COMMON CORE for SCHOOL COACHES Pat Fitzsimmons and Gail Taylor representing the VT DOE Common Core Team: Marty Gephart, CC Program Manager and MS/HS ELA Lois Fuller, Elementary ELA Julie Conrad, MS/HS Mathematics Kathy Renfrew, Elementary Mathematics and Science Gail Hall, MS/HS Science Michael Hock, SBAC February 16, 2012VT Coaches Meeting1

Learning Intentions – How do the Common Core State Standards... Define high expectations for all students? Require significant shifts in instructional practice for educators? Demand systemic supports to ensure effective implementation? February 16, 2012VT Coaches Meeting2

“ The most remarkable thing about these standards is that they are COMMON!” ~ Bill McCallum~ February 16, 2012VT Coaches Meeting3

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Why did adopt the Common Core State Standards? February 16, 2012VT Coaches Meeting5

Over 1,300 students did NOT graduate from Vermont high schools in The lifetime wages loss for those students is $300 MILLION. February 16, 2012VT Coaches Meeting6

In Vermont, for every th graders: 85 will graduate high school February 16, 2012VT Coaches Meeting7

44 will enter college after graduation In Vermont, for every th graders: February 16, 2012VT Coaches Meeting8

33 will return for their sophomore year In Vermont, for every th graders: February 16, 2012VT Coaches Meeting9

26 will receive a degree within 150% of normal time (6 yrs =bachelor or 3 yrs =assoc) In Vermont, for every th graders: February 16, 2012VT Coaches Meeting10

The Vermont State Board of Education adopted the Common Core State Standards on August 17, 2010 February 16, 2012VT Coaches Meeting11

VT Department of Education Common Core Implementation Goal Each Vermont educator will have an equitable opportunity over time to develop an understanding, appropriate to his or her educational responsibilities, of the Common Core State Standards (CCSS) and their application to curriculum, instruction, and assessment. February 16, 2012VT Coaches Meeting12

The DOE Supported CCSS Implementation Established CC Implementation and Policy groups. Conducted statewide awareness sessions for district teams. (fall 2010) Created CC Vermont WIKI to share best resources. Developed professional learning plans in partnership with members of Implementation Committee, teacher leaders, and other providers of professional development. Offered statewide PD based on those plans. (fall 2011) February 16, 2012VT Coaches Meeting13

Vermont’s Professional Learning Implementation Timeline VT is here! SY SY SY SY SY Professional Learning on significant shifts in instruction February 16, 2012VT Coaches Meeting14

What questions do you have about the implementation plan for CCSS? February 16, 2012VT Coaches Meeting15

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Common Core in Vermont Wiki February 16, 2012VT Coaches Meeting21

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K-5 Teach More of Less: Number and Operations 6-8 Transitional Years: Aggressive Progression to Algebra 9-12 College & Career Ready Advanced Standards Application and Modeling February 16, 2012VT Coaches Meeting23

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“The Mathematical Practices are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient.” “We were purposeful in calling them standards because then they won’t be ignored.” -Bill McCallum February 16, 2012VT Coaches Meeting25

What questions do you have CCSS- Mathematics? February 16, 2012VT Coaches Meeting26

Students who are College & Career Ready in Reading, Writing, Speaking & Listening, and Language... February 16, 2012VT Coaches Meeting27

 Demonstrate independence.  Build strong content knowledge.  Respond to varying demands of audience, task, purpose, and discipline.  Comprehend as well as critique.  Value evidence.  Use technology and digital media strategically and capably.  Come to understand other perspectives and cultures. -- Common Core State Standards, p. 7 February 16, 2012VT Coaches Meeting28

K Foundational Skills: Print Concepts & Phonological Awareness English Language Arts/Literacy CCSS Foundational Skills: Phonics & Word Recognition, Fluency Reading Literature & Informational text, including literary nonfiction: Reading Literature – stories, drama, poetry: Reading informational, including literary nonfiction: Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Writing Standards: Balance of Text Types: Literacy (Writing) in History/Social Studies, Science, & Other Technical Subjects Speaking & Listening Standards Language Standards, including vocabulary acquisition and use February 16, 2012VT Coaches Meeting29

In the seventh- and eighth- grade textbooks, … the mean length of sentences had decreased from 20 words to 14 words – the “equivalent of dropping one or two clauses from every sentence” … -from Hayes, Wolfer, and Wolfe (1996); quoted in Adams (2009) February 16, 2012VT Coaches Meeting30

SMARTER Balanced Assessment ELA/Literacy Claims Claim 1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 2 – Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim 3 – Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 4 – Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. February 16, 2012VT Coaches Meeting31

Significant Instructional Shifts in CCSS for ELA/Literacy--Reading 1. Consistent emphasis on increasingly complex texts throughout the grades to prepare students for success in college and career – Students need to develop the ability and the stamina to read complex texts independently and proficiently. 2. Integration of Literacy across the Content Areas – Educators have a shared responsibility for literacy instruction, regardless of discipline or content area. VT-DOE February 16, 2012VT Coaches Meeting32

33 A focus on effective school systems is critical to implement the instructional practices necessary for all students to meet career and college readiness standards. February 16, 2012VT Coaches Meeting33

By , Principals need to... Cultivate a school culture that requires high expectations for all students. Provide support and structure for teacher collaboration and professional learning. Understand the instructional shifts and ensure teaching depth over coverage. Align teacher evaluation to the knowledge and skills needed to implement CC in the classroom. February 16, 2012VT Coaches Meeting34

Based on this information about CC, what are the implications for your work in school improvement ? February 16, 2012VT Coaches Meeting35