will also learn how to present the information and facilitate the process in your school or district.June 22-24, 2011 • Chicago, IllinoisSeptember 21-23, 2011 • Denver, Colorado
Engaging Classroom AssessmentsGain a deeper understanding of standards and assessment training. You will also learn practical ways to present the concepts and implement the practices. June 8-10, 2011 • Huntington Beach, California
Power Strategies for Effective Teaching Learn the knowledge and skills necessary to support the implementation and use of high leverage strategies learned during the seminar.June 22-24, 2011 • Chicago, Illinois
Power Strategies for Response to Intervention (RTI) Learn how to present and facilitate a systematic approach to meeting the needs of struggling learners. You will gain a deeper understanding of the RTI structure and learn practical strategies for helping all students succeed.June 22-24, 2011 • Chicago, Illinois
To register or for more information contact:
Brooke Little, ext. 227Email: [email protected]: 1.866.399.6019International: +1.303.504.9312www.LeadandLearn.com/Events All events and presenters are subject to change.
All Center events include the option for college credit.
Cer
tification Training
LeadandLearn.com/Cert
Cen
tra
l
Get Certified in one of our exciting programs or stop by www.LeadandLearn.com/CertCentral for questions, complimentary resources, and ideas on certification!Our certification trainings are tailor-made for schools and districts that wish to increase their capacity to offer on-site, sustainable staff development. By training your cadre of staff developers through The Center’s certification trainings, your school or district can save money in building capacity, while working toward raising student achievement. Participants in certification trainings gain more than just a certificate. They gain the skills and knowledge to provide ongoing professional development as an active part of your organization’s long-term professional development plan.
Certification TrainingPrerequisite: participants must complete the corresponding seminar prior to attending these trainings.
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Keynote Speaker Douglas B. Reeves
2011 u.s. tourcommon Core State Standards
Washington, DC April 13
Boston, Massachusetts April 26
West Conshohocken, Pennsylvania
May 4
Denver, Colorado May 11
Columbus, Ohio May 19
Des Moines, Iowa June 14
Chicago, Illinois July 25-26
Future Tour Locations @ www.CommonCoreTour.com
San Jose, California January 12
Miami, Florida January 18
Boston, Massachusetts January 27
New York, New York February 3
Clearwater Beach, Florida February 8
Charlotte, North Carolina February 22
Atlanta, Georgia March 9
Jersey City, New Jersey March 16
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Educatorsrock!
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Houghton Mifflin Harcourt, The Leadership and Learning Center, and Learning Sciences International provide Florida educators with an unprecedented holistic solution with full access to Robert Marzano’s Art and Science of Teaching Causal Teacher Evaluation System, and Douglas B. Reeves’ Leadership Performance Matrix as they review, develop and implement new evaluation systems. This collaborative effort is developing a state-sponsored model, while working with each district on individual adaptations. The Leadership and Learning Center and Learning Sciences International have worked extensively to articulate the Marzano teacher evaluation model and Reeves’ principal evaluation model for aligned focus on raising student achievement and teacher effectiveness.
“Florida’s teachers are absolutely vital in ensuring our students are well prepared for their futures,” said Florida Education Commissioner Eric J. Smith. “I’m excited that we have begun our work with these national leaders and that our local school districts will be able to use their expertise to help build the types of comprehensive evaluation systems that will provide meaningful feedback to teachers while gauging their effectiveness in a fair manner.”
Florida Department of Education to Implement a Statewide Teacher and Leader Evaluation System
Following a Leadership Institute provided by The Leadership and Learning Center and hosted by our agency in Portland, Oregon, several administrators had the option to create a 100-day plan accompanied by a coach from The Center. I was fortunate to have Tracey Flach as my coach. While I live in Oregon and Tracey lives in New York, she consistently phoned me and guided me in my efforts to assist schools in Oregon in the implementation of the Oregon Diploma. Under her stewardship, I set goals, collected data, synthesized that information and completed research to create a proposal, Power Point and implementation plan for the curriculum directors in our twenty school districts. Tracey asked hard questions and kept me focused on my goals. I grew as a leader in a variety of ways as she helped me extend my thinking and expand my depth of knowledge. With her assistance I considered options that had not occurred to me.
Even though we were working on a project devoted to the Diploma, I found her suggestions helpful as I further implemented other projects related to our regional work with The Center. I used the same counsel from the coaching experience to implement a regional professional development plan in which more than 300 people were certified in MSW, DDDM for Results, ECA and CFAs. Additionally we trained over 2800 people in our region as part of our professional development implementation. The 100-day plan served as a transferable blueprint for other projects in my work and I found Tracey’s expertise invaluable. It is a model I treasure and frequently re-use.
~ Marta Turner Staff Development Coordinator/School Improvement Specialist Northwest Regional Service District, Hillsboro, Oregon
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To find out more information contact Molly Renyolds toll-free at 1.866.399.6019, ext.222.
Leadership Performance CoachingLeadership Performance Coaching offers a chance for administrators to focus on achieving an important school project through the development of a 100-day action plan. This service is appropriate for district and building leaders or teams. Teams must have an idea for a common project and 100-day plan.
Implementation Leadership Performance CoachingImplementation Leadership Performance Coaching is offered as an additional service to clients to support the implementation of Center seminars. A Center Leadership Performance Coach supports either a single school or district leader, or a whole team to develop a100-day plan targeting the implementation of a Center seminar in a building or district. The Coach’s goal is to support the attainment of deep implementation of Center seminars. Coaching is available for six, nine, or twelve months.
Certified Trainer Leadership Performance CoachingLeadership Performance Coaching supports Center-Certified Trainers and builds capacity within schools and districts by allowing trainers to provide ongoing professional development, achieving deep implementation of Center seminars and thus improving teaching and learning. Certified Trainers can receive Coaching for 6, 12, or 18 months, individually or as a team. During this time, they
develop a 6-month action plan. If 12 or 18 months of Coaching is chosen, Action Plans are extended. Coaching supports Certified Trainers in maintaining a deep understanding of Center content and also aids in the development and implementation of an Action Plan intended to build capacity within the building and/or district through incorporating reflective listening and questioning.
Leadership Performance MatrixDesigned for principals, central-office administrators, and superintendents, this Matrix is an evaluation of leadership effectiveness that is based on live observation. It not only measures a leader’s skills and how those skills are being used, it also monitors growth in leadership ability over time.
Leadership Maps™
Leadership Maps™ is a personal and/or school assessment of leadership skills. This assessment also measures the impact of leadership practices on student achievement. This tool is perfect for any leader in your school or district.
Leadership InstitutesDesigned for principals, central-office administrators, and superintendents, these institutes provide the latest research on leadership effectiveness. They also include an in-depth focus on change leadership, implementation, and leadership coaching. This is an ideal opportunity to network with peers and to speak directly with Douglas B. Reeves.
LEADERSHIP SOLUTIONS
Leadership Performance Coaching by Elle Allison is now available in our bookstore, www.LeadandLearn.com/Bookstore Price: $27.95
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Toll-Free 1.866.399.6019
Luling Elementary (continued from page 9)
results of a pre-test, implement a strategy to address challenge areas, and then show growth on a post-test. What we failed to realize is the importance of everything that takes place in between the pre- and post-test. It is only as a result of each teacher’s actions that significant improvements are made. Teachers remain focused on the specific misconceptions of their students. Students are no longer simply gaining a surface-level understanding before the teacher moves on to the next concept. Additionally, teachers benefit professionally due to the differentiation of professional development that is now possible, and which is based on the needs of the students and teachers. True collaboration can now take place. With an emphasis on teachers developing their teaching skills and students developing a deeper understanding of mathematics, the Data Teams process has a huge impact on student achievement.
Prior to Data Teams, our students did not have a clear vision of how to view themselves academically. They had not been given academic goals nor had they been encouraged to set them. Our students’ thinking has been transformed by the Data Teams process. They are now aware of proficiency goals they want to reach. Students come each day focused on exceeding their academic goal. They are holding their teachers accountable by asking for and expecting feedback on their work. Students, along with teachers, are driven by data to keep working hard to continuously improve.
Reflecting back, our only regret is that we did not discover the Data Teams process sooner. We are planning to move
towards full implementation in math for the upcoming school year. As we end the current school year, teams of teachers will meet together to agree upon math power standards using the criteria put forth by Douglas Reeves. From there, we will conduct vertical articulation from kindergarten through fifth grade to ensure that gaps, overlaps, and omissions are taken into account. After finalizing and prioritizing the identified Power Standards, teachers will develop common formative assessments for the first Power Standard at their respective grade level. This time and effort will help set the framework for success as we begin the Data Teams process for the upcoming school year.
“Expect More…Achieve More” has become more meaningful than ever before. Our teachers and students are achieving more than ever expected because of their focus on continuous improvement and commitment to learning for life. Through the Data Teams process, the staff at Luling Elementary will continue to grow professionally and our students will continue to grow academically. We are confident that the Data Teams process will continue to positively impact our teachers and students as we look to the future.
Expect More
Achieve More
AJ Pethe Principal, Luling Elementary
April Mosley Teacher, Luling Elementary
Rebecca Matherne Teacher, Luling Elementary
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Kevin Carroll
@LeadAndLearn Attended CFA seminar in DP. Really liked how S. Ventura was willing to stay connected so I can establish quality CFAs at home.
Joe Gothard
Just arrived at the hotel. #DataTeams conference by @LeadAndLearn looking forward to 2 great days.
Matthew T. Martz
@LeadAndLearn attended RCD at DP, CA. Great overview of how standards, assessment and curriculum design fit together.
Mike Johnsen
Learning starts with relationships. @LeadAndLearn “The secret to eductation lies in respecting the pupil.” ~ Ralph Waldo Emerson
Join us at:Twitter.com/LeadandLearn
Jill Kolb
@LeadAndLearn Thanks for the webinar. Dr. Reeves made us think a lot in just an hour.
Sandra Smyser
@LeadAndLearn: Eagle County Schools tchr teams used Ainsworth Rigorous Curr Design proc-this Fri we roll out all units K-12 for nxt yr!
Matt Townsley
RT@LeadAndLearn: Join D. Reeves, J. Hattie, J. Popham and L. Ainsworth ‘Standards & Assessment Summit’ this June! http://bit.ly/flzxwx
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www.LeadandLearn.com
CLIMBING THE TEXT COMPLEXITY STAIRCASE WITH DISCIPLINARY LITERACY INSTRUCTION
Although initial reactions to the intentional, dramatic increase in text complexity expectations throughout the Common Core State Standards may include heads shaking, and silent calculations of time until retirement, when teachers are provided time to consider the rationale and level of support provided in previous grades, anxiety gradually transitions into understanding.
By increasing text complexity expectations for our young citizens, the Common Core has disclosed a disturbing truth: education may appear to be “too big to fail”, but without an open, honest conversation with teachers and leaders about the current literacy gap facing our graduates, this gap will become increasingly challenging to close. Just under one in four ACT-tested high school students meet all four of
the benchmarks for English, Mathematics, Reading, or Science (ACT, 2010, p. 8). Likewise, students heading to the workforce have difficulty comprehending text. With realities such as these, how far behind our failed financial system’s path is education?
The following questions can initiate compelling and perhaps disturbing conversations necessary to support success if students are to be prepared to face their robust futures:
n Why do Common Core State Standards literacy expectations increase significantly in each grade beginning with Grade 2?
n How can disciplinary literacy instruction help close the literacy gap between current and new text complexity expectations?
Taking a closer look at students’ needs provides understanding about the urgency to increase expectations for rigorous texts students are required to comprehend.
Why Are the Common Core State Standards Literacy Expectations Increasing Text Complexity?High school text readability demands indicate a 265L (lexile) gap between texts read near the end of high school and university texts (Williamson, 2008, p. 618). The 265L gap is more than the lexile difference between the end of fourth and seventh grades (MetaMetrics, 2011, p. 2). This alarming concern is addressed in the Common Core State Standards: “While reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K-12 texts have actually declined in sophistication and relatively little attention has been paid to students’ ability to read complex texts independently,” (CCSSI, 2010, Appendix A, p. 2). It is important to note the gradual decline in K-12 texts impacts all students’ futures, whether or not they choose to enter the workforce or college.
“There is no way my students could
read such difficult books!” The team
member continued, “The Common
Core State Standards must mean
these books are to be read to students.
Expecting teachers to provide
instruction with such difficult texts must
be a mistake.” I realized I had been
listening to similar concerns wherever
educators were gathering to discuss the
Common Core State Standards.
By Thomasina Piercy, Ph.D.
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Thommie Piercy’s leadership and instructional experiences include earning her Ph.D. in Curriculum and Instruction with a focus on Human Resource Development from the University of Maryland in 1997. As a principal and a teacher, she spent ten years
teaching graduate courses to educators from states in the region. Thommie Piercy’s research received the Reading Research Award from the State of Maryland International Reading Association. She was bestowed the Bailor Award for her Distinguished Career in Education from McDaniel College. As a teacher, she was selected one of five expert teachers by the Maryland State Department of Maryland.
Thommie Piercy’s previous publications include Compelling Conversations and chapters in Standards and Assessment: The Core of Quality Instruction, Getting Ready for the Common Core State Standards series (Lead +Learn Press), chapters in Habits of Mind (ASCD), Step-Up-to Excellence (Scarecrow Press), Critical Thinking and Reasoning (Hampton Press), a contribution to Reading Essentials (Heinemann), and articles in The Elementary School Journal and the Journal for ASCD. In the area of professional development, Piercy has presented at ASCD National Conferences, The International Reading Association Conference (IRA), American Association of School Administrators (AASA), and National Staff Development Council (NSDC).
Thommie Piercy chairs the regional NotMYKid organization, a parent resource for help and hope. She and her husband, William, share the pleasures of four
children. They and their two dogs live on the Shenandoah River where they enjoy tubing, reading, and rich conversations!
Disciplinary Literacy Price: $27.95 ISBN: 978-1-935588-06-1 Lead + Learn Press Publication
SPOTLIGHT
Continued on page 23
As described in The Condition of College and Career Readiness Report (ACT, 2010a, p. 20), “Having appropriate and aligned standards, coupled with a core curriculum, will adequately prepare high school students only if the courses are truly challenging. That is, taking the right kinds of courses matters more than taking the right number of courses.” This corresponds with the findings that additional years of coursework do not have a large impact on student readiness to successfully manage the reading required in college social sciences courses (ACT, 2006, p. 10). Rather than the number of courses being a significant indicator of preparedness, student success is related to “what is being asked of students in these courses” (ACT, 2006, p. 10). Again, rigor is surfacing as key factor in students’ future success.
How Is Text Complexity Defined?Understanding concerns about the level of text complexity requires clarity about its meaning. The Common Core State Standards defines text complexity as the inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables (CCSSI, 2010, Appendix A, p. 43). In the Common Core State Standards, a three-part text difficulty assessment that pairs qualitative and quantitative measures with reader-task considerations is presented. What does matching text to reader and task variables actually look like?
The reader’s qualities along with the purpose of the assignment need to be carefully considered in conjunction with the selected text. It is the interplay of all aspects, when aligned with a specific Common Core Standard, that increases students’ capacity to deeply understand increasingly complex texts. Fortunately, improving support To place an order, call toll-free 1.866.399.6019, or visit our
online store at www.LeadandLearn.com/Bookstore.
READER’S Motivation, Knowledge, Experiences
Common Core Standard- identified
Text Complexity-
level of selections
Task’s Purpose/ Questions Cognitive
Demand Levels
READER’S Understanding of Increasingly Complex Text
Closing the Text Complexity Gap to Increase Students’ Deep Understanding of Complex Text
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Literacy Instruction (continued from page 22)
for teachers in the selection of complex texts is an area currently receiving much attention by a variety of educational leaders.
Recognizing the importance of the role of complex text began with understanding the data associated with it. ACT analyzed which skills differentiated those students who equaled or exceeded the benchmark score in the reading section of the ACT college admissions text from those who did not (ACT, 2006, p. 16: CCSS, 2010, Appendix A. p. 2). What specific reading capacities differentiated students’ ability above and below the ACT benchmark? Was it
n students’ capacity to respond to questions written with Bloom’s cognitive processes with higher cognitive demand?
n students’ capacity to demonstrate understanding of textual elements such as drawing conclusions?
Actually, the main differentiator of student success on reading benchmarks was their ability to read, understand, and respond to questions about complex texts (CCSSI, Appendix A, 2010, p.2: ACT, 2006, p. 16). Unfortunately, during the time when text demands in the K-12 curricula were becoming less challenging, the demands in college and careers did not decrease. Instead, they became increasingly difficult.
What is the Connection Between Text Complexity and Disciplinary Literacy?During the quietly increasing disconnect stemming from a gradual, seemingly unnoticeable decrease in expectations for
students to comprehend complex texts, and the increase in college and career expectations for graduates to possess the capacity to handle text complexity, instruction appeared to be appropriately aligned to the needs of students. Excellent comprehension strategies, such as Reciprocal Teaching, provided students comprehension support for predicting, questioning, summarizing and clarifying all texts, in any discipline. But what if the comprehension strategies students were learning with good intentions to be able to “Read Across the Curriculum” were not as generalizable as once thought? As Shanahan and Shanahan explain, “The constraints on the generalizablity of literacy skills … are imposed by the increasingly disciplinary and technical turn in the nature of the literacy tasks (2008, p. 45). Shanahan and Shanahan explained that although most students acquire Basic and Intermediate literacy skills during the elementary and middle school years, it is the specialized skill level of Disciplinary Literacy that enables students to read texts that are uniquely challenging in the different disciplines (2008, p. 44).
Today, students who are unable to read complex texts with understanding read those texts less often at a time when twenty-first-century life’s complexities are expanding.
Increasing the gap in students’ ability to comprehend complex text is our society’s interest in social media and its typically minimal demands for deeply developed concepts.
In response to the vital need created by the text complexity gap, the Common Core State Standards have woven text
Toll-Free 1.866.399.601923
What can I expect to take away from a successfully completed Center Certification Training?During every Certification Training given by The Center, participants are active learners, applying core content, solving problems, and engaging in performance-based learning activities. Throughout a three day Certification Training, you will hone your skills as a facilitator and practice teaching parts of the course’s content in a supportive environment. You will receive immediate feedback on content and effective adult learning methods, as well as receive coaching from an experienced Professional Development Associate.
Most importantly, upon completion, Certified Trainers receive a licensure agreement from The Center, allowing each Certified Trainer to present an unlimited number of seminar(s) for three years after a successful certification. This adds an immense value to The Center’s Certifications, saving schools and districts thousands of dollars in professional development. In addition, participants receive a variety of resources that support core content and implementation, including the following:
n Numerous publications
n Certification Guide
n Additional Training Manual(s)
n A Flash drive with presentation materials and support documents
n A one year subscription to the Marshall Memo
n Immediate and continual support from your trainer, a Center Senior Professional Development Associate
n Weekly support and communication from the Director of Certification
n Ability to purchase training manuals for seminar participants
n Invitations to free webinars on the latest topics in education and Center events
How does a Certified Trainer order training manuals?Currently, there are three options. You can:
1. Call The Leadership and Learning Center toll-free at 866-399-6019.
2. Email Lisa Almeida, Director of Certification: [email protected]
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complexity expectations into the fiber of Grades 2-12 through the progression of Standard 10, which defines grade-by-grade student progress in reading complex texts. In fact, the Common Core State Standards have made increased text complexity one of the key requirements in its document (CCSSI, 2010, Appendix A, p. 2). In conjunction with the Common Core State Standards increasing text complexity expectations through Standard 10, it has included Reading Standards for Literacy in History/Social Studies and Literacy in Science and Technical Subjects for Grades 6-12. These are supported with the College and Career Readiness Anchor Standards for Reading in Grades 6-12.
How Does Disciplinary Literacy Instruction Aligned with the Common Core State Standards Guide Deep Understanding of Complex Texts? To provide instruction, a four-stage Text-Investigation Model focuses on the demands of each discipline. To generate deep understanding, it includes the components of context, text, and two subtexts as they apply to discipline-specific text. Each discipline’s model contains the four stages with text-investigation questions generated from within the discipline. When the Common Core Standards is unwrapped, text questions are developed with cognitive demand necessary for the level of complexity within the text. The disciplinary literacy models for reading as a scientist, a historian, a mathematician, a literary critic, and a musician are included in Disciplinary Literacy: Redefining Deep Understanding and Leadership for 21st Century Demands (Piercy and Piercy, 2011).
Although current studies, reports and the literature include urgent data and rationale for providing discipline-specific instruction compete with complex texts, these reports generally do not provide detailed support for classroom instruction. By focusing on the specific demands of the discipline, the four stages of the text-investigation instructional model align specific Common Core Standards with instruction which embraces the cognitive demand of complex texts.
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STRATEGIES FOR CREATING a Deeper Understanding of the Mathematics CCSS
1. Compare your current grade level Language Arts standards with the Common Core’s. Using two different colored markers, highlight the current standards that will remain the same and highlight those that will change in a different color. Note the similarities and differences to your current expectations for students.
2. Become familiar with the K-12 vertical articulation of the grade-specific standards by tracing the new concepts and skills added to each grade level to reveal the learning progressions.
3. Examine all four literacy strands together for a given grade level to provide perspective on how the horizontal articulation of the strands promotes an integrated model of literacy.
4. Practice the process of “unwrapping” a standard to provide clarity when planning for instruction and assessment.
5. Provide a forum for discussing the topic of why the level of text complexity matters and how to measure it. Begin to identify current resource materials that illustrate the complexity, quality, and range of student reading at various grade levels.
6. Examine your current student work samples against the criteria in the CCSS grade-specific standards and reach agreement on exemplars of proficient work. Use the student and text exemplars from Appendix B and C to further illustrate the level of rigor expected of the standards.
7. Examine current units of study and determine what it will take to ramp up the level of rigor and thinking expected in both standards and assessments.
8. Engage special service providers in preparing to design specific intervention and support to meet diverse needs for advancing all students along the learning progressions.
9. Nurture collaborative efforts by providing time for cross-discipline educators to become familiar with and develop a plan for leveraging shared standards.
10. Persist with the implementation of successful best practices gleaned from two decades of work in advancing standards-based reform efforts.
1. Compare your current grade level Mathematics standards with the Common Core’s. Using two different colored markers, highlight the current standards that will remain the same and highlight those that will change in a different color. Note the similarities and differences to your current expectations for students.
2. Provide examples of mathematical language used in the CCSS and examine samples of student work illustrating understanding of key standards. Determine benchmarks for various levels of proficiency in assessment tasks.
3. Become familiar with the CCSS K-8 mathematical learning trajectories. Trace new concepts and skills within and across domains to reveal the mathematical learning progressions which show how grade ranges build toward or build from one another.
4. Practice “unwrapping” a standard to provide clarity when planning for instruction and assessment.
5. Provide a forum for discussing and demonstrating the integration of the standards for mathematical practices and their interaction with the CCSS content standards.
6. Examine current student work using the criteria outlined in a given standard. Note gaps and consistencies between the current and desired state. Determine what it will take to ramp up the level of rigor and thinking expected in both standards and assessments.
7. Discuss how the content of the CCSS will influence your secondary mathematics program and/or course design’s organization. Consider how the high school model pathways outlined in Appendix A of the CCSS can provide guidance and support for this discussion.
8. Identify effective teacher professional development opportunities and ensure they include mathematical content knowledge that models the use of the CCSS mathematical practices.
9. Engage special service providers to design specific intervention and support to advance a diverse population of students along mathematical learning progressions.
10. Persist in implementing successful best practices gleaned from two decades of work in advancing standards-based reform efforts.
TIPS FOR CREATING a Deeper Understanding of the ELA Common Core
By Maryann Wiggs
For more Common Core resources, visit www.LeadandLearn.com/ccss.25
Educators Rock!Sorry if we missed you at ASCD this year. We had a rockin’ good time with everyone as we continue our Common Core U.S. Tour. Check out www.CommonCoreTour.com for future dates and locations near you. We hope to see you soon!
Leadership and Learning Live, Volume 3 captures Data Teams in action!In this series from The Leadership and Learning Center, viewers will experience a successful Center partnership with Fort Bend Independent School District (ISD) in Texas. The series captures the work of Fort Bend ISD and their implementation of Data Teams.
DVD 1 – Meaningful Instruction Through the Data Teams Process
The Data Teams featured in this video understand that effective instruction leads to improved student learning. The five-step Data Teams process is structured to focus both on teaching and learning. It is through this process that educators carefully analyze student performance and then deliberately select research-based instructional strategies that will have the strongest impact on student learning.
DVD 2 – Results-Driven Data TeamsData Teams are results-driven! While these powerful teams strive towards increasing student achievement, they also know that results do not happen by chance. Data Teams are able to reach levels of success by focusing on student learning and classroom instruction. In this video, viewers will see actual Data Teams that are driven by results!
DVD 3 – Leaders Embracing the Data Teams ProcessThis video focuses on the role of successful leaders and how they support Data Teams implementation. Behind every successful Data Team is an effective leader. While Data Teams are teacher- and student-driven, a dynamic leader can serve as the visionary, the architect, the doctor, the counselor, the facilitator, the teacher, and the crowd enthusiast. Leaders in the Data Teams process celebrate the success of teachers, students, and of themselves as leaders. High performing Data Teams are led by high performing leaders.
DVD 4 – Collaboration Through Data TeamsCollaboration is the thread in which all data-driven decisions are made. The Data Teams in Fort Bend ISD embrace collaboration, and use it as a way to get results in teaching and in learning. The collaborative process allows teams to get “beyond the numbers” and use collective wisdom to make decisions that will benefit all students. Data Teams are the right kind of collaborative professional development and the process results in improved teaching and learning.
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