Common Core State Standards: So, What’s New?: The Shifts Sandra Alberti Student Achievement Partners Integrating Common Core Expectations into Educator Support and Evaluation Systems

Why are we doing this? We have had standards. Before Common Core State Standards 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” 2

Principles of the CCSS Fewer - Clearer - Higher Aligned to requirements for college and career readiness Based on evidence Honest about time

Implications What implications do the CCSS have on what we teach? What implications do the CCSS have on how we teach? 4 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.

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

Non-Examples and Examples 6 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, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent

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. 7

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

Text Complexity 9 Appendix A Supplement to Appendix A Appendix B CCSS address what and how students read.

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

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).

K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach

Focusing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra  Number and Operations— Base Ten  The Number System  Number and Operations— Fractions  K High School

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 reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra, linear functions Priorities in Mathematics

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

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

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

Conceptual understanding of place value…?

Conceptual Understanding of Place Value

Conceptual Understanding of Fractions

Required Fluencies in K-6 GradeStandardRequired Fluency K K.OA.5 Add/subtract within OA.6 Add/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.4 Add/subtract within 1,000, NBT.5 Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

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 Continue to engage with them: Follow us on 23

Key Characteristics of Leading Organizations Systems Thinking Learning Organizations Know – Really Know – the expectations 24

25 HOW DO NEW ASSESSMENTS CAPTURE THE CHANGES IN THE COMMON CORE STATE STANDARDS? 25

26 WHAT DOES ALL OF THIS MEAN FOR EDUCATOR EFFECTIVENESS? 26

The Shifts in Action: Aligning Instructional Practice to the Requirements of the Common Core Successful implementation of the CCSS will require important shifts, not only in content but in instructional practice. The Standards alone will not yield the full impact of Common Core State Standards, teachers will do this. Current widely adopted teacher observation frameworks are not yet designed to fully address the requirements of the Common Core. 27 Supporting teachers and achieving the promise of the CCSS requires aligned systems of professional learning and evaluation

Guiding Principles for Tool Design Invites shared responsibility Scalable and informs continuous improvement Humane and fair in its substance and timing Allows for clear and practical implementation Enables evidence of teacher practice and student work to be gathered and communicated to inform continuous development and provide information about implementation of the Common Core State Standards. Designed to be implemented in a respectful manner Makes sure that teachers have the resources and support to do what is being asked of them Makes the full picture of expectations over time available and clear Aligned with other tools and supports for teachers Designed to inform a system that supports the ongoing development of teachers Linked to high quality tools and supports Able to form the backbone of professional development Aligned with the Common Core Designed to increase teachers’ understanding of and support for the Common Core State Standards Grounded in specific and measurable practices that support the Common Core State Standards Leads to appropriate alignment of expectations across the system (i.e., teachers, principals, schools) Invites teachers to take ownership in the development of the tool 28

Guiding Principles for Tool Design Invites shared responsibility Scalable and informs continuous improvement Humane and fair in its substance and timing Allows for clear and practical implementation Enables evidence of teacher practice and student work to be gathered and communicated to inform continuous development and provide information about implementation of the Common Core State Standards. Designed to be implemented in a respectful manner Makes sure that teachers have the resources and support to do what is being asked of them Makes the full picture of expectations over time available and clear Aligned with other tools and supports for teachers Designed to inform a system that supports the ongoing development of teachers Linked to high-quality tools and supports Able to form the backbone of professional development Aligned with the Common Core Designed to increase teachers’ understanding of and support for the Common Core State Standards Grounded in specific and measurable practices that support the Common Core State Standards Leads to appropriate alignment of expectations across the system (i.e., teachers, principals, schools) Invites teachers to take ownership in the development of the tool 29

Instructional Practice Evidence Guides 30 Instructional Practice Evidence Guides have been developed for ELA/Literacy (K-2, 3-5, 6-12) and Mathematics (K-8). The evidence guides are: Designed to guide assessment of effective integration of the Common Core State Standards shifts into instructional practice. Intended to support teachers in developing their practice, and to help coaches or other instructional leaders in supporting them to do so. For example, through: ‒Teacher self-reflection ‒Teacher-to-teacher learning in PLCs, grade-level meetings or other collaborative structures ‒Coaching and feedback from instructional coaches or leaders

Evidence Guide Features Evident during a lesson, evident over the course of the year Content Specificity – Example ELA/Literacy During a lesson High quality text or texts at the center of the lesson Questions and tasks are text dependent and text specific All students are productively engaged in the work of the lesson using evidence Over the course of a year Students encounter an appropriate balance and sequence of texts Students are asked to practice the range of tasks the standards demand Students work demonstrates that students meet the grade- specific foundational skills and ELA standards 31

Actions 32

Continue to engage with the shifts The Essential WebQuest Follow us on 1.Shifts 2.PD modules 3.Close reading exemplars 4.Areas of focus in mathematics 5.Basal Alignment Project/Anthology Alignment Project 6.Publishers Criteria ‒K-8 Mathematics ‒High School Mathematics ‒K-2 ELA/Literacy ‒3-5 ELA/Literacy ‒6-12 ELA/Literacy 33