Committing to the Core

1. Committing to the Core Rethinking Literacy and Mathematics for the 21st Century Sara Good Heather Canzurlo Kellie Burke Rena McClellan

2. Seeds of Change

3. Why do we need the Common Core State Standards? To ensure a high-quality education for all students regardless of their zip code

4. TWO-PRONGED EMPHASIS SKILLS CONTENT MATH ELA 8 Standards for Mathematical Practice 5 Big Ideas of Early Literacy And 10 Guiding Principles with ELA

5. MAKING IT WORK IN OUR PRACTICE CCSS SUPPORT RESOURCES TIME TOOLS

6. Overheard…

7. We’ve been doing standards for over a decade; it’s just a new twist on the same old thing. 1 • The intent of the CCSS is to raise expectations so that our students can compete globally! If we continue to do the same things in our classrooms, we will get the same results. • The CCSS demand shifts in our educational paradigm, and therefore require shifts in both classroom culture and instructional practices. • You, the expert, will determine the success of implementation.

8. 2 I don’t need to worry about the Core until after the OAAs are no longer administered. • We are in a process of transition characterized by uncertainty and ambiguity. • We cannot wait until 2014-2015 for the first round of new assessments. Similarly, we cannot disregard the OAAs which are the current metric. • We will support each other by sharing resources and exchanging ideas. Our collaboration will ensure a smooth transition.

9. I’m still waiting for my copy of the Common Core. 3 • Teachers can access the Standards at http://www.corestandards.org/ for download and/or printing. • In addition to the Standards themselves, you will find key information about their development, their structure, and answers to some FAQs. • Ohio is developing an online, interactive, living document.

10. Is somebody going to give me a flipchart? 4 • Flipcharts are convenient , portable, and useful for planning. • However, be cautious in their usage: • Caution: The flipchart organization can falsely suggest an oversimplification of ideas. • Caution: Because the CCSS are rigorous, complex, and interdependent, they should not be viewed as a checklist of what a teacher has to “cover”. • Caution: Flipcharts tend to focus on a single grade level. While helpful for planning, be sure to pay attention to the vertical articulation that is key to effective implementation.

11. How can our kids get to such a rigorous level, given their backgrounds? 5 • address the importance of equal access to a rigorous K-12 education for all children • “how these high standards are taught and assessed is of the • utmost importance in reaching this diverse group of students” • “Promoting a culture of high expectations for all students is a • fundamental goal of the Common Core State Standards” • “supports and accommodations should ensure that students • receive access to multiple means of learning and opportunities • to demonstrate knowledge, but retain the rigor and high • expectations of the Common Core State Standards” EQUITY

12. We will PLAN, ASSESS, and TEACH with intention, and in full alignment with the Common Core State Standards.

13. This time, like all times, is a very good one, if we but know what to do with it. Ralph Waldo Emerson

14. LAYING THE FOUNDATION • What common language do you notice in the 8 Mathematical Practices? • How do you see these Mathematical Practices fitting into your daily instruction?

15. Talk at your table about potential barriers to effectively implementing the Standards for Mathematical Practice. • Take 3 sticky notes and write a barrier on each one. • Post your barriers on the chart paper.

16. Elementary Mathematics Heather Canzurlo Sara Good

17. Organization • The Standards for Mathematical Practice • Identical for K-12 • Content based on principles of Coherence, Clarity, Focus, Rigor • Critical Areas of Focus • Each grade level has between 2 and 4 • Domains---Clusters---Standards

18. CCSS Math Resources • ODE Model Curriculum • Progressions Documents

19. Elementary Literacy Kellie Burke Rena McClellan

20. Common Core Standards for English Language Arts • The Importance of Understanding the Common Core for ELA • Common Core Breakdown for ELA • Common Core Standards are organized into four strands for ELA • Several KEY SHIFTS • Ten Guiding Principles with ELA CCSS • Text Complexity • NAEP, National Assessment of Education Programs, Writing Framework and Reading Framework

21. Model Curriculum Example Progressions Standards Content Elaborations Enduring Understanding Instructional Strategies and Resources

22. Secondary Literacy Chanene Dent

23. What Administrators Need to Know Foster Communication Across and Within Content Areas The CCSS offer guidance on reading and writing beyond what occurs in an English class. The college and career readiness expectations in the CCSS reinforce the importance of reading and writing to building content knowledge in a range of disciplines and contexts. Since state standards in history/social studies, science, and technical subjects may not currently include literacy standards, explicit expectations related to content-area literacy will likely represent a significant change for teachers in these fields. Explicit strategies for building awareness of the CCSS and planning for their implementation will be needed. For example, the following Reading Standards for Informational Text might just as easily be met in a Social Studies class as an English class: • Grade 7. “Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).” • Grade 8. “Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.” • Grade 9–10. “Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.”

24. What Teachers Need to Know Key Features of the ELA Standards READING: Text complexity and growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. WRITING: Text types, responding to reading, and research The Writing standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing; other skills are more properly defined in terms of specific writing types: arguments, infor­mative/explanatory texts, and narratives SPEAKINGand LISTENING: Flexible communication and collaboration Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. LANGUAGE: Conventions, effective use, and vocabulary The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.

25. Example Standard for Literacy in Ninth-Grade History • Compare and contrast findings presented in a text to those from other sources, noting when the findings support or contradict previous explanations or accounts. A typical assignment tied to this standard might be: Select a case that is scheduled to come before the United States Supreme Court. Use the text of the U.S. Constitution and at least two other sources to support two decisions the court could make: one arguing for the case and the other against it. Support your arguments using the information you gathered. This type of assignment requires a student to define an issue, research it in an unbiased way, read carefully, and compare and contrast elements of the issue. In the age of the Internet, students must learn about trustworthy and reliable sources, the difference between an opinion and a fact, and how to verify statements made with additional sources of information. Then, students must be able to write about the issue, their conclusions, and the supporting evidence in a convincing manner.

26. Secondary Mathematics Nancy Mencke

27. Middle School Math Standards • Content focus is on proportional reasoning. • Provide a rich preparation for high school mathematics. • Be aware of the gaps when implementing (three more years of OAAs)

28. High School Math Standards • Focus on preparing students to think and reason mathematically. • Link classroom mathematics and statistics to everyday life, work and decision making. • Specify the math that ALL students should study in order to be college and career ready. • Algebra I, Geometry and Algebra II • (+) Provide standards for courses above and beyond the CORE (CAT, Statistics, Pre-Calculus)

29. District Support Structures • RTI • MS Reading Enrichment Lab • MS Math Enrichment Lab • HS School Reading Strategies • HS Math Improvement

30. Support Outside the District • Conferences and Workshops sponsored by professional organizations (State and Regional) • The Ohio School High school and Higher Education Alignment Project (RttT) - $ available for professional development. • The First Ring Math Achievement Project (Regional) $ available for professional development

31. Phil Daro • http://serpmedia.org/daro-talks/index.html