Exploring a Route Toward Adoption of the Common Core. University of Wisconsin-Madison, Christopher Lehman, American Education Week, November 20, 2013

Exploring a Route
Toward Adoption of
the Common Core
!

Christopher Lehman
!

American Education Week
University of Wisconsin-Madison
November 20, 2013
All contents of this presentation: © Christopher Lehman 2013 unless otherwise stated.
Every effort has been made to cite material adherent to copyright law. If an error appears to have been made please contact and the request will be handled immediately.

#AEW2013
!

@UWMadEducation
!

@iChrisLehman

“Boys who have known how difficult school can be from
the very start, boys who have always had to work harder
and longer than everyone else just to receive marginal
grades, boys who have had to give up their summers to
school sessions because their test scores are not
deemed sufficient, boys who know what it is to be
intellectually impaired and to try their hardest despite
their difficulties; these boys cried.
!

Testing: Are percentage of students crying valuable data?
Christopher Lehman, SmartBrief SmartBlog on Education May 2013

“I consoled them as well as I could. I promised them
that doing their best was something to be proud of. I
gave them time to compose themselves before they
returned to class after three hours of giving
everything they had to a task they could not complete.
I told them I would call home to let their parents know
that they worked as hard as they could.
!


When I left them in their classrooms, I talked to other
teachers and learned that a student threw up, another
child banged his head against the wall, and many
other students across the grades could not ﬁnish their
tests within the time allotted.
!

!


“I thought about the third day of testing to take place
tomorrow, another three hours of a test that these
students cannot read and understand. I also thought
about these boys and their small heroic acts of
tackling tests so far above their ability that to even
ﬁnish them became impossible, and I cried.
What are we teaching these children, and why?”


NAEP 2012 Trends in Academic Progress
http://nces.ed.gov/nationsreportcard/subject/publications/main2012/pdf/2013456.pdf

Highlights from PISA 2009: Performance of 15 Y.O.
http://nces.ed.gov/pubs2011/2011004.pdf

UNICEF Innocenti: Child Poverty in Rich Countries 2005
http://www.unicef-irc.org/publications/pdf/repcard6e.pdf

“When the tests are aligned with the common standards,
the curriculum will line up as well—and it will unleash a
powerful market of people providing services for better
teaching. For the ﬁrst time, there will be a large uniform
base of customers looking at using products that can help
every kid learn and every teacher get better. Imagine having
the people who create electrifying video games applying
their intelligence to online tools that pull kids in and make
algebra fun.”
!

- Bill Gates
2009 National Conference of State Legislatures
gatesfoundation.org

“Dear world, I just want to teach.
That's it. I'm a good teacher but my
life is being taken over by paperwork/
minutia in order to prove it.”
– Sarah

DECIDE

ASK

CHANGE
GO

LEARN

CHALLENGE

LISTEN REFLECT

QUESTION GUIDE
FIGHT

HEAR

WONDER GROW

BELIEVE SUPPORT BE
image by gregor y

text by Christopher Lehman

Pedagogical Shifts demanded by the Common Core State Standards
There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of
curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy
Shift 1

Balancing Informational
& Literary Text

Students read a true balance of informational and literary texts.

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities

Shift 3

Staircase of Complexity

Students 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 4

Text-based Answers

Students engage in rich and rigorous evidence based
conversations about text.

Shift 5

Writing from Sources

Writing emphasizes use of evidence from sources to inform or
make an argument.

Shift 6

Academic Vocabulary

Students 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.

Shift 1

Focus

Teachers 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 2

Coherence

Principals and teachers carefully connect the learning within and across grades so
that students can build new understanding onto foundations built in previous years.

Shift 3

Fluency

Students 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 4

Deep
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 5

Application

Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.

Shift 6

Dual Intensity

Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.

Shifts in Mathematics

www.engageNY.org

EngageNY.org
Pedagogical Shifts demanded by the CCSS


Shift 1

& Literary Text


Shift 2



Shift 3



Shift 4

Text-based Answers


Shift 5


make an argument.

Shift 6

Academic Vocabulary


EngageNY.org


Shift
Teachers
Pedagogical 1 Focusdemanded by significantly narrow and deepen in order to focus deeplyand only theis
Shifts
the CCSS They do so the scope of how time on energy
spent in the math classroom.

Revised Publishers’ Criteria for the Common Core State Standards
in English Language Arts and Literacy, Grades 3–12
David Coleman • Susan Pimentel
INTRODUCTION

Developed by two of the lead authors of the Common Core State Standards and revised through
conversations with teachers, researchers, and other stakeholders, these criteria are designed to
guide publishers and curriculum developers as they work to ensure alignment with the standards
in English language arts (ELA) and literacy for history/social studies, science, and technical
subjects. The standards are the product of a state-led effort — coordinated by the National
Governors Association Center for Best Practices and the Council of Chief State School Officers —
and were developed in collaboration with teachers, school administrators, and experts to provide
a clear and consistent framework to prepare students for college and the workforce.
The criteria articulated below concentrate on the most significant elements of the Common Core
State Standards and lay out their implications for aligning materials with the standards. These
guidelines are not meant to dictate classroom practice but rather to help ensure that teachers
receive effective tools. They are intended to guide teachers, curriculum developers, and
publishers to be purposeful and strategic in both what to include and what to exclude in
instructional materials. By underscoring what matters most in the standards, the criteria illustrate
what shifts must take place in the next generation of curricula, including paring away elements
that distract or are at odds with the Common Core State Standards.
At the heart of these criteria are instructions for shifting the focus of literacy instruction to center
on careful examination of the text itself. In aligned materials, work in reading and writing (as well
as speaking and listening) must center on the text under consideration. The standards focus on
students reading closely to draw evidence and knowledge from the text and require students to
read texts of adequate range and complexity. The criteria outlined below therefore revolve
around the texts that students read and the kinds of questions students should address as they
write and speak about them.

Revised Publisher’s Criteria for the Common Core State Standards
http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
The standards and these criteria sharpen the focus on the close connection between
comprehension of text and acquisition of knowledge. While the link between comprehension and

Tri-State Quality Review Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) and ELA (Grades 6-12)
Grade:

Literacy Lesson/Unit Title:

Version 5
Overall Rating:

!

!

!

!

I.!Alignment!to!the!Depth!of!the!CCSS!

II.!Key!Shifts!in!the!CCSS!

III.!Instructional!Supports!

IV.!Assessment!

The(lesson/unit(aligns(with(the(letter(and(
spirit(of(the(CCSS:(
Targets(a(set(of(grade,level(CCSS(
ELA/Literacy(standards.((
Includes(a(clear(and(explicit(purpose(
for(instruction.((
Selects(text(s)(that(measure(within(
the(grade,level(text(complexity(band(
and(are(of(sufficient(quality(and(scope(
for(the(stated(purpose.((
(i.e.,(presents(vocabulary,(syntax,(text(
structures,(levels(of(
meaning/purpose,(and(other(
qualitative(characteristics(similar(to(
CCSS(grade,level(exemplars(in(
Appendices(A(&(B)((
In(addition,(for(units:(
Integrates(reading,(writing,(speaking(
and(listening(so(that(students(apply(
and(synthesize(advancing(literacy(
skills.(
(Grades(3,5)(
knowledge(and(their(understanding(of(
reading(and(writing(in(social(studies,(
the(arts,(science(or(technical(subjects(
through(the(coherent(selection(of(
texts.((

The(lesson/unit(addresses(key(shifts(in(the(CCSS:(
Reading!Text!Closely:(Makes(reading(text(s)(closely,(examining(
textual(evidence,(and(discerning(deep(meaning(a(central(focus(of(
instruction.((
Text@Based!Evidence:(Facilitates(rich(and(rigorous(evidence,based(
discussions(and(writing(about(common(texts(through(a(sequence(of(
specific,(thought,provoking,(and(text,dependent(questions(
(including,(when(applicable,(questions(about(illustrations,(charts,(
diagrams,(audio/video,(and(media).((
Writing!from!Sources:(Routinely(expects(that(students(draw(
evidence(from(texts(to(produce(clear(and(coherent(writing(that(
informs,(explains,(or(makes(an(argument(in(various(written(forms(
(notes,(summaries,(short(responses,(or(formal(essays).((
Academic!Vocabulary:!
vocabulary(in(context(throughout(instruction.(
Increasing!Text!Complexity:!Focuses(students(on(reading(a(
progression(of(complex(texts(drawn(from(the(grade,level(band.(
Provides(text,centered(learning(that(is(sequenced,(scaffolded(and(
supported(to(advance(students(toward(independent(reading(of(
complex(texts(at(the(CCR(level.(
Building!Disciplinary!Knowledge:((Provides(opportunities(for(
students(to(build(knowledge(about(a(topic(or(subject(through(
analysis(of(a(coherent(selection(of(strategically(sequenced,(discipline,
specific(texts.(
Balance!of!Texts:!Within(a(collection(of(grade(level(units(a(balance(of(
informational(and(literary(texts(is(included(according(to(guidelines(in(
the(CCSS((p.(5).(
Balance!of!Writing:(Includes(a(balance(of(on,demand(and(process(
writing((e.g.,(multiple(drafts(and(revisions(over(time)(and(short,(
focused(research(projects,(incorporating(digital(texts(where(
appropriate.(

The(lesson/unit(is(responsive(to(varied(student(learning(needs:(
Cultivates(student(interest(and(engagement(in(reading,(writing,(and(
speaking(about(texts.((
Addresses(instructional(expectations(and(is(easy(to(understand(and(use.(
Provides(all(students(with(multiple(opportunities(to(engage(with(text(of(
appropriate(complexity(for(the(grade(level;(includes(appropriate(
scaffolding(so(that(students(directly(experience(the(complexity(of(the(
text.((
Focuses(on(challenging(sections(of(text(s)(and(engages(students(in(a(
productive(struggle(through(discussion(questions(and(other(supports(that(
build(toward(independence.(
Integrates(appropriate(supports(in(reading,(writing,(listening(and(speaking(
for(students(who(are(ELL,(have(disabilities,(or(read(well(below(the(grade(
level(text(band.(
Provides(extensions(and/or(more(advanced(text(for(students(who(read(well(
above(the(grade(level(text(band.(
Includes(a(progression(of(learning(where(concepts(and(skills(advance(and(
deepen(over(time.(
Gradually(removes(supports,(requiring(students(to(demonstrate(their(
independent(capacities.(
Provides(for(authentic(learning,(application(of(literacy(skills,(student,
directed(inquiry,(analysis,(evaluation,(and/or(reflection.((
Integrates(targeted(instruction(in(such(areas(as(grammar(and(
conventions,(writing(strategies,(discussion(rules,(and(all(aspects(of(
foundational(reading(for(grades(3,5.((
Includes(independent(reading(based(on(student(choice(and(interest(to(
build(stamina,(confidence,(and(motivation;(indicates(how(students(are(
accountable(for(that(reading.(
Uses(technology(and(media(to(deepen(learning(and(draw(attention(to(
evidence(and(texts(as(appropriate.(

The(lesson/unit(regularly(
assesses(whether(students(
are(mastering(standards5
based(content(and(skills:((
Elicits(direct,(observable(
evidence(of(the(degree(
to(which(a(student(can(
independently(
demonstrate(the(major(
targeted(grade(level(
CCSS(standards(with(
appropriately(complex(
text(s).((
Assesses(student(
proficiency(using(
methods(that(are(
unbiased(and(accessible(
to(all(students.(((
Includes(aligned(rubrics(
or(assessment(guidelines(
that(provide(sufficient(
guidance(for(interpreting(
student(performance.((
Uses(varied(modes(of(
assessment,(including(a(
range(of(pre,(formative,(
summative,(and(self,
assessment(measures.

Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

Quality(Review(Rubric(developed(by(the(Tri5State(Collaborative((MA,(NY,(RI( (facilitated(by(Achieve)(Version(5,(January(2013( (rubric(for(EQuIP(Quality(Review((
View(Creative(Commons(Attribution(3.0(Unported(License(at(http://creativecommons.org/licenses/by/3.0/."Educators(may(use(or(adapt.(If(modified,(please(attribute(Tri5State(and(re5title.(

Tri-State/EQuiP Rubric
http://www.engageny.org/resource/tri-state-quality-review-rubric-and-rating-process

Tri-State Quality Review Rubric for Lessons & Units: ELA/Literacy (Grades 3-5) an
Grade:

Literacy Lesson/Unit Title:

!

!

I.!Alignment!to!the!Depth!of!the!CCSS!

II.!Key!Shifts!in!the!CCSS!

The(lesson/unit(aligns(with(the(letter(and(
spirit(of(the(CCSS:(
Targets(a(set(of(grade,level(CCSS(
ELA/Literacy(standards.((
Includes(a(clear(and(explicit(purpose(
for(instruction.((
Selects(text(s)(that(measure(within(
the(grade,level(text(complexity(band(
and(are(of(sufficient(quality(and(scope(
for(the(stated(purpose.((
(i.e.,(presents(vocabulary,(syntax,(text(
structures,(levels(of(
meaning/purpose,(and(other(
qualitative(characteristics(similar(to(
CCSS(grade,level(exemplars(in(
Appendices(A(&(B)((
Integrates(reading,(writing,(speaking(
and(listening(so(that(students(apply(
and(synthesize(advancing(literacy(
skills.(
(Grades(3,5)(
knowledge(and(their(understanding(of(
reading(and(writing(in(social(studies,(
the(arts,(science(or(technical(subjects(
through(the(coherent(selection(of(
texts.((

The(lesson/unit(addresses(key(shifts(in(the(CCSS:(
Reading!Text!Closely:(Makes(reading(text(s)(closely,(examining(
textual(evidence,(and(discerning(deep(meaning(a(central(focus(of(
instruction.((
Text@Based!Evidence:(Facilitates(rich(and(rigorous(evidence,based(
discussions(and(writing(about(common(texts(through(a(sequence(of(
specific,(thought,provoking,(and(text,dependent(questions(
(including,(when(applicable,(questions(about(illustrations,(charts,(
diagrams,(audio/video,(and(media).((
Writing!from!Sources:(Routinely(expects(that(students(draw(
evidence(from(texts(to(produce(clear(and(coherent(writing(that(
informs,(explains,(or(makes(an(argument(in(various(written(forms(
(notes,(summaries,(short(responses,(or(formal(essays).((
Academic!Vocabulary:!
vocabulary(in(context(throughout(instruction.(
Increasing!Text!Complexity:!Focuses(students(on(reading(a(
progression(of(complex(texts(drawn(from(the(grade,level(band.(
Provides(text,centered(learning(that(is(sequenced,(scaffolded(and(
supported(to(advance(students(toward(independent(reading(of(
complex(texts(at(the(CCR(level.(
Building!Disciplinary!Knowledge:((Provides(opportunities(for(
students(to(build(knowledge(about(a(topic(or(subject(through(
analysis(of(a(coherent(selection(of(strategically(sequenced,(discipline,
specific(texts.(
Balance!of!Texts:!Within(a(collection(of(grade(level(units(a(balance(of(
informational(and(literary(texts(is(included(according(to(guidelines(in(
the(CCSS((p.(5).(
Balance!of!Writing:(Includes(a(balance(of(on,demand(and(process(
writing((e.g.,(multiple(drafts(and(revisions(over(time)(and(short,(
focused(research(projects,(incorporating(digital(texts(where(
appropriate.(

Tri-State/EQuiP Rubric
Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

Rating:!!!!3!!!!!!2!!!!!!1!!!!!!0(

The(lesson/unit(is(respo
Cultivates(student(in
speaking(about(texts
Addresses(instructio
Provides(all(students
appropriate(complex
scaffolding(so(that(st
text.((
Focuses(on(challengi
productive(struggle(t
build(toward(indepe
Integrates(appropria
for(students(who(are
level(text(band.(
Provides(extensions(
above(the(grade(leve
Includes(a(progressio
deepen(over(time.(
Gradually(removes(s
independent(capacit
Provides(for(authent
directed(inquiry,(ana
Integrates(targeted(i
conventions,(writing
foundational(reading
Includes(independen
build(stamina,(confid
accountable(for(that
Uses(technology(and
evidence(and(texts(a

http://www.engageny.org/resource/tri-state-quality-review-rubric-and-rating-process

“Let go,” I say XXXX, because this is XXXX me and I
don’t want to cry. When they XXXX the XXXX of the
XXXX tonight, everyone will make XXXX of my XXXX,
and I’ll be XXXX as an easy XXXX. A XXXX. I will give
no one that XXXX. “Let go!”
I can feel XXXX XXXX her from my back. I turn and
see XXXX has lifted XXXX off the ground and she’s
XXXX in his arms. “Up you go, XXXX,” he says, in a
voice he’s XXXX to keep XXXX, and then he carries
XXXX off towards my mother.

“Let go,” I say harshly, because this is upsetting me
and I don’t want to cry. When they televise the replay of
the reapings tonight, everyone will make note of my
tears, and I’ll be marked as an easy target. A weakling.
I will give no one that satisfaction. “Let go!”
I can feel someone pulling her from my back. I turn and
see Gale has lifted Prim off the ground and she’s
thrashing in his arms. “Up you go, Catnip,” he says, in
a voice he’s fighting to keep steady, and then he
carries Prim off towards my mother.
Excerpt from The Hunger Games by Suzanne Collins

1. Quality of state standards historically has
no effect on student achievement
2. Cut score placement is unrelated to
achievement
3. Standards show little historical ability to
mitigate achievement variation
4. Within-state differences are greater then
across state differences
2012 Brown Center Report on American Education
http://www.brookings.edu/~/media/research/ﬁles/reports/2012/2/brown%20center/
0216_brown_education_loveless.pdf

“The empirical evidence suggests that the
Common Core will have little effect on
American students’ achievement. The
nation will have to look elsewhere for ways
to improve its schools.”

2012 Brown Center Report on American Education
http://www.brookings.edu/~/media/research/ﬁles/reports/2012/2/brown%20center/
0216_brown_education_loveless.pdf


Shift 1

& Literary Text


Shift 2



Shift 3



Shift 4

Text-based Answers


Shift 5


make an argument.

Shift 6

Academic Vocabulary


Shift 1

Focus

Teachers 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

Shift 2

Coherence

Principals and teachers carefully connect the learning within and across grades so
that students can build new understanding onto foundations built in previous years.

Shift 3

Fluency

Students 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 4

Deep
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 5

Application

Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.

Shift 6

Dual Intensity

Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.


www.engageNY.org

EngageNY.org
Pedagogical Shifts demanded by the CCSS

images by Christopher Lehman

“Our students drive our instruction and the
pathway to achieve the CCSS is by engaging
them and inspiring them to care about their
learning and wonder about their world,
asking and answering complex and
meaningful questions.”
– Melanie

Route to achievement
is the road of ‘doing.’

Doing.

•

I promise to learn about you, build my curriculum in your
honor.

11/18/11

V is for Vegetarian
Remember that field trip to the farm in second grade? How you petted the friendly
lamb, or when you and your friends moo-ed at the silly cow? Yep, those are the same
exact animals that might be on your dinner plate tonight. Vegetarianism is the practice of
not eating meat, where you eat fruits, vegetables, nuts, and anything not meat related
instead. A stricter form of vegetarianism is veganism, where you avoid meat and
anything animal related, like honey (which is related to bees) or dairy products (which is
related to cows and other animals). I think that more people should become vegetarian. It
is eco-friendly, animal-friendly, and health-friendly making it a win-win-win situation. I
myself want to go vegetarian, but unfortunately I am not in total control of my life right
now and my mom won’t let me. But I’ll show her and all of the meat-eaters of the world,
meat doesn’t equal survival!
Section One: “I Am Not a Nugget!”

Student work from
One of the big reasons vegetarianism is supported is to save and protect animals.
Energize Research Reading and Writing, Lehman 2012
Whether it’s a cat purring in your lap or cows grazing in the field, they are still living

We teach: with respect for our communities and our
students.
We teach: with an eye on the beauty and ﬁerceness of
the human experience.
We teach: with deference to a stunningly diverse and
complex Earth.
No amount of testing should deter us from providing
enriching learning experiences for our students.
-Susan

Doing.

•

honor.

!

•

I promise to teach to you (not near you, over you, or
through you).

Teaching “Over or At” You

AchieveTheCore.org
http://www.achievethecore.org/content/upload/The%20Great%20Fire%20-%20Teacher
%20Materials%20-%20v11%20-%20current.pdf

Teaching “To” You

Decide to stop and reread (close reading)
Decide how to reread (lens)
Study what you have found (patterns)
Have new ideas (understandings)

from Falling in Love with Close Reading, Lehman and Roberts, 2013

“No matter what the standards are, our focus is
still on our students. Not all of our students
have been educated with such high standards
as these and by doing so, we are working
together as a community of teachers and
learners to build upon what our students
already know and are able to do.”

– Brian

Doing.

•

honor.

!

•

through you).

!

•

I promise to allow you time to read, to write, to speak, to
listen, and so on.

Access to Books

High correlation between reading and test scores
(Allington et al, 2010; TCRWP, 2010).

Access to Books
Study of 70,000 families in 27 nations (Evans et al, 2010): Effect
of home access to books
= parental education level
2x as father’s occupation
> family SES
Children in high book count homes more likely to attend 3
more years of schooling than low book count homes

Access: Summer Loss Studies
Summer loss is not correlated to race, IQ, or gender
(Cooper, 1996)
Low-income students lose more than two months in
reading achievement over the summer, more than any
other income group (Cooper, 1996)
More than half of the achievement gap between lower and
higher income students can be explained by unequal
access to summer learning opportunities during
elementary school years (Alexander et al. 2007)

logos property of their respective organizations, their inclusion does not imply endorsement of this presentation

“[The CCSS are] still too broad. There is a lack of
spiraling...which makes me wonder about the validity,
but I see it as still very broad. If teachers try to
"master" or "dig deeper" on every standard they will
move too slow. In some ways it feels like a rat race!
So what do we do? Well, this week we began to take
positive steps forward. ”
– Ben

•

Doing.
honor.

!

•

through you).

!

•

I promise to allow you time to read, to write, to speak, to
listen, and so on.

!

•

I promise to learn from you, for you, and ﬁght for your
future.

“Educators across 45 states are openly sharing
ideas, increasing their knowledge of the skills
needed for students, and working very long and
very hard to provide quality instruction for ALL
students everywhere! ….Our students are our
curriculum.”
– Fran

“Look at Pinterest, Facebook or Twitter to ﬁnd
creative ideas of how to use objects in useful
ways. Tires become planters. Candy
containers become a ﬁling system… Whether
it’s the CCSS or anything else, one must look
at the sunshine instead of the clouds.”
– Chris

Time for Questions
!
!

#AEW2013
@iChrisLehman

Exploring a Route Toward Adoption of the Common Core. University of Wisconsin-Madison, Christopher Lehman, American Education Week, November 20, 2013

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Exploring a Route Toward Adoption of the Common Core. University of Wisconsin-Madison, Christopher Lehman, American Education Week, November 20, 2013