How did we get here? A Common Core-Iowa Core Introduction #CCSS

PAGE 2 Student Achievement Partners – Who We Are SAP is a nonprofit organization founded by three of the contributing authors of the Common Core State Standards Currently a team of approximately 30; office in NY and team members located throughout the country Funded by foundations: GE Foundation, Hewlett Foundation, Bill & Melinda Gates Foundation and The Helmsley Charitable Trust Our mission: Student Achievement Partners is devoted to accelerating student achievement by supporting effective and innovative implementation of the CCSS.

PAGE 3 Our Principles – How we approach the work W E HOLD NO INTELLECTUAL PROPERTY Our goal is to create and disseminate high quality materials as widely as possible. All resources that we create are open source and available at no cost. We encourage states, districts, schools, and teachers to take our resources and make them their own. W E DO NOT COMPETE FOR STATE, DISTRICT OR FEDERAL CONTRACTS Ensuring that states and districts have excellent materials for teachers and students is a top priority. We do not compete for these contracts because we work with our partners to develop high quality RFPs that support the Core Standards. W E DO NOT ACCEPT MONEY FROM PUBLISHERS We work with states and districts to obtain the best materials for teachers and students. We are able to independently advise our partners because we have no financial interests with any publisher of education materials. Our independence is essential to our work.

PAGE 4 Standards driven instruction – Clear expectations – Clear connection of classroom activities to expectations – Clear information on student progress toward meeting expectations. AKA assessment

PAGE 5 Why are we doing this? We have had standards. Before CCSS we had standards, but rarely did we have standards-based instruction. ✓ Long lists of broad, vague statements ✓ Mysterious assessments ✓ Coverage mentality ✓ Focused on teacher behaviors – “the inputs” Is it working?? for students??

PAGE 6 Results Previous state standards did not improve student achievement. Gaps in achievement Gaps in expectations NAEP results ACT data – College Readiness Benchmark College remediation rates

PAGE 7 What are our expectations? Based on the beliefs that A quality education is a key factor in providing all children with opportunities for their future It is not enough to simply complete school, or receive a credential – students need critical knowledge and skills This is not a 12 th grade or high school issue. It is an education system issue Quality implementation of the Common Core State Standards is a necessary condition for providing all students with the opportunities to be successful after high school. 7

PAGE 8 A Conversation about Standards - Communication ✓ Standards aligned vs. Standards based ✓ Standards vs. Standardization ✓ Standards vs. Curriculum ✓ Not a ceiling, but a message about priority ✓ Based on evidence v. Researched ✓ Focus, not simplify the work

PAGE 9 Principles of Common Core State Standards Fewer - Clearer - Higher (Deeper) Aligned to requirements for college and career readiness Based on evidence Honest about time

PAGE 10 Implications What implications do Standards have on what we teach? What implications do Standards have on how we teach? This effort is about much more than implementing the next version of the standards: It is about preparing all students for success in college and careers. For opportunities

PAGE 11 ELA/Literacy: 3 shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational

PAGE 12 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter From a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss a time when you wanted to fight against something that you felt was unfair. From “The Adventures of Tom Sawyer,” have students identify the different methods of removing warts that Tom and Huck talk about. Ask students to devise their own charm to remove warts. Are there cultural ideas or artifacts from the current time that could be used in the charm? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben? Text-DependentNon-Text-Dependent

PAGE 13 Example? EXAMPLESJames Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

PAGE 14 ELA/Literacy: 3 shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

PAGE 15 Mathematics: 3 shifts 1.Focus: Focus strongly where the standards focus.

PAGE 16 Mathematics topics intended at each grade by at least two-thirds of A+ countries Mathematics topics intended at each grade by at least two- thirds of 21 U.S. states The shape of math in A+ countries 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

PAGE 17 Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction - concepts, skills, and problem solving and place value 3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional relationships; early expressions and equations 7 Ratios and proportional relationships; arithmetic of rational numbers 8 Linear algebra and linear functions Priorities in Mathematics

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PAGE 20 Mathematics : 3 shifts 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics

PAGE 21 Coherence: Link to major topics within grades Example: data representation Standard 3.MD.3

PAGE 22 Mathematics: 3 shifts 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics 3.Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

PAGE 23 Required Fluencies in K-6 GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within NBT.4Add/subtract within 1,000, NBT.5Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

PAGE 24 Conceptual understanding of place value…?

PAGE 25 Conceptual understanding of place value…?

PAGE 26 Power of the Shifts Know them – both the what and the why Internalize them Apply them to your decisions about ✓ Time ✓ Energy ✓ Resources ✓ Assessments ✓ Conversations with parents, students, colleagues

Thank You! Sandra Alberti