Common Core State Standards
March 18, 2013
The implementation and assessment of the Common Core State Standards (CCSS) in the classroom is a very hot educational topic across America today. Perhaps the CCSS initiative is the largest change in America’s educational history. Change is always accompanied by a diversity of ideas, beliefs, and philosophies, which eventually converge into political groupings. Political groups can affect the change if they can assume power in some way.
Our session will focus on presenting an array of diversity and stimulating ideas that we have found exist today. We also have gathered a list of resources for your review, some of which are expected reading before the session and others are optional. During the session our goal is to inform you through discussion and videos and then to engage you with a panel of volunteer speakers, who will assist us in a critical dialogue about the Common Core State Standards. The session closing activities will include a sharing of session “take-aways” that will summarize our collective thoughts. We invite you to come prepared with your thoughts and beliefs and be ready to either pose questions or share your “point of view.”
The following panelists have graciously agreed to participate.
Lisa Rivard, Marianne Srock, Kelly Mix
Guest Speaker bios:
Dr. Lisa Rivard spent fifteen years as a teacher, principal, and coach for Utica Community Schools. She also worked at the central office level as the Director of Elementary Programs. Lisa is an adjunct professor at Wayne State University where she teaches Instructional Technology classes for district and school administrators. Dr. Rivard is currently employed at the Macomb Intermediate School District as a Language Arts Consultant and assists regional schools in developing effective literacy plans.Marianne Srock
For the past thirty seven years, Marianne Srock has worked as a mathematics teacher, assistant principal, principal, and mathematics consultant in Macomb County. She is currently implementing the common core state standards and practices in twenty-one districts and approximately three hundred fifty schools. She is a descriptor writer for the Smarter Balanced Assessment Consortium and looks forward to a deepening of student understanding in mathematics with the Common Core implementation and the Smarter Balanced Assessment.
Dr. Kelly Mix is a professor of educational psychology at MSU. Prior to receiving a Ph.D. in developmental psychology from the University of Chicago, she was an elementary teacher in northern California with a teaching specialization in science and math. Her research has focused primarily on the emergence of numeracy in early childhood.
Current projects include studies of the relation between spatial ability and mathematics in the early grades, the impact of concrete models on place value acquisition, and teachers' understanding of the Common Core State Standards for Math.
Common Core Standards: The Big Picture
Guided Panel Discussion
[Letter to the cohort from the Learning Team:]
We have prepared a list of articles, websites, links, etc., that can support our learning about the Common Core State Standards (CCSS) session on Monday, March 18th. We have assembled a description, agenda, and a list of panelist biographies, who will be presenting during our session, and is posted on the EPFP Calendar link. Below is a list of both requested resources and optional resources for your preparation of the upcoming session.
The resources include articles pertaining to both base knowledge as well as those that present a critical point of view of the CCSS. We would like to present some different ways of looking at CCSS. As the time for CCSS implementation draws near, more dissenting voices are inevitably, “coming out of the wood work,” including serious ones like Professor Diane Ravitch. To prepare for the CCSS session we challenge you to ask yourselves, are these simply the usual “sky is falling” narratives that always accompany difficult change? Or, is there merit to some of these criticisms? If so, which ones? How do we know? Some people feel that much of the CCSS discourse has lacked critical analysis of many fundamental assumptions made by CCSS implementers.
We hope to engage you in an active dialogue and debate over the CCSS on Monday. We hope that you will come away with new ways of thinking about the CCSS and what it all means for us as Michigan educators and leaders.
See you Monday,
David, Daryl, John, Scott, & ToddRequested Reading Resources:
Introduction to the Common Core State Standards; June 2, 2010
Common Core State Standards Initiative - Preparing for 2014: A Fundamental Shift Toward College and Career Readiness as the Focus of K-12 Education
Why I oppose Common Core standards: Ravitch (Diane Ravitch, February 26, 2013)
- · This provides many links for major works of scholar on CCSS
Reference document from CCSSO
MDE Common Core Site
- Argument: CCSS are detailed and complex which increases the work of teacher to a great extent.
Coming to Terms with Common Core Standards (Willona Sloan)
- A general description of the CCSS, process of implementation from different states. A comparative issues analysis.
- Argument, “Adoption of common standards "will bring all states' standards down to the lowest common denominator”.
A tough critique of Common Core on early childhood education (Valerie Strauss)
Beyond Standardization: State Standards and School Reforms
State English Standards: An Appraisal of
English Language-Arts/Reading Standards in 28 States
Understanding Common Core Standards
Issues in Analyzing Alignment of Language Arts Common Core Standards with State Standards (Richard W. Beach)
State School Boards Raise Questions About Standards (Catherine Gewertz)
The Case for Literature (Nancie Atwell)
Relating Policy to Research and Practice: The Common Core Standards (Randy Bomer and Beth Maloch)
No Child Left Behind embraces 'college and career readiness'
A very good website for finding good stuff…
Subject-Matter Groups Want Voice in Standards: Math, Reading Associations Fear They'll Be Overlooked (Sean Cavanagh)
Opening the Literature Window (Carol Jago)
A diploma worth having
What is the Development of Literacy the Development Of? (Glynda A. Hull, University of California, Berkeley and Elizabeth Birr Moje, University of Michigan)
The Common Core State Standards: Caution and Opportunity for Early Childhood Education
Peering Toward the Horizon: Reconciling Teacher and Student Perspectives on Studied Literature Texts in Anticipation of Common Core Standards (Kierstin H. Thompson)
A Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum
Framework for English Language Proficiency/ Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards
The Battle for National History Standards (Annika L. R. Labadie)
National costs of aligning states and localities to the CCSS, (Pioneer Institute for Public Policy Research), No. 82, February, 2012.
Parent and Community Engagement
May 6, 2013
Over 40 years of research has documented the positive impact increased family engagement has on education outcomes. The EPFP Parent and Community Engagement Learning Team seeks to:
The afternoon will begin with a brief introduction to the topic by the Learning Team, continue with short presentations by community members actively involved in parent and community engagement, followed by a panel discussion between educational leaders and Fellows, and will end with an application task.
Guest Speaker bios:
1:00-1:30 Overview of the Issue --EPFP Fellows
1:30-2:45 Presentations on Innovative Strategies to Improve Parent Involvement
2:55-3:55 Panel Exploring How Policy Can Support Parent Involvement
Leadership: The Never Ending Narrative
February 13, 2012
This Seminar will focus on the complexity of leadership. Fellows will have an opportunity to hear from two professionals in education: One from the Michigan Education Association and the other from the United Staff Organization. Discussions will focus on current hot topics and the challenges leaders face in implementing policy. In addition, fellows will have an chance to explore their own leadership style.
Cook was a paraprofessional for 15 years for the Lansing Public Schools where he worked as a community school coordinator, home/school liaison in the elementary attendance project and alternative education. He was the President of the Lansing Educational Assistants from 1981 to 1993.
Cook is a graduate of Michigan State University and holds a bachelor’s degree with an emphasis in history, economics and political science.
The Michigan Education Association (MEA) is a self-governing education association, representing more than 155,000 members that consist of teachers, faculty and education support staff throughout the State of Michigan.
Tom has completed several trainings around the state and at MEA’s major conferences. One of the trainings he does is Successful Leadership….A Matter of Style. Tom is also a certified trainer and facilitator for the Interest Based Bargaining style that some districts are using.
Tom also does training and facilitating on a national level through his affiliation with the National Staff Organization (NSO). He is an Executive Committee member of that organization.
Change -- It's What's for Dinner
The Gap Between Policy and Implementation
March 5 2012
Executive Ditector, Education Trust-Midwest
Amber Arellano is the executive director of The Education Trust-Midwest. Arellano has more than two decades of experience in journalism, public policy and strategic public relations. Most recently she was a columnist and editorial board writer for The Detroit News, where she used the News' online platform of more than 1.2 million unique visitors a month to advocate on behalf of low-income and urban students. In 2009 the National Association of Hispanic Journalists named her Commentator of the Year for what it called her influential and crusading coverage of Michigan education. Throughout her career she has covered immigration, politics and education in the Midwest, Southern California, and Mexico. She won national awards for her work as the Race Relations Reporter at The Detroit Free Press. She served at the United Nations High Commissioner for Human Rights Executive Office in Geneva, Switzerland. Her work has spanned the corporate, governmental and non-profit sectors while maintaining a focus on providing a voice for the voiceless.
Arellano holds a Master of Public Policy from the University of Michigan's Ford School of Public Policy, where she specialized in poverty and employment policy. She earned her bachelor's degree in secondary education and journalism from Michigan State University, and studied at the Universidad de Guanajuato in Mexico. She has taught and mentored students of every age, from elementary school to high school and at Michigan State University. A Michigan native and daughter of a respected community activist mom and United Auto Worker father, she is the first in her family to go to college. She is passionate about making sure all Michigan kids have access to great public schools and a shot at their own American dream.
How Effective Collaboration Influences Education Policy
March 19 2012
This session will present an overview of what makes collaboration effective and the role of collaboration on influencing policy. A case study of Excellent Schools Detroit as presented by the CEO and a team-based activity focusing on various aspects of collaboration are used as learning tools to explore how collaboration can influence direction and outcomes in education policy.
About Excellent Schools Detroit: Excellent Schools Detroit was formed as a coalition of Detroit’s education, government, community, and philanthropic leaders who, in March 2010, released an education plan that recommends bold steps so that every Detroit child is in an excellent school by 2020. The plan calls for Detroit to be the first major U.S. city where 90 percent of students graduate from high school, 90 percent of those graduates enroll in college or a quality postsecondary training program, and 90 percent of enrollees are prepared to succeed without remediation.
Dan Varner joined Excellent Schools Detroit as the CEO in 2011. The Excellent Schools Detroit initiative is a partnership of Detroit's education, government, community, parent and philanthropic leaders that aims to develop a citywide plan that will ensure all Detroit children attend excellent schools.
Excellent Schools Detroit partners hope to take advantage of the community's new sense of urgency and hope; results-driven and accountable school and city leadership; and additional funding from federal, state and philanthropic levels. This includes the $5 billion in federal Race to the Top and innovation funds, which will be distributed to states and school districts that are willing to raise learning standards, improve teaching effectiveness, close chronically failing schools and offer excellent alternatives, and use data to monitor student progress and hold schools accountable for results.
Before joining Excellent Schools Detroit, Mr. Varner served as a program officer with the W.K. Kellogg Foundation. In this role, he worked with the Education and Learning team to develop programming priorities, identifying and nurturing opportunities to affect positive change within communities. He managed and monitored a portfolio of active grants, providing technical assistance to grantees on model development, partnership negotiations, leadership capacity building and coaching.
Prior to joining the W.K. Kellogg Foundation, Daniel served as chief executive officer for the youth development organization Think Detroit Police Athletic League (Think Detroit PAL), which he co-founded as Think Detroit in 1996. Earlier in his career, he worked as an attorney in Detroit, Michigan, at the Federal Defender Office and with Sachs, Waldman, O'Hare, Helveston, Bogas & McIntosh, PC.
He earned both a bachelor's degree in history and a Juris Doctor from the University of Michigan. Mr. Varner has won numerous awards for public service, and currently serves on the board of directors at Think Detroit PAL and the Michigan Fitness Foundation, and is a member of the State Board of Education, appointed by Governor Granholm in 2010. He has three children, and lives in Detroit, Michigan.Excellent Schools Detroit
Excellent Schools Detroit was formed as a coalition of Detroit’s education, government, community, and philanthropic leaders who, in March 2010, released an education plan that recommends bold steps so that every Detroit child is in an excellent school by 2020. The plan calls for Detroit to be the first major U.S. city where 90 percent of students graduate from high school, 90 percent of those graduates enroll in college or a quality postsecondary training program, and 90 percent of enrollees are prepared to succeed without remediation.
The citywide plan reflected months of discussions and deliberations, as well as a series of community meetings, youth focus groups, small group discussions with multiple stakeholders, and other efforts. It is also based on research about successful practices in other cities where education reform and transformation strategies have been documented.
The plan requires the implementation of breakthrough strategies in public will building, talent development, new school creation, accountability, and early childhood, all of which will dramatically improve student achievement in schools of all governance models: traditional public, charter, and private.
The problem we are tackling
According to test results released in 2009, only 2% of Detroit’s high school students are prepared for college-level math, and only 11% for college-level reading. Likewise, less than 5% of Detroit’s 4th and 8th graders meet national math standards.