Content and Instructional Look- fors in the Common Core Classroom

1. Content and Instructional Look-forsin the Common Core Classroom Mark G. Cacciatore, Ph.D. Education Program Development Specialist Office of Academic Standards Mark.cacciatore@doe.state.nj.us 609.292.3206

2. Introduction Poll Everywhere questions: • I know what to “look for” in a Common Core aligned classroom. • I am comfortable with coaching my teachers to implement the Common Core in their classrooms.

3. Why the Common Core?

4. So, What does the research say?

6. Today’s Objectives/Essential Questions • What are instructional look-fors in English language arts and mathematics that I should observe as a principal and instructional leader? • What actions do I need to ensure are happening in my school in terms of the Common Core? • How does the Common Core inform instruction in the mathematics classroom? • How does the Common Core inform instruction in the ELA classroom?

7. Agenda 9:00 – 9:30 Reintroducing the Shifts 9:30 – 11:30 Mathematics and the CCSS 11:30 – 12:30 Lunch 12:30 – 2:30 English language arts and the CCSS 2:30 – 3:00 Synthesis, Feedback/Evaluation

8. Essential Actions for Leaders

9. Know the Shifts! Content and Instructional Look-fors in the Common Core Classroom

10. Know the Shifts: Three Core Shifts to Deliver on the Promise of the Common Core State Standards in Literacy and Math By David Coleman, Susan Pimentel, and Jason Zimba “Ensuring that the Standards are implemented with fidelity means that the core shifts in literacy and math are clearly visible and driving teaching and learning. Common Core Alignment Common Core Compliance VS.

11. Know the Shifts: What are the Core Shifts? English language arts Mathematics

12. Know the Shifts: 3 Shifts of the Common Core English language arts Mathematics Focus strongly where the standards focus. Coherence: Think across grades, and link to major topics. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,and application. • Building knowledge throughcontent-richnonfiction • Reading, writing,and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

13. Know the Shifts: Mathematics Shifts in Mathematics: A Conversation

14. Know the Shifts: ELA Shifts in ELA Literacy: A Conversation

15. What do the Shifts look like on PARCC? Content and Instructional Look-fors in the Common Core Classroom

16. Advances in the PARCC ELA/Literacy Assessment

17. PARCC’s Core Commitments to ELA/Literacy Assessment Quality • Texts Worth Reading: Authentic texts worthy of study instead of artificially produced or commissioned passages.  • Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts rather than sets of random questions of varying quality. • Better Standards Demand Better Questions:Custom items written to the Standards instead of reusing existing items. • Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

18. PARCC Design for ELA • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction.

19. Advances in the PARCC Mathematics Assessment August 2012

20. PARCC’s Core Commitments to Mathematics Assessment Quality • Focus: Items will focus on major, and additional and supporting content. • Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures. • Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items. • Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

21. Factors that determine the performance levels (Cognitive Complexity) • Mathematical Content • Mathematical Practices • Stimulus Material • Response Mode • Processing Demand

22. PARCC Design for Math • Focus: The PARCC Assessment will focus strongly where the Standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

23. PARCC Item Analysis ELA/Literacy and Mathematics

24. Mathematics: PARCC Items

25. Turn & Talk • Read the PARCC Claims for Mathematics on the following slide (even if you are not a math teacher). • Talk to a partner about what these claims might mean in terms of instruction, curriculum, and assessment

26. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). PARCC Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements.

27. PARCC Item Analysis • Below you will find examples of PARCC test items for ELA/Literacy and Mathematics; 6 for ELA/Literacy & 6 for Math • Read each question very carefully, and try to answer the following questions: • How are the “Shifts” represented in the items? • What is the item asking the students to do? • What types of skills and/or content knowledge is necessary to correctly answer the question(s)? • Record your thoughts starting on Slide 32 (Math) & Slide 40 (ELA/Literacy)

28. Math Sample 1

29. Math Sample 2

30. Math Sample 3

31. Math Sample 4

32. Math Sample 5

33. High School Math Sample 6

34. Math Items 1. 2. 3. 4. 5. 6.

35. ELA/Literacy Items

36. Turn & Talk • Read the PARCC Claims for ELA on the following slide (even if you are not an ELA teacher). • Talk to a partner about what these claims might mean in terms of instruction, curriculum, and assessment

37. ELA/Literacy Claims for the PARCC

38. ELA Sample 1 Grade 3

39. ELA Sample 2 Grade 7 ELA Sample 2

40. Grade 7 ELA Sample 3

41. Grade 9: “Fields of Fingerprints: DNA Testing for Crops.” ELA Sample 4

42. Grade 10 ELA Sample 5

43. Grade 11 ELA Sample 6 Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences. Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or illustrate a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three sources.

44. ELA Items 1. 2. 3. 4. 5. 6.

45. Aligned Instructional Practice & Professional Development Content and Instructional Look-fors in the Common Core Classroom

46. Goals for Mathematics: 3 Shifts Visualized

47. Mathematic Practice: Habits of Mind Adapted from CCSSM • MP1 Make sense of problems and persevere in solving them. • MP2 Reason abstractly and quantitatively. • MP3 Construct viable arguments and critique the reasoning of others. • MP4 Model with mathematics. • MP5 Use appropriate tools strategically. • MP6 Attend to precision. • MP7 Look for and make use of structure. • MP8 Look for and express regularity in repeated reasoning. • What ideas about teaching and learning do the practices bear to mind? • What instructional assumptions do the practices imply? • What do these practices look like in the classroom? How do you know? • Do these practices harmonize with your teacher evaluation system? • Are teachers aware of these practices and do they consciously try to bring them to life in the classroom? • Are teachers infusing these practices in their lesson and unit plans?

48. Aligned Instructional Practice & Professional Development

49. The Common Core in Action Analyzing Instruction from the Common Core Perspective

50. Mathematics: CCSS Instructional Practice Guide Lesson: Analyze patterns and relationships Grade: 5/6 Description: Fran Dickinson leads a lesson on numeric patterning, helping students to investigate a numeric pattern and to generalize what they see happening as the pattern grows.