1. PLC: Common Core Session 1 Allison Zmuda, Facilitator zmuda@competentclassroom.com

2. Focus and task for each session Session FocusSession Task Six Instructional Shifts of Common Core — SEPT. 30 Development of “look-fors” — goals to focus student work and/or teacher practice Assessment Design: Cornerstone, Summative, and Formative — NOV. 4 Complete assessments to determine challenges students may face and how to scaffold them appropriately Identify, design, and plan to use assessments Game Film of Classroom Instruction — DEC. 16 Use “game film” protocol to reflect on instruction in connection to CCSS Standards, engagement and effectiveness of the lesson Game Film of Classroom Instruction — JAN. 16 Use “game film” protocol to reflect on instruction in connection to CCSS Standards, engagement and effectiveness of the lesson

3. Transforming Instructional Practice “The Common Core rests on a view of teaching as complex decision making, as opposed to something more routine or drill-based…It requires instructional strategies on teachers’ parts that enable students to explore concepts and discuss them with each other, to question and respectfully challenge classmates’ assertions.” — Charlotte Danielson

4. Beliefs that Inspired CCSS Development 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 12th grade or high school issue. It is an education system issue. 4

5. CCSS Grounding Principles Aligned to requirements for college and career readiness Based on evidence Honest about time HigherClearerFewer

6. www.engageNY.org Shifts in ELA/Literacy 6 Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

7. www.engageNY.org Shifts in Mathematics 7 Shift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

8. Instructional Shifts in More Detail Briefly read CCSS E/LA or Mathematics Instructional Shifts Begin to mull over the two reflection questions 8

9. Close Reading of Video: Explanations of the Shifts by Kate Gerson Read the questions Watch the video and take notes Prepare for a conversation

10. Replay of the Instructional Shifts and a New Twist — Analyzing the Standards In pairs, select an appropriate standard: Reading, Speaking and Listening, Standards for Mathematical Practice Identify what students and teachers need to do to meet the goals of that standard

11. Close Reading of Video: Teaching is the CORE Read the questions Watch the video and take notes Prepare for a conversation

12. Blog Post “The fate of the Common Core State Standards for Mathematics will depend on how we teach more so than what we teach. It's great, for example, that teachers will now have time to explore topics in greater depth. But unless they're prepared to go deeper with those topics, the extra time will be spent reinforcing algorithms and formulas rather than deriving them.” — David Ginsburg 12

13. Perception Gap A survey of 12,000 math teachers found that 80 percent of teachers see the new math standards as “pretty much the same” as their current standards. Another survey of teachers found that 73 percent of teachers already felt somewhat or very prepared to teach the Common Core—and only 27 percent felt somewhat/ very unprepared. This perception needs to change.

15. Time for Focused Play Identify a unit that you will teach between now and our next session Examine the Standards in more detail be using one of the websites on the next page Based on your deeper understanding of the Standards embedded in your unit, what should students be doing to reach those goals?

16. Time for Focused Play MATH http://www.illustrativemathematics.org/ http://www.achievethecore.org/files/7813/7113/ 9474/Cluster_Level_Emphases_06.12.2013.pdf http://commoncoretools.me/category/progressio ns/ http://commoncoretools.me/category/progressio ns/ E/LA http://www.parcconline.org/mcf/ela/parcc- model-content-frameworks-browser http://www.parcconline.org/mcf/ela/parcc- model-content-frameworks-browser

17. Taking Action Student-Friendly Goals Student “Look Fors”

18. Student Friendly Goals Clarify what is expected based on the CCSS Written in “kid-speak” Revisit goals to determine areas of improvement

19. Sample Student-Friendly Goals CCSS E/LA: Grade 7 I can determine the author’s purpose for writing a text. I can use the Internet to interact and collaborate with my peers on writing projects. I can distinguish among connotations and denotations of words. I can analyze the impact of rhyme or repetition of sound on a particular part of a text.

20. Sample Student-Friendly Goals CCSS Math: Grade 6 I can notice when calculations are repeated. Then, I can find more efficient methods and short cuts. When presented with a problem, I can make a plan, carry out my plan, and evaluate its success. My answer matches what the problem asked me to do – estimate or find an exact answer.

21. Student “Look-Fors” Aligned with CCSS standards and related instructional shifts Written in clear and observable language Consistent focus on a handful over time

22. Sample Student “Look-Fors” MP 6: Attend to precision  Communicate precisely using clear definitions  State the meaning of symbols, carefully specifying units of measure, and providing accurate labels  Calculate accurately and efficiently, expressing numerical answers with a degree of precision  Provide carefully formulated explanations  Label accurately when measuring or graphing

23. Take action! Goal is to create a set of student-friendly goals for an area that you will be focusing consistently during the next few months More sample student-friendly goals and look- fors in your packet Use the resources you have around you

24. Homework! Getting Reading for Session 2: Math Focus www.ccsstoolbox.org Click on Resources for Implementation Click on PARCC Prototyping Project Click on Middle or High School Tasks Complete two of the tasks

25. Homework! Getting Reading for Session 2: E/LA Focus Complete 1 of these performance tasks listed on the websites below (or find an existing example that you find more interesting… https://www.georgiastandards.org/Common- Core/Pages/LDC.aspxhttps://www.georgiastandards.org/Common- Core/Pages/LDC.aspx Click on Science or Social Studies. (NOTE: There are multiple tasks in Science and only 1 in Social Studies) http://readingandwritingproject.com/resources/ass essments/performance-assessments.html Click on 2012-13 folder; click appropriate grade level