What it Means,Lessons Learned& What to Look ForWoody Paik • Vice PresidentTransitioning to the Common Core:
Today’s presenterWoody Paik, Vice President
ObjectivesWhat to look for whenpurchasing Common CoreprogramsTransitioning to the Common CoreBrief perspective onwhat the ...
Brief Perspective on What the CommonCore Means for Educators
Reading in the Common CoreMore complexTexts Worth ReadingAuthentic Informational Evidence-basedquestioningReal Worldtopics
Text ComplexityIt is important: Answering complex text questionspredicts college success.The stuff you have may not cut it...
Ohio Grade Level Indicator 4.3 Compare andcontrast information on a single topic or themeacross different text and non-tex...
Overview: Math in the Common CoreNarrow, deeperfocusCoherentconnectionsConsistentprogressionsIncreasedrigor
• Complex, higher-order thinking: Non-routine,multi-step, multi-answer problem solving• In-depth mastery of skills v. spir...
Conceptual Learning
A Significant Shift in Teaching Strategy
California: 5.NS.2.3 Solve simple problems, including ones arising in concretesituations, involving the addition and subtr...
Where the Rubber Meets the RoadTEACHER
“I know where I need tobe; I am just not exactlysure how to get there.”
CCSS Nonfiction Accompanying Genre Guidance• Scientific, technical, historic, and economic accounts• Literary nonfiction: ...
1st Hand Account: Memoir2nd Hand Account: News Article“I was told to use authentic text. I checkedout the resource room –t...
“Are you kidding?”• RL 4.4—Determine the meaning of words and phrases asthey are used in a text, including those that allu...
“Grade-level domain changes mean that my classhas changed from 1/3 of students being below levelto nearly all students bei...
“Conceptual understanding requires teaching the„why‟ in multiple ways. Honestly, I am not thatcomfortable with that.”
From “is it A or B?” to “show why and how.”Representative Teacher Guidance• Don’t use typical addition or subtraction lang...
Standard of Mathematical Practice #6:Attend to precision.“Of course precision is good, but it isn‟t thateasy to embed that...
The Headlines“My kids are further behind grade levelstandards than this time last year or the yearbefore or the year befor...
Kentucky: Nation’s First Common CoreAssessment Results in Major Declines76% 73%48%Reading MathElementary School:Proficient...
What to look for…Overall Brand NEW content published 2011 or later (check theoriginal publication date) Access to prereq...
What to look for…Reading The RIGHT text passages:o Complexo Authentico Genre-rich Evidence-based text analysis requireme...
What to look for…Mathematics Incorporation of all grade level shifts Balance of conceptual understanding and procedural ...
What to look for…Professional Development Thoughtful, embedded professional development that:o Provides step-by-step guid...
Parting ThoughtsCommon Core State Standards“The Standards leave room for teachers, curriculumdevelopers, and states to det...
Contact InformationWoody PaikVice PresidentWPaik@CAinc.com978-495-6858
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Transitioning to Common Core: What it means, What to look for

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Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.

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  • Need to remove white box around image – should solve the overlapping text issue.
  • Deleted bottom two images. May want to re-center these.
  • In the third sentence should it be “guidance” or “guidelines” ?
  • Script change/lead off: “What are we talking about”
  • Woody – will include “discourse” in script but not on slide – too much here already.
  • Woody: I’m not sure this fits here given this is the “WTF” section for teachers – do you want this in the what to look for section or are you trying to show that the level of detail needed in conceptual understanding is ridiculous because need to teach practices as part of the standards…help me clarify.
  • Transitioning to Common Core: What it means, What to look for

    1. 1. What it Means,Lessons Learned& What to Look ForWoody Paik • Vice PresidentTransitioning to the Common Core:
    2. 2. Today’s presenterWoody Paik, Vice President
    3. 3. ObjectivesWhat to look for whenpurchasing Common CoreprogramsTransitioning to the Common CoreBrief perspective onwhat the Common Coremeans for educators“Feet on the Street” perspectivefrom Common Core states inimplementation mode
    4. 4. Brief Perspective on What the CommonCore Means for Educators
    5. 5. Reading in the Common CoreMore complexTexts Worth ReadingAuthentic Informational Evidence-basedquestioningReal Worldtopics
    6. 6. Text ComplexityIt is important: Answering complex text questionspredicts college success.The stuff you have may not cut it: K-12 text complexityhas consistently decreased since the 1960s.It is hard to know what level you have: Text levelingbands—Lexile, Flesch-Kincaid—have expanded toaccommodate CCSS guidance.
    7. 7. Ohio Grade Level Indicator 4.3 Compare andcontrast information on a single topic or themeacross different text and non-text resources.CCSS.ELA-Literacy.RI.4.6 Compare and contrast afirsthand and secondhand account of the same eventor topic; describe the differences in focus and theinformation provided.An Example: State Standards vs. Common CoreRepresentativeStateStandardCommonCoreStateStandard
    8. 8. Overview: Math in the Common CoreNarrow, deeperfocusCoherentconnectionsConsistentprogressionsIncreasedrigor
    9. 9. • Complex, higher-order thinking: Non-routine,multi-step, multi-answer problem solving• In-depth mastery of skills v. spiraledinstruction• Conceptual learning: Understand the “why”and defend/explain answers• Implication: Many standards have movedone or more grade levelsMathematical Rigor
    10. 10. Conceptual Learning
    11. 11. A Significant Shift in Teaching Strategy
    12. 12. California: 5.NS.2.3 Solve simple problems, including ones arising in concretesituations, involving the addition and subtraction of fractions and mixed numbers(like and unlike denominators of 20 or less), and express answers in the simplestform.An Example: State Standards vs. Common CoreGrade5Grade4CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators anddifferent denominators, e.g., by creating common denominators or numerators, or bycomparing to a benchmark fraction such as 1/2. Recognize that comparisons arevalid only when the two fractions refer to the same whole. Record the results ofcomparisons with symbols >, =, or <, and justify the conclusions, e.g., by using avisual fraction model.CCSS.Math.Content.4.NF.B.3c Add and subtract mixed numbers with likedenominators, e.g., by replacing each mixed number with an equivalentfraction, and/or by using properties of operations and the relationship betweenaddition and subtraction.CCSS.Math.Content.4.NF.B.4c Solve word problems involving multiplication of afraction by a whole number, e.g., by using visual fraction models and equations torepresent the problem. For example, if each person at a party will eat 3/8 of a poundof roast beef, and there will be 5 people at the party, how many pounds of roast beefwill be needed? Between what two whole numbers does your answer lie?
    13. 13. Where the Rubber Meets the RoadTEACHER
    14. 14. “I know where I need tobe; I am just not exactlysure how to get there.”
    15. 15. CCSS Nonfiction Accompanying Genre Guidance• Scientific, technical, historic, and economic accounts• Literary nonfiction: essays, speeches, biographies, memoirs, etc.15%85%Typical ElementaryFiction/Nonfiction Ratios50%50%CCSS RequiredFiction/Nonfiction Ratios“I don‟t have enough nonfiction, so I‟m just sittinghere waiting for the book fairy.”
    16. 16. 1st Hand Account: Memoir2nd Hand Account: News Article“I was told to use authentic text. I checkedout the resource room –that‟s probably not going to happen.”
    17. 17. “Are you kidding?”• RL 4.4—Determine the meaning of words and phrases asthey are used in a text, including those that allude tosignificant characters found in mythology (e.g.,Herculean)• RL 5.2—Determine a theme of a story, drama, or poem fromdetails in the text, including how characters in a story ordrama respond to challenges or how the speaker in apoem reflects upon a topic; summarize the text
    18. 18. “Grade-level domain changes mean that my classhas changed from 1/3 of students being below levelto nearly all students being below level.”1) Many standards have moved down a grade level or more.• Understanding Area• Adding/Subtracting Fractions2) There are new standards that were NOT explicitly part ofmany state standards.• Equations to represent proportional relationships3) Increased focus in specific areas• Greater focus in grades 3-5 on measuring objects,measurement word problems, using line plots to displaymeasurement
    19. 19. “Conceptual understanding requires teaching the„why‟ in multiple ways. Honestly, I am not thatcomfortable with that.”
    20. 20. From “is it A or B?” to “show why and how.”Representative Teacher Guidance• Don’t use typical addition or subtraction language like “howmany more, how many altogether, or how many left.”• Students need to analyze to decide which operations (addor subtract) to use.• There is more than one strategy for solving (add thensubtract or subtract and subtract again).
    21. 21. Standard of Mathematical Practice #6:Attend to precision.“Of course precision is good, but it isn‟t thateasy to embed that focus in what I do every day.”
    22. 22. The Headlines“My kids are further behind grade levelstandards than this time last year or the yearbefore or the year before that.”“Many of my „on grade-level‟ kids…..all of asudden…need to play catch up.”“Even with great kids and great teachers andgreat resources, the Common Core is a multi-year journey and I am expected to get therein 8 months. Ugh!”
    23. 23. Kentucky: Nation’s First Common CoreAssessment Results in Major Declines76% 73%48%Reading MathElementary School:Proficient or Better70% 65%46% 41%Reading MathMiddle School:Proficient or Betterfrom “Scores Drop on Kentucky’s CommonCore-Aligned Tests,” Nov. 2012, EdWeek2011 vs. 2012 2011 vs. 201240%
    24. 24. What to look for…Overall Brand NEW content published 2011 or later (check theoriginal publication date) Access to prerequisite skills Enables rapid implementation Access to interim assessments for progress monitoring Does the company have a plan for quickly adjusting topolicy changes? Offline/online instructional offerings Affordable Money back guarantee
    25. 25. What to look for…Reading The RIGHT text passages:o Complexo Authentico Genre-rich Evidence-based text analysis requirements Support for all populations—remediation, enrichment, ELL, etc.
    26. 26. What to look for…Mathematics Incorporation of all grade level shifts Balance of conceptual understanding and procedural fluency Rigoro Complex, higher-order thinkingo In-depth mastery of skillso Non-routine and multi-step problem solvingo Full explanations and justifications Instructional Guidanceo Standards for Mathematical Practiceo Mathematical Discourseo Common Misconceptions Support for all populations—remediation, enrichment, ELL, etc.
    27. 27. What to look for…Professional Development Thoughtful, embedded professional development that:o Provides step-by-step guidance for teacherso Guidance specific to each consortia, SBAC and PARCCo Integrated standards guidance Support at “point of instruction”Overarching GoalEliminate the CCSS “drama” andcomplexity for teachers; give them the“right” resources and support, so they can dowhat they do best—teach.
    28. 28. Parting ThoughtsCommon Core State Standards“The Standards leave room for teachers, curriculumdevelopers, and states to determine how those goals shouldbe reached and what additional topics should beaddressed…Teachers are thus free to provide students withwhatever tools and knowledge their professional judgment andexperience identify as most helpful for meeting the goals setout in the Standards.”“The Common Core State Standards are a big deal….it is safeto say that across the entire history of American education, nosingle document will have played a more influential role overwhat is taught in schools.”Lucy Calkins, Founding Director of the Reading and Writing Project atTeachers College, Columbia University and author of “Pathways to theCommon Core”
    29. 29. Contact InformationWoody PaikVice PresidentWPaik@CAinc.com978-495-6858

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