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Common Core Implementation
Managing the Change
August 13, 2012
Support for Change: Two Books.
2
“A few modern philosophers…assert that an individuals’ intelligence is a fixed quantity, a quantity which cannot be increased.
We must protest and react against this brutal pessimism… With practice, training,
and above all, method, we manage to increase our attention, our memory, our
judgment…
and literally become more intelligent than we were before.”
Binet co-authored the IQ test.
Alfred Binet
Fixed Mindset
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Assumptions: Intelligence is a “thing.” Intelligence is innate and fixed. Intelligence is measurable and is unevenly distributed. Innate ability determines learning and achievement.
+
+
CONFIDENCE
Ability
Hard Work Strategies
EFFECTIVEEFFORT
ACHIEVEMENT
Assumptions: Innate ability explains only part of learning and
achievement. Intelligence is not fixed. Intelligence grows incrementally and is influenced by
expectations, confidence and effective effort. Effective effort=working hard and smart (using effective
strategies)
Growth Mindset
What You Need to Know
Think you can.
Smart is not something you are.
Smart is something you get.
Effective Effort
Strategic Support
Get Smart.
Fixed Mindset vs. Growth Mindset
The fixed mindset creates an urgency to prove yourself over and over.
If you have only a certain amount of intelligence, personality and moral character, then you’d better prove you have a healthy dose of these.
The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.
• Although everyone may differ in every way…everyone can change and grow through application and experience.
Jeff Howard on Dweck
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Very smart
Kinda smart
Kinda dumb
Quiet Reflection: Who are your VSs, KSs, KDs?
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Very smart
Kinda smart
Kinda dumb
Perceptions Count
• Our perceptions influence our:
Self Concept Expectations for future situations Feelings of power and efficacy Subsequent motivation to put forth
effort Language Behavior
Attribution Theory: Why Do I Believe This?
EXTERNAL FACTORS
TASK DIFFICULTY
LUCK
INTERNAL FACTORS
SUFFICIENT ABILITY
EFFORT
CALVIN AND HOBBES by Bill Watterson
Self reflection• What is your story?
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Students• How do you see fixed mindset
playing out in your work? How does it affect the behavior of adults and/or students around you?
• How do the beliefs we have about students play out in Common Core implementation?
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Smart is something you can get.
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… convincing students/teachers to shift their attributions of success and failure
Away from external factors:
• task difficulty• luck
To internal factors:
• sufficient ability• effort
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Attribution Retraining
average smart
weakness
bright can’t
slow
easy hardnot yet
currently performing strengt
hs and needs
capableskilled
Move from using words like:
to using words like:
High School Graduation & College Completion
• Nationally, out of 100 middle school students…
‒ 93 say they want to go to college.
‒ 70 will graduate from high school.
‒ 44 enroll in college.
‒ 26 earn a college degree within six years
Conley, David. 2012, “The Complexities of College and Career Readiness.” https://epiconline.org/files/pdf/07102012_Keene_NH.pdf
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Statewide Graduation Rates
% Students Graduating After 4 YearsResults through June 2012, All Students
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Graduating College and Career Ready
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New York's 4-year high school graduation rate is 74% for All Students.However, the percent graduating college and career ready is significantly lower.
June 2012 Graduation RateGraduation under Current Requirements Calculated College and Career Ready*
% Graduating % Graduating
All Students 74.0 All Students 35.3
American Indian 58.5 American Indian 18.8
Asian/Pacific Islander 81.6 Asian/Pacific Islander 56.5
Black 58.1 Black 12.5
Hispanic 57.8 Hispanic 15.7
White 85.7 White 48.5
English Language Learners 34.3 English Language Learners 7.3
Students with Disabilities 44.7 Students with Disabilities 4.9*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.Source: NYSED Office of Information and Reporting Services
College Remediation in NYS
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Over 50% of students in NYS two-year institutions of higher education take at least one remedial course.
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
Percent at or above Proficient: 3-8 ELA & Math
2009 2010 2012
Grade ELA Math ELA Math ELA Math
3 76 93 55 59 56 61
4 77 87 57 64 59 69
5 82 88 53 65 58 67
6 81 83 54 61 56 65
7 80 87 50 62 52 65
8 69 80 51 55 50 61
Source: NYSED June 17, 2012 Release of Data (Background Information: Slide Presentation). Available at: http://www.p12.nysed.gov/irs/pressRelease/20120717/2012-ELAandMathSlides-SHORTDECK-7-16-12.ppt. ELA data from slide 16; Math data from slide 31. Percentages represent students scoring a “3” or a “4”
NAEP 2007 NAEP 2009 NAEP 2011
Grade Reading Math Reading Math Reading Math
4 36 43 36 40 35 36
8 32 30 33 34 35 30
Source: NAEP Summary Report for New York State. Available at: http://nces.ed.gov/nationsreportcard/states/Default.aspxMost recent year available for Reading and Mathematics is 2011.
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New York
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These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. … It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
CCSSM, p. 5
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Instructional Shifts Demanded by the Core
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Shifts in Assessments
Six Shifts in ELA Assessments
ELA/Literacy Shift 1: Balancing Informational and Literary
TextWhat the Student Does… What the Teacher Does…
•Build content knowledge
•Exposure to the world through reading
•Apply strategies
•Balance informational & literary text
•Scaffold for informational texts
•Teach “through” and “with” informational texts
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Principal’s Role: Purchase and provide equal amounts of informational and literacy texts for each classroom
Provide PD and co-planning opportunities for teachers to become more intimatewith non fiction texts and the way they spiral together
Support and demand ELA teachers’ transition to a balance of informational text
Principal’s Role: Purchase and provide equal amounts of informational and literacy texts for each classroom
Provide PD and co-planning opportunities for teachers to become more intimatewith non fiction texts and the way they spiral together
Support and demand ELA teachers’ transition to a balance of informational text
ELA/Literacy Shift 2: Knowledge in the Disciplines
What the Student Does… What the Teacher Does…
•Build content knowledge through text
•Handle primary source documents
•Find Evidence
•Shift identity: “I teach reading.”
•Stop referring and summarizing and start reading
•Slow down the history and science classroom
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Principal’s Role:
Hold teachers accountable for building student content knowledge through text
Support and demand the role of all teachers in advancing students’ literacy
Give teachers permission to slow down and deeply study texts with students
Principal’s Role:
Hold teachers accountable for building student content knowledge through text
Support and demand the role of all teachers in advancing students’ literacy
Give teachers permission to slow down and deeply study texts with students
ELA/Literacy Shift 3: Staircase of Complexity
What the Student Does… What the Teacher Does…
•Re-read
•Read material at own level to enjoy meeting
• tolerate frustration
•more complex texts at every grade level
•Give students less to read, let them re-read
•More time on more complex texts
•Provide scaffolding & strategies
• Engage with texts w/ other adults
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Principal’s Role:
Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade.
Support and demand that teachers build a unit in a way that has students scaffold to
more complex texts over time
Principal’s Role:
Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade.
Support and demand that teachers build a unit in a way that has students scaffold to
more complex texts over time
ELA/Literacy Shift 4: Text Based Answers
What the Student Does… What the Teacher Does…
•find evidence to support their argument
•Form own judgments and become scholars
•Conducting reading as a close reading of the text
• engage with the author and his/her choices
•Facilitate evidence based conversations about text
•Plan and conduct rich conversations
•Keep students in the text
•Identify questions that are text-dependent, worth asking/exploring, deliver richly
•Spend much more time preparing for instruction by reading deeply.
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Principal’s Role: Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text
Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.
Hold teachers accountable for fostering evidence based conversations about texts with and amongst students.
Principal’s Role: Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text
Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.
Hold teachers accountable for fostering evidence based conversations about texts with and amongst students.
ELA/Literacy Shift 5: Writing from Sources
What the Student Does… What the Teacher Does…
•generate informational texts
•Make arguments using evidence
•Organize for persuasion
•Compare multiple sources
•Spending much less time on personal narratives
•Present opportunities to write from multiple sources
•Give opportunities to analyze, synthesize ideas.
•Develop students’ voice so that they can argue a point with evidence
•Give permission to reach and articulate their own conclusions about what they read
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Principal’s Role:
Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text.
Principal’s Role:
Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text.
ELA/Literacy Shift 6: Academic Vocabulary
What the Student Does… What the Teacher Does…
•Use high octane words across content areas
•Build “language of power” database
•Develop students’ ability to use and access words
•Sequence texts so that students encounter high-octane words within a particular domain over and over in increasingly complex contexts
•Be strategic about the new vocab words
•Work with words students will use frequently
•Teach fewer words more deeply
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Principal’s Role:
Shift attention on how to plan vocabulary meaningfully using tiers andtransferability strategies
Demand the spiraling of increasingly complex texts within particulardomains
Principal’s Role:
Shift attention on how to plan vocabulary meaningfully using tiers andtransferability strategies
Demand the spiraling of increasingly complex texts within particulardomains
Marylin Jager Adams:
How Might Children Acquire 1,000,000 Vocabulary Words?Direct Vocabulary InstructionDirect Vocabulary Instruction
20 Words Taught per Week, every week, from G 1 - G 12
Number of words per week = 20
Number of weeks per school year = 36
Number of years from G 1 - G 12 = 12
= 20 words x 36 weeks per grade x 12 grades =
20 x 36 x 12 = 8640 words learned total(Assuming that the kids learn every word perfectly)
“Students living in poverty often have a gap in their knowledge of words and knowledge about the world.”
-David Liben
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The Wizard of Oz
Use details and evidence to support your answers! What motivates Dorothy? What role do the red shoes play? What element of the human psyche does the lion
represent? What is the climax of the story? How many settings are there in the story? Is it real or is it a dream? What is the theme?
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W.E.B. DuboisDiscuss these answers and be 100% sure to have ONLY evidence
based conversations about the text!
1. What is the unasked question Dubois is referring to, and what are the variety of ways people ask it?
2. Why is this “unasked question” present?
3. What is the “other world” Dubois is referring to?
4. What “revelation” did Dubois have as a young man and what caused it? What are the implications of this revelation?
5. What does Dubois mean when he refers to “a region of blue sky”? What are the ways he achieves that sky?
6. What are the three “how’s” that Dubois’ considers using to wrest the prizes from the other boys?
7. What can be inferred about Dubois’ vision for a path to equality with the “other world”?
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Pre-CCSS Questions• What weather words and phrases does the author
use?
• Alexie uses the paradox of fighting at a party, two seemingly incompatible events that nonetheless occur. What other examples of paradox appear in the story, and why might that be?
• Which character to you most resemble? Why?
• How does the author use one or more major metaphors (storms, water, drowning)?
• Write a brief summary of the text, its relationship to events, and its use of symbolism and paradox to illustrate it major theme.
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Reading Targets
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Instructional Shifts Demanded by the Core
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Shifts in Assessments
Six Shifts in Mathematics Assessments
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).
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Mathematics Shift 1: FocusWhat the Student Does… What the Teacher Does…
•Spend more time on fewer concepts.
•Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom.
•Focus deeply on what is emphasized
in the standards, so that students gain strong foundations.
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Principal’s Role: Work with groups of math teachers to determine what content to prioritize most deeply
and what content can be removed (or decrease attention).
Give teachers permission and hold teachers accountable for focusing on the priority standards immediately
Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge
Principal’s Role: Work with groups of math teachers to determine what content to prioritize most deeply
and what content can be removed (or decrease attention).
Give teachers permission and hold teachers accountable for focusing on the priority standards immediately
Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge
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GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction - concepts, skills, and problem solving and place value
3–5Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra and functions
Key Areas of Focus in Mathematics
Sample Grade 5
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Mathematics Shift 2: Coherence
What the Student Does… What the Teacher Does…
•Build on knowledge from year to year, in a coherent learning progression
•Connect the threads of math focus areas across grade levels
•Connect to the way content was taught the year before and the years after
•Focus on priority progressions. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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Principal’s Role:
• Ensure that teachers know the Progressions within and across grades
• Provide and monitor productive common planning time which is informed deeply by the Progressions.
Principal’s Role:
• Ensure that teachers know the Progressions within and across grades
• Provide and monitor productive common planning time which is informed deeply by the Progressions.
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K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach
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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
→
KK 11 22 33 44 55 66 77 88 High SchoolHigh School
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Shift # 3, 4, 5 and 6: Rigor
• The CCSSM require a balance of:
Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving
situations
• Pursuit of all threes requires equal intensity in time, activities, and resources.
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Mathematics Shift 3: Rigor - Fluency
What the Student Does… What the Teacher Does…
•Spend time practicing, with intensity, skills (in high volume)
•Push students to know basic skills at a greater level of fluency
•Focus on the listed fluencies by grade level
•Uses high quality problem sets, in high volume
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Principal’s Role:
Take on fluencies as a stand alone CCSS aligned activity and build school culture around them.
Principal’s Role:
Take on fluencies as a stand alone CCSS aligned activity and build school culture around them.
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Required Fluencies in K-6
Grade Standard Required FluencyK K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.22.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
3 3.OA.73.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations
Mathematics Shift 4: Rigor - Deep
UnderstandingWhat the Student Does… What the Teacher Does…
•Show mastery of material at a deep level
•Articulate mathematical reasoning
•demonstrate deep conceptual understanding of priority concepts
Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives
Students are able to see math as more than a set of mnemonics or discrete procedures
Conceptual understanding supports the other aspects of rigor (fluency and application)
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Principal’s Role: Allow teachers to spend time developing their own content knowledge
Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplary student work
Principal’s Role: Allow teachers to spend time developing their own content knowledge
Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplary student work
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Mathematics Shift 5: Rigor- Application
What the Student Does… What the Teacher Does…
•Apply math in other content areas and situations, as relevant
•Choose the right math concept to solve a problem when not necessarily prompted to do so
•Students can use appropriate concepts and procedures for application even when not prompted to do so.
•provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS.
•ensure that students are using grade-level-appropriate math to make meaning of and access science content.
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Principal’s Role: Ensure that math has a place in science instructionCreate a culture of math application across the school
Principal’s Role: Ensure that math has a place in science instructionCreate a culture of math application across the school
Rigor- Application
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Mathematics Shift 6: Rigor - Dual Intensity
What the Student Does… What the Teacher Does…
•Practice math skills with an intensity that results in fluency
•Practice math concepts with an intensity that forces application in novel situations
•Find the dual intensity between understanding and practice within different periods or different units
•Be ambitious in demands for fluency and practice, as well as the range of application
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Principal’s Role:
Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas
Principal’s Role:
Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas
Common Pitfalls in early CCSS implementation
• Low Rigor Questions and Activities What are the kids actually doing? Do the activities and questions require students to be able to read, think,
understand, make meaning, and conduct analysis?• Pacing of Texts and Concepts
When is the “reading” or math thinking actually happening? Is there enough TIME built into lessons for this work to happen with teacher
support?• Progressions
Are students steadily acquiring knowledge and skills along the progressive assumptions built into the standards?
• Micro Standards Are we breaking the standards up into bits and losing key verbs, nouns, or
relationships/ connections• Teachers are still doing all the thinking
If you read between the lines, who will end up making the meaning? Who will be articulating mathematical reasoning?
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Recommended Areas of Focus for Teacher Time:
• Diving Deeply into the shift, the standards as a whole, and exemplary curricular work
• Conceptual learning in Math for Elementary & Secondary Teachers
• Study in Research Writing (standards 7-9) for Secondary (6-8) Teachers
• Intensive Adult to Adult conversations about Content– Math concepts
– ELA Texts
• Practical application and processing devoted to problem solving implementation/ shift experimentation/ evidence collection guides in student teaching
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Curriculum Modules P-12 Math
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We are partnering NYSED is partnering with Common Core Inc. to develop focused, comprehensive materials in Grades P-12 that progresses across the school year and across the grades.
Curriculum Modules: P-2 ELA
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NYSED is partnering with Core Knowledge
Phased implementation:
Year 1:•Listening and Learning modules•Ongoing professional development with educators
Year 2:•Student skills development modules•Ongoing professional development with educators
Curriculum Modules 3-12 ELA
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We are partnering NYSED is partnering with Expeditionary Learning and Public Consulting Group to develop comprehensive materials in Grades 3-12 that progress across the school year and across the grades.
Instructional Videos on EngageNY.org
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To what extent do the assessments and performance tasks reflect the Common Core
Instructional Shifts?
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NYSED Assessment Design Documents
www.engageNY.orgwww.engageNY.org
Thank You.
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