Nothing Common About The    Common Core
What do these things have in Common?• Merit Pay• Tenure Reform• Portfolio schools• Eliminating “LIFO”• Teacher Licensing• ...
Standards
Common Core Standards• Establish what students will  Learn not How they will  Learn.• Driven by States and Local  School D...
NOT Standardization
In the ClassroomMore Complex Texts are Introduced at a Younger AgeFocus on Content AND Skills“Common” literature across st...
State Adoption
We need to ensure all studentsgraduate college-ready Our       All students master academic,Ultimate      social, and emot...
Fewer, Higher, Clearer   We have been emphasizing threethemes in our transition to the Common  Core standards and our new ...
The CCSS Requires Three Shifts inELA/Literacy1. Building knowledge through content-rich    nonfiction2. Reading, writing a...
Content Shift #2Text-Dependent QuestionsNot Text-Dependent                        Text-DependentIn “Casey at the Bat,” Cas...
The CCSS Requires Three Shifts in Math 1. Focus strongly where the Common Core    State Standards focus. 2. Coherence: Thi...
Traditional U.S. Approach                 K          12Number andOperationsMeasurementand GeometryAlgebra andFunctionsStat...
Focusing Attention Within Number andOperations                                      Expressions     Operations and Algebra...
District Curricular Support for the Common Core Shifts  - Model Units & Planning Documents (e.g.,    Math Modules, Basal A...
The New Teacher Framework – Aligned to the Common Core 1. Lesson Design and Focus           2. Rigor and Inclusiveness Stu...
Partnership for Assessment ofReadiness for College and Careers(PARCC)                                    18
Grade 10 Prose Constructed-ResponseItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Frien...
What are some ways to get involved?  • Sharing Council of Great City   Schools’ & PTA’s Guides to the   Common Core for Pa...
State Adoption
We need to ensure all studentsgraduate college-ready Our       All students master academic,Ultimate      social, and emot...
Fewer, Higher, Clearer   We have been emphasizing threethemes in our transition to the Common  Core standards and our new ...
The CCSS Requires Three Shifts inELA/Literacy1. Building knowledge through content-rich    nonfiction2. Reading, writing a...
Content Shift #2                      Text-Dependent QuestionsNot Text-Dependent                            Text-Dependent...
The CCSS Requires Three Shifts in Math 1. Focus strongly where the Common Core    State Standards focus. 2. Coherence: Thi...
Traditional U.S. Approach                  K                  12 Number and Operations Measurement and Geometry Algebra an...
Focusing Attention Within Number andOperations                                      Expressions     Operations and Algebra...
District Curricular Support for the Common Core Shifts  - Model Units & Planning Documents (e.g.,    Math Modules, Basal A...
The New Teacher Framework – Aligned to the Common Core   1. Lesson Design and Focus             2. Rigor and Inclusiveness...
Partnership for Assessment ofReadiness for College and Careers(PARCC)                                    31
Grade 10 Prose Constructed-ResponseItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Frien...
What are some ways to get involved?  • Sharing Council of Great City   Schools’ & PTA’s Guides to the   Common Core for Pa...
Common Core @ the School Level       BRICK Avon Academy
The Shift for TeachersFewer   > Sequence of standards   > Reliance on previous mastery of standards   > More time to focus...
Instructional ImplicationsFocus on Classic & Contemporary textsText based questions; evidence based answersFocus on studen...
What You Will SeeTransdisciplinary/Integrated Units of StudyStudents referring to & using evidence from the text to suppor...
What You Will Hear“How is that supported by the text?”Students demanding evidence and precision of classmates   when engag...
Reading Standards for LiteratureKey Ideas and Details (RL.2)      1st Grade:           2nd Grade:          3rd Grade:     ...
Second Grade Reading Lesson                    Part of a larger unit   2nd Grade:  Describe how  characters in a   Close r...
Objective: I can describe how a character responds to major  challenges in a text.Show Me: respond to “How does Fern’s fat...
Text Dependent QuestionHow does Fern respond when she learns her father is going  to kill the pig?If not done as Show Me:H...
Trust and NPS Common Core Presentation to Committee of Advocates
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  • TALKING POINTSPARCC is an alliance of 24 states, educating nearly 25 million students, that are working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 17 governing board states (and D.C.) represented in Dark Blue. CLICK: The chair of the governing board is Mitchell Chester, Education Commissioner of Massachusetts, and the state of Florida is serving as its fiscal agent. CLICK: Achieve is the project manager for PARCC, essentially serving as the staff for the consortium and coordinating the work. Collectively the PARCC states educate nearly 25 million students.Governing States will pilot and field test the assessment system components over the next three years and administer the new assessment system during the 2014-15 school year. Governing States will use the results from the PARCC assessments in their state accountability systemsThe chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational procedures Participating States (light blue) provide staff to serve on PARCC’s design committees, working groups, and other task forces established by the Governing Board to conduct the work necessary to design and develop PARCC’s proposed assessment system. By 2014–15, any state that remains in PARCC must commit to statewide implementation and administration of the Partnership’s assessment system Any PARCC Participating State prepared to make the commitments and take on the responsibilities of a Governing State can become oneNOTESGoverning Board: Comprised of K-12 chiefs from Governing Board StatesTechnical Advisory Committee: Comprised of state/national assessment expertsLeadership Team: Comprised of delegates of K-12 chiefs from Governing Board States (e.g., Assoc. Supt for Curriculum, Assessment and/or Instruction)ACCR: Comprised of national and state postsecondary leadersOperational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertise
  • TALKING POINTSPARCC is an alliance of 24 states, educating nearly 25 million students, that are working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 17 governing board states (and D.C.) represented in Dark Blue. CLICK: The chair of the governing board is Mitchell Chester, Education Commissioner of Massachusetts, and the state of Florida is serving as its fiscal agent. CLICK: Achieve is the project manager for PARCC, essentially serving as the staff for the consortium and coordinating the work. Collectively the PARCC states educate nearly 25 million students.Governing States will pilot and field test the assessment system components over the next three years and administer the new assessment system during the 2014-15 school year. Governing States will use the results from the PARCC assessments in their state accountability systemsThe chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational procedures Participating States (light blue) provide staff to serve on PARCC’s design committees, working groups, and other task forces established by the Governing Board to conduct the work necessary to design and develop PARCC’s proposed assessment system. By 2014–15, any state that remains in PARCC must commit to statewide implementation and administration of the Partnership’s assessment system Any PARCC Participating State prepared to make the commitments and take on the responsibilities of a Governing State can become oneNOTESGoverning Board: Comprised of K-12 chiefs from Governing Board StatesTechnical Advisory Committee: Comprised of state/national assessment expertsLeadership Team: Comprised of delegates of K-12 chiefs from Governing Board States (e.g., Assoc. Supt for Curriculum, Assessment and/or Instruction)ACCR: Comprised of national and state postsecondary leadersOperational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertise
  • Trust and NPS Common Core Presentation to Committee of Advocates

    1. 1. Nothing Common About The Common Core
    2. 2. What do these things have in Common?• Merit Pay• Tenure Reform• Portfolio schools• Eliminating “LIFO”• Teacher Licensing• On Demand Education• Closing Failing Schools• Teacher Evaluation linked to Outcomes
    3. 3. Standards
    4. 4. Common Core Standards• Establish what students will Learn not How they will Learn.• Driven by States and Local School Districts not the Federal Government or NCL• Internationally Benchmarked
    5. 5. NOT Standardization
    6. 6. In the ClassroomMore Complex Texts are Introduced at a Younger AgeFocus on Content AND Skills“Common” literature across states that states build around.Reading ACROSS the CurriculumPrepared for Algebra in grade 8 ( but not mandatory)
    7. 7. State Adoption
    8. 8. We need to ensure all studentsgraduate college-ready Our All students master academic,Ultimate social, and emotional skills Goal to succeed in college
    9. 9. Fewer, Higher, Clearer We have been emphasizing threethemes in our transition to the Common Core standards and our new teacher practice framework – fewer, higher, clearer.
    10. 10. The CCSS Requires Three Shifts inELA/Literacy1. Building knowledge through content-rich nonfiction2. Reading, writing and speaking grounded in evidence from text, both literary and informational3. Regular practice with complex text and its academic language 11
    11. 11. Content Shift #2Text-Dependent QuestionsNot Text-Dependent Text-DependentIn “Casey at the Bat,” Casey strikes What makes Casey’s experiences atout. Describe a time when you failed bat humorous?at something.In “Letter from a Birmingham Jail,” Dr. What can you infer from King’s letterKing discusses nonviolent protest. about the letter that he received?Discuss, in writing, a time when youwanted to fight against somethingthat you felt was unfair.In “The Gettysburg Address” Lincoln “The Gettysburg Address” mentionssays the nation is dedicated to the the year 1776. According to Lincoln’sproposition that all men are created speech, why is this year significantequal. Why is equality an important to the events described in thevalue to promote? speech? 12
    12. 12. The CCSS Requires Three Shifts in Math 1. Focus strongly where the Common Core State Standards focus. 2. Coherence: Think across grade levels, link to major topics within grades. 3. Rigor: Expect fluency, deep understanding, and application. 13
    13. 13. Traditional U.S. Approach K 12Number andOperationsMeasurementand GeometryAlgebra andFunctionsStatistics andProbability 14
    14. 14. Focusing Attention Within Number andOperations Expressions Operations and Algebraic → and → Thinking Equations Number and Operations— Algebra → Base Ten The Number → Number and System Operations— → Fractions K 1 2 3 4 5 6 7 8 High School 15
    15. 15. District Curricular Support for the Common Core Shifts - Model Units & Planning Documents (e.g., Math Modules, Basal Alignment Project) - Pilots & Initiatives (e.g., RTTT Math Pilot, High School Writing Benchmark Assessment Pilot) - Recommended Curricular Resources (e.g., Tri-State Rubrics, Math Scope & Sequence Documents) 16
    16. 16. The New Teacher Framework – Aligned to the Common Core 1. Lesson Design and Focus 2. Rigor and Inclusiveness Students sustain focus on a Instructional strategies challenge specific objective that moves them all students and provide multiple towards mastery. pathways to mastery. - Lesson Sequence - Tailored Instruction - Lesson Components - Questions and Tasks - Pacing & Momentum - Responsiveness - Clarity - Precision & Evidence 3. Culture of Achievement 4. Student Progress Towards A learning-focused environment of Mastery shared expectations promotes Students show evidence of, and mastery. teacher monitors, growth. - Enthusiasm for Learning - Checks for Understanding - Persistence - Feedback - Community - Student Learning - Attention 17
    17. 17. Partnership for Assessment ofReadiness for College and Careers(PARCC) 18
    18. 18. Grade 10 Prose Constructed-ResponseItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay that providesan analysis of how Sexton transforms Daedalus and Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 19
    19. 19. What are some ways to get involved? • Sharing Council of Great City Schools’ & PTA’s Guides to the Common Core for Parents & Community Members • Participating in Pre-Qualification Solicitations (e.g., Professional Development Services, Instructional Materials) 20
    20. 20. State Adoption
    21. 21. We need to ensure all studentsgraduate college-ready Our All students master academic,Ultimate social, and emotional skills Goal to succeed in college
    22. 22. Fewer, Higher, Clearer We have been emphasizing threethemes in our transition to the Common Core standards and our new teacher practice framework – fewer, higher, clearer.
    23. 23. The CCSS Requires Three Shifts inELA/Literacy1. Building knowledge through content-rich nonfiction2. Reading, writing and speaking grounded in evidence from text, both literary and informational3. Regular practice with complex text and its academic language 24
    24. 24. Content Shift #2 Text-Dependent QuestionsNot Text-Dependent Text-DependentIn “Casey at the Bat,” Casey strikes out. What makes Casey’s experiences at batDescribe a time when you failed at humorous?something.In “Letter from a Birmingham Jail,” Dr. What can you infer from King’s letterKing discusses nonviolent protest. about the letter that he received?Discuss, in writing, a time when youwanted to fight against something thatyou felt was unfair.In “The Gettysburg Address” Lincoln “The Gettysburg Address” mentions thesays the nation is dedicated to the year 1776. According to Lincoln’sproposition that all men are created speech, why is this year significant toequal. Why is equality an important value the events described in the speech?to promote? 25
    25. 25. The CCSS Requires Three Shifts in Math 1. Focus strongly where the Common Core State Standards focus. 2. Coherence: Think across grade levels, link to major topics within grades. 3. Rigor: Expect fluency, deep understanding, and application. 26
    26. 26. Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability 27
    27. 27. Focusing Attention Within Number andOperations Expressions Operations and Algebraic → and → Thinking Equations Number and Operations— Algebra → Base Ten The Number → Number and System Operations— → Fractions K 1 2 3 4 5 6 7 8 High School 28
    28. 28. District Curricular Support for the Common Core Shifts - Model Units & Planning Documents (e.g., Math Modules, Basal Alignment Project) - Pilots & Initiatives (e.g., RTTT Math Pilot, High School Writing Benchmark Assessment Pilot) - Recommended Curricular Resources (e.g., Tri-State Rubrics, Math Scope & Sequence Documents) 29
    29. 29. The New Teacher Framework – Aligned to the Common Core 1. Lesson Design and Focus 2. Rigor and Inclusiveness Students sustain focus on a specific Instructional strategies challenge all objective that moves them towards students and provide multiple mastery. pathways to mastery. - Lesson Sequence - Tailored Instruction - Lesson Components - Questions and Tasks - Pacing & Momentum - Responsiveness - Clarity - Precision & Evidence 3. Culture of Achievement 4. Student Progress Towards A learning-focused environment of Mastery shared expectations promotes Students show evidence of, and mastery. teacher monitors, growth. - Enthusiasm for Learning - Checks for Understanding - Persistence - Feedback - Community - Student Learning - Attention 30
    30. 30. Partnership for Assessment ofReadiness for College and Careers(PARCC) 31
    31. 31. Grade 10 Prose Constructed-ResponseItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work HasCome to Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 32
    32. 32. What are some ways to get involved? • Sharing Council of Great City Schools’ & PTA’s Guides to the Common Core for Parents & Community Members • Participating in Pre-Qualification Solicitations (e.g., Professional Development Services, Instructional Materials) 33
    33. 33. Common Core @ the School Level BRICK Avon Academy
    34. 34. The Shift for TeachersFewer > Sequence of standards > Reliance on previous mastery of standards > More time to focus on core concepts & proceduresClearer > The what, not the howHigher > Bar was raised > Text complexity has shifted
    35. 35. Instructional ImplicationsFocus on Classic & Contemporary textsText based questions; evidence based answersFocus on student independence > reading standard 10Linked to teacher evaluation/development
    36. 36. What You Will SeeTransdisciplinary/Integrated Units of StudyStudents referring to & using evidence from the text to support answersStudents independently reading books at their independent level and demonstrating mastery of objective independentlyLinks to Digital Media & information
    37. 37. What You Will Hear“How is that supported by the text?”Students demanding evidence and precision of classmates when engaged in discussionsMore student talk & conversations around literature and ideas
    38. 38. Reading Standards for LiteratureKey Ideas and Details (RL.2) 1st Grade: 2nd Grade: 3rd Grade: Describe Describe how Describe characters, characters in a characters in a settings, and major story respond to story (e.g., their events a story, major events and traits, motivations, using key details. challenges. or feelings) and . explain how their actions contribute to the sequence of events.
    39. 39. Second Grade Reading Lesson Part of a larger unit 2nd Grade: Describe how characters in a Close reading of the text with evidence story respond to major events and challenges. Scaffolded for 7 year olds Intention behind the conversation & question(s)
    40. 40. Objective: I can describe how a character responds to major challenges in a text.Show Me: respond to “How does Fern’s father respond to her request?” or in IR book, describe how a character responds to a challenge.
    41. 41. Text Dependent QuestionHow does Fern respond when she learns her father is going to kill the pig?If not done as Show Me:How does Fern’s father respond to the request?

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