common core implementation managing the change august 13, 2012

Common Core Implementation

Managing the Change

August 13, 2012

Support for Change: Two Books.

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“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

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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http://www.p12.nysed.gov/irs/pressRelease/20120717/2012-ELAandMathSlides-SHORTDECK-7-16-12.ppt

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


•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


•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


•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


•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


•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


•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

Mathematics Shift 5: Rigor- Application


•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


•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.