1. Reframing the Work – Common Core State Standards Sandra Alberti Student Achievement Partners @salberti @achievethecore #CCSS #CoreAdvocates

2. PAGE 2 Agenda Background – why are we doing this The Shifts – what and why Implications – Assessment, Teacher Feedback, Communication Q & A

3. PAGE 3 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.

4. PAGE 4 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.

5. PAGE 5 Standards-Based Instruction – Clear expectations – Clear connection of classroom activities to expectations – Clear information on student progress toward meeting expectations. AKA assessment

6. PAGE 6 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??

7. PAGE 7 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

8. PAGE 8 Principles of Common Core State Standards Fewer - Clearer - Higher (Deeper) Aligned to requirements for college and career readiness Based on evidence Honest about time

9. PAGE 9 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

10. PAGE 10 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

11. PAGE 11 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

12. PAGE 12 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.

13. PAGE 13 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

14. PAGE 14 Mathematics: 3 shifts 1.Focus: Focus strongly where the standards focus.

15. PAGE 15 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).

16. PAGE 16 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

17. PAGE 17 Mathematics: 3 shifts 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics

18. PAGE 18 Coherence: Link to major topics within grades Example: data representation Standard 3.MD.3

19. PAGE 19 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

20. PAGE 20 Required Fluencies in K-6 GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3 Multi-digit division Multi-digit decimal operations

21. PAGE 21 Conceptual understanding of place value…?

22. PAGE 22 Conceptual understanding of place value…?

23. PAGE 23 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

24. Assessment Implications

25. PAGE 25 Clearing the Air About Assessment Issues of Trust Issues of Quality Issues of Alignment Issues of Value Issues of Purpose: Diagnostic, Formative, Summative Issues of Standardized

26. PAGE 26 Assessment Paradigm Shift – Next Generation Assessments worthy of instructional imitation Assessments that are not an interruption to instruction Assessments that deliver valuable, actionable, valued information

27. Instructional Implications Am I Doing the Core?

28. PAGE 28 Purpose of the Coaching Tool Designed to guide effective integration of the Common Core Shifts into instructional practice Intended to help teachers in developing their practice through: ‒ Teacher self-reflection ‒ Teacher-to-teacher learning in PLCs, grade-level meetings or other collaborative structures ‒ Feedback from instructional coaches and leaders Not designed for evaluative purposes All guides are available at achievethecore.org/instructional-practice.

29. PAGE 29 Coaching Tool: Versions The Coaching Tool exists for a single lesson and for over the course of the year Coaching Tools by subject and grade: -ELA/literacy (grades K-2; grades 3-12; History/Social Studies, Science & Technical Subjects) -Mathematics (K-8, HS)

30. PAGE 30 Coaching Tool: Actions and Indicators Each Coaching Tool for a single lesson has 3 Core Actions Each Core Action has 3-7 indicators (look-fors) -Each indicator has an area to note the evidence that has been observed or gathered -Indicators include a binary (yes/no) or 4-point scale that may be used to further focus the evidence collected

31. PAGE 31 Key Characteristics of Leading Organizations Systems Thinking Learning Organizations Know – Really Know – the expectations

32. PAGE 32 Far and away the best prize that life has to offer is the chance to work hard at work worth doing. Theodore Roosevelt

33. Thank You! Sandra Alberti salberti@studentsachieve.net www.achievethecore.org www.achievethecore.org/salberti Twitter: @salberti