Common Core Implementation Managing the Change August 13, 2012

1. Common Core ImplementationManaging the ChangeAugust 13, 2012

2. Support for Change: Two Books.

3. Alfred Binet “A few modern philosophers…assert that an individuals’ intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment… and literally become more intelligent than we were before.” Binet co-authored the IQ test.

4. Fixed Mindset • Assumptions: • Intelligence is a “thing.” • Intelligence is innate and fixed. • Intelligence is measurable and is unevenly distributed. • Innate ability determines learning and achievement.

5. Growth Mindset Assumptions: • Innate ability explains only part of learning and achievement. • Intelligence is not fixed. • Intelligence grows incrementally and is influenced by expectations, confidence and effective effort. • Effective effort=working hard and smart (using effective strategies)

6. What You Need to Know Smart is not something you are. Smart is something you get. Think you can. Get Smart. Effective Effort Strategic Support

7. Fixed Mindset vs. Growth Mindset The fixed mindset creates an urgency to prove yourself over and over. • If you have only a certain amount of intelligence, personality and moral character, then you’d better prove you have a healthy dose of these. The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. • Although everyone may differ in every way…everyone can change and grow through application and experience.

8. Jeff Howard on Dweck Very smart Kinda smart Kinda dumb

9. Quiet Reflection: Who are your VSs, KSs, KDs? Very smart Kinda smart Kinda dumb

10. Perceptions Count • Our perceptions influence our: • Self Concept • Expectations for future situations • Feelings of power and efficacy • Subsequent motivation to put forth effort • Language • Behavior

11. Attribution Theory: Why Do I Believe This?

12. CALVIN AND HOBBES by Bill Watterson

13. Self reflection What is your story?

14. Students How do you see fixed mindset playing out in your work? How does it affect the behavior of adults and/or students around you? How do the beliefs we have about students play out in Common Core implementation?

15. Smart is something you can get.

16. Attribution Retraining … convincing students/teachers to shift their attributions of success and failure Away from externalfactors: • task difficulty • luck Tointernal factors: • sufficient ability • effort

17. Move from using words like: to using words like:  slow skilled smart average currently performing capable can’t bright strengths and needs easy hard not yet weakness

18. High School Graduation & College Completion Conley, David. 2012, “The Complexities of College and Career Readiness.” https://epiconline.org/files/pdf/07102012_Keene_NH.pdf • Nationally, out of 100 middle school students… • 93 say they want to go to college. • 70 will graduate from high school. • 44 enroll in college. • 26 earn a college degree within six years

19. Statewide Graduation Rates % Students Graduating After 4 Years Results through June 2012, All Students EngageNY.org

20. Graduating College and Career Ready New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower. June 2012 Graduation Rate Graduation under Current Requirements Calculated College and Career Ready* *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services EngageNY.org EngageNY.org 20

21. College Remediation in NYS Over 50% of students in NYS two-year institutions of higher education take at least one remedial course. Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education EngageNY.org

22. Percent at or above Proficient: 3-8 ELA & Math New York Source: NYSED June 17, 2012 Release of Data (Background Information: Slide Presentation). Available at: http://www.p12.nysed.gov/irs/pressRelease/20120717/2012-ELAandMathSlides-SHORTDECK-7-16-12.ppt. ELA data from slide 16; Math data from slide 31. Percentages represent students scoring a “3” or a “4” Source: NAEP Summary Report for New York State. Available at: http://nces.ed.gov/nationsreportcard/states/Default.aspx Most recent year available for Reading and Mathematics is 2011. EngageNY.org EngageNY.org

23. These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. … It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSM, p. 5

24. 6 Shifts in ELA/Literacy 6 Shifts in Mathematics Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity Instructional Shifts Demanded by the Core 24 EngageNY.org 24

25. Shifts in Assessments Six Shifts in ELA Assessments EngageNY.org

26. ELA/Literacy Shift 1: Balancing Informational and Literary Text • Principal’s Role: • Purchase and provide equal amounts of informational and literacy texts for each • classroom • Provide PD and co-planning opportunities for teachers to become more intimate • with non fiction texts and the way they spiral together • Support and demand ELA teachers’ transition to a balance of informational text EngageNY.org

27. ELA/Literacy Shift 2: Knowledge in the Disciplines • Principal’s Role: • Hold teachers accountable for building student content knowledge through text • Support and demand the role of all teachers in advancing students’ literacy • Give teachers permission to slow down and deeply study texts with students EngageNY.org

28. ELA/Literacy Shift 3: Staircase of Complexity • Principal’s Role: • Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade. • Support and demand that teachers build a unit in a way that has students scaffold to more complex texts over time EngageNY.org

29. ELA/Literacy Shift 4: Text Based Answers • Principal’s Role: • Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text • Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions. • Hold teachers accountable for fostering evidence based conversations about texts with and amongst students. EngageNY.org

30. ELA/Literacy Shift 5: Writing from Sources • Principal’s Role: • Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text. EngageNY.org

31. ELA/Literacy Shift 6: Academic Vocabulary Principal’s Role: Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies Demand the spiraling of increasingly complex texts within particular domains EngageNY.org

32. Marylin Jager Adams:How Might Children Acquire 1,000,000 Vocabulary Words? • Direct Vocabulary Instruction 20 Words Taught per Week, every week, from G 1 - G 12 • Number of words per week = 20 • Number of weeks per school year = 36 • Number of years from G 1 - G 12 = 12 • = 20 words x 36 weeks per grade x 12 grades = 20 x 36 x 12 = 8640 words learned total(Assuming that the kids learn every word perfectly)

33. “Students living in poverty often have a gap in their knowledge of words and knowledge about the world.” -David Liben EngageNY.org

34. The Wizard of Oz Use details and evidence to support your answers! • What motivates Dorothy? • What role do the red shoes play? • What element of the human psyche does the lion represent? • What is the climax of the story? • How many settings are there in the story? • Is it real or is it a dream? • What is the theme? EngageNY.org

35. W.E.B. Dubois Discuss these answers and be 100% sure to have ONLY evidence based conversations about the text! • What is the unasked question Dubois is referring to, and what are the variety of ways people ask it? • Why is this “unasked question” present? • What is the “other world” Dubois is referring to? • What “revelation” did Dubois have as a young man and what caused it? What are the implications of this revelation? • What does Dubois mean when he refers to “a region of blue sky”? What are the ways he achieves that sky? • What are the three “how’s” that Dubois’ considers using to wrest the prizes from the other boys? • What can be inferred about Dubois’ vision for a path to equality with the “other world”?

36. Pre-CCSS Questions What weather words and phrases does the author use? Alexie uses the paradox of fighting at a party, two seemingly incompatible events that nonetheless occur. What other examples of paradox appear in the story, and why might that be? Which character to you most resemble? Why? How does the author use one or more major metaphors (storms, water, drowning)? Write a brief summary of the text, its relationship to events, and its use of symbolism and paradox to illustrate it major theme. EngageNY.org

37. Reading Targets EngageNY.org

38. 6 Shifts in ELA/Literacy 6 Shifts in Mathematics Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity Instructional Shifts Demanded by the Core 38 EngageNY.org 38

39. Shifts in Assessments Six Shifts in Mathematics Assessments EngageNY.org

40. The shape of math in A+ countries Mathematics topics intended at each grade by at least two-thirds of A+ countries Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

41. Mathematics Shift 1: Focus Principal’s Role: Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention). Give teachers permission and hold teachers accountable for focusing on the priority standards immediately Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge EngageNY.org

42. Key Areas of Focus in Mathematics

43. Sample Grade 5 EngageNY.org 43

44. Mathematics Shift 2: Coherence • Principal’s Role: • Ensure that teachers know the Progressions within and across grades • Provide and monitor productive common planning time which is informed deeply by the Progressions. EngageNY.org

45. Traditional U.S. Approach EngageNY.org 45 45

46. Focusing Attention Within Number and Operations EngageNY.org 46 46

47. Shift # 3, 4, 5 and 6: Rigor • The CCSSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations • Pursuit of all threes requires equal intensity in time, activities, and resources.

48. Mathematics Shift 3: Rigor - Fluency Principal’s Role: Take on fluencies as a stand alone CCSS aligned activity and build school culture around them. EngageNY.org 48 48

49. Required Fluencies in K-6

50. Mathematics Shift 4: Rigor - Deep Understanding Principal’s Role: Allow teachers to spend time developing their own content knowledge Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplary student work EngageNY.org