Transcript Content and Instructional Look

1
Mark G. Cacciatore, Ph.D.
Education Program Development Specialist
Office of Academic Standards
[email protected]
609.292.3206
Poll Everywhere questions:
1)
I know what to “look for” in a Common Core aligned
classroom.
2)
I am comfortable with coaching my teachers to implement
the Common Core in their classrooms.
2
3
4
5
1)
What are instructional look-fors in English language arts and
mathematics that I should observe as a principal and
instructional leader?
2)
What actions do I need to ensure are happening in my school in
terms of the Common Core?
3)
How does the Common Core inform instruction in the
mathematics classroom?
4)
How does the Common Core inform instruction in the ELA
classroom?
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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
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ESSENTIAL ACTIONS FOR LEADERS
Focus
Professional
Development
Align
Materials
Know the
Shifts
Support
Aligned
Instructional
Practice
Align
Assessments
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Content and Instructional Look-fors
in the Common Core Classroom
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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
VS.
Common Core Compliance
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English language arts
Mathematics
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Mathematics
English language arts
1.
Building knowledge
through content-rich
nonfiction
2.
Reading, writing, and
speaking grounded in
evidence from text, both
literary and informational
3.
Regular practice with
complex text and its
academic language
1.
Focus strongly where the
standards focus.
2.
Coherence: Think across
grades, and link to major
topics.
3.
Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency,
and application.
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Shifts in Mathematics:
A Conversation
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Shifts in ELA Literacy:
A Conversation
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Content and Instructional Look-fors
in the Common Core Classroom
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1
6

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.
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1. Complexity: Regular practice with complex text and its
academic language.
2. Evidence: Reading and writing grounded in evidence from
text, literary and informational.
3. Knowledge: Building knowledge through content rich
nonfiction.
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August 2012
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
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.
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Factors that determine the performance levels (Cognitive
Complexity)
Mathematical
Content
1. Mathematical
Content
2. Mathematical
Processing
Demand
Mathematical
Practices
Cognitive
Complexity
Practices
3. Stimulus Material
4. Response Mode
Response
Mode
Stimulus
Material
5. Processing Demand
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1. Focus: The PARCC Assessment will focus strongly where the
Standards focus
2. Coherence: Think across grades and link to major topics within
grades
3. Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application.
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ELA/Literacy and Mathematics
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 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
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 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.
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 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).
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.
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.
 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)
Math Sample 1
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Math Sample 2
29
Math Sample 3
30
Math Sample 4
31
Math Sample 5
32
High School
Math Sample 6
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Math Items
1.
2.
3.
4.
5.
6.
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 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
Grade 3
ELA Sample 1
Grade 7
ELA Sample 2
ELA Sample 2
Grade 7
ELA Sample 3
GRADE 9: “FIELDS OF FINGERPRINTS: DNA TESTING FOR CROPS.”
ELA Sample 4
Grade 10
ELA Sample 5
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.
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ELA Items
1.
2.
3.
4.
5.
6.
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Content and Instructional Look-fors
in the Common Core Classroom
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MATHEMATIC PRACTICE
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.
 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?
 MP5 Use appropriate tools strategically.
 Are teachers aware of these practices and
 MP6 Attend to precision.
 MP7 Look for and make use of
structure.
do they consciously try to bring them to
life in the classroom?
 Are teachers infusing these practices in
their lesson and unit plans?
 MP8 Look for and express regularity in
repeated reasoning.
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Common
Core Shifts
(Content)
Mathematic
Practices
Student
Engagement &
Achievement
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Analyzing Instruction from the Common Core Perspective
MATHEMATICS
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.
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MATHEMATICS
Lesson: Proof of the properties of quadrilaterals
Grade: 9/10
Description: Cathy Humphreys leads an extended exploration of
a proof of the properties of quadrilaterals, helping students
learn to investigate, formulate, conjecture, justify, and ultimately
prove mathematical theorems. In these clips, students engage
in the first of two block-length explorations of their proofs.
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 What “Look-fors” will you
take away today in terms of
mathematics?
 What are some areas where
I can immediately help my
teachers?
 Can I turnkey any of this
information?
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ACHIEVETHECORE.ORG
Use the Instructional Practice Guides for:
 Teacher self-reflection
 Peer-to-peer observation and feedback
 Instructional coaching
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The ELA/Literacy Shifts
1. Building knowledge
through content-rich
nonfiction
Literacy in the Other Disciplines
2. Reading, writing, and
speaking grounded in
evidence from text, both
literary and informational
3. Regular practice with
complex text and its
academic language
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Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. 2008. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S.
Government Printing Office.
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Grade Level
K–5
Opinion
Informative/
Explanatory
X
6–12
Argumentative
X
Narrative
X
X
X
X
Grade
To
Persuade/Argue
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. 2010. Writing Framework for the 2011 National Assessment of Educational Progress
(Prepublication edition). Washington, DC: National Assessment Governing Board.
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Increased quantity of materials and instructional time
devoted to informational text
English Language
Arts
Literature
fiction, drama,
poetry
Literary
Nonfiction:
i.e. essays,
speeches,
and
autobiograp
hies or
biographies.
Social Studies, Science,
Technical Subjects
Other informational Text: i.e. expository,
argumentative, and persuasive texts; procedural
text and documents; primary source materials
Source: Adapted from the South Carolina State Board of Education: http://ed.sc.gov/agency/programs-services/190/ccsssupport/documents/CCSS_ELA_6-12_PPT_2-29-12.pdf
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What to Look-For in ELA/Literacy
KEY TO ENGLISH LANGUAGE ARTS: TEXT-DEPENDENT QUESTIONS
 Step One: Identify the Core Understandings and Key Ideas of the Text
 Step Two: Start Small to Build Confidence
 Step Three: Target Vocabulary and Text Structure (including syntax)
 Step Four: Tackle Tough Sections Head-on
 Step Five: Create Coherent Sequences of Text-dependent Questions
 Step Six: Identify the Standards That Are Being Addressed
 Step Seven: Create the Culminating Assessment
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Close Readings
of Text While
Teaching
Pre-planned
Questions Before
Teaching
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 Abraham Lincoln’s
 Second Inaugural Address
 Saturday, March 4, 1865
 Lincoln TDQs
 Sample TDQs
 Common Core State Standard:
RI.11-12.9
 Analyze seventeenth-,
eighteenth-, and nineteenthcentury foundational U.S.
documents of historical and
literary significance (including
The Declaration of
Independence, the Preamble to
the Constitution, the Bill of
Rights, and Lincoln’s Second
Inaugural Address) for their
themes, purposes, and rhetorical
features.
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 A Pathway for the Future of
Education
Ten Questions Plus a Culminating
Assessment
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ELA
 Close Reading - Vocab Focus - Grade 1
 Close Reading, Grade 4
 5th grade guided reading lesson
 Close Reading, Grade 6 social studies
 High School
 ELA, Do Memories Change with the Passage of Time
 Literacy in Physics: Reading a Primary Source
 Social Studies: FDR’s 1933 Inaugural Address
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 What “Look-fors” will you
take away today in terms of
ELA/Literacy?
 What are some areas where
I can immediately help my
teachers?
 Can I turnkey any of this
information?
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1.
Spread the Message of
the Shifts!
2.
Plan Professional
Development Activities
around the Core
3.
Support Aligned
Instructional Practice
 Instructional Practice
Guides
4.
Align Assessments (more
on next slide)
5.
Align Materials (more on
next slide)
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 Understanding by Design
 Start with the end in mind
 EQuIP Quality Rubric
 Data-Driven
 PLC work
QUESTIONS:
 What types of assessments do you
see in your building?
 Are they in ALIGNMENT with the
 Examples of Common Core
Aligned Assessment
 Appendix C of Common Core
ELA/Literacy
 Achievethecor.org
 Benchmarking System
Common Core or in COMPLIANCE
with the Common Core?
 How can I get my instructional staff
on board with Common Core
assessment?
 What is the relationship to PARCC?
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 Charlotte Danielson
 “I think the common core rests on a view of teaching as complex decision making, as opposed to
something more routine or drill-based. That's a view I've always taken as well.”
 “But when I walk into a classroom, of course I care about what the teacher is doing, but in some ways I care
even more about what the students are doing.”
 “The framework has always been grounded in the same fundamental assumptions as the common
standards—for example, the importance of student conceptual understanding and of student intellectual
engagement.”
Robert Marzano
 “Second order changes are the great, seismic shifts in practice and understanding that occasionally
happen in any profession or domain. They are different in type from first order change, which is often
superficial and determined from the top down.”
 “Here's a sobering thought. In a recent National Journal series, John Bailey warned school leaders to be
aware that Common Core standards in themselves aren't enough to significantly impact student learning.”
 “Teachers will be required to make their own cognitively complex leaps to develop and align their
classroom practice to the demands of Common Core. The one key to their success: Guided, deep, and
continuous professional development.”
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DISCUSSION QUESTIONS
 What would represent evidence that the shifts are happening in your
school?
 How do you collect evidence (e.g., lesson plans, observations,
assignments, graded student work)?
 What could you use to determine whether the evidence adequately
reflects the Common Core's demands?
 Are instructional staff engaged in conversation regarding the CCSS?
 Is instruction aligned to the Common Core? How do you know?
 Why should teachers and instructional leaders care deeply about the
CCSS?
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What do you think is possible?
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https://www.surveymonkey.com/s/LookFors3-28-14
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Achievethecore.org (2013). CCSS Implementation for Leaders: Essential actions and tools for
implementation in a school or district. Retrieved September 16, 2013, from
http://www.achievethecore.org/leadership-tools-common-core/overview/
Achievethecore.org (2013). Instructional Leadership and the Common Core. Retrieved September
24, 2013 from http://www.achievethecore.org/page/403/instructional-leadership-and-thecommon-core
Coleman, D., Pimentel, S., & Zimba, J. (2012). Three Core Shifts to Deliver on the Promise of the
Common Core State Standards in Literacy and Math. Achievethecore.org. retrieved September 16,
2013 from http://www.achievethecore.org/leadership-tools-common-core/professionaldevelopment/instructional-leadership-and-common-core/
Common Core in Vermont (2013). Hunt Videos: Math. Retrieved September 16, 2013 from
https://sites.google.com/site/commoncoreinvermont/home/hunt-institute-video/hunt-videosmath
Council of Chief State School Officers (2013). Common Core Implementation Video Series.
Retrieved September 24, 2013 from
http://www.ccsso.org/resources/digital_resources/common_core_implementation_video_series.
html
Inside Mathematics (2013). Common Core Standards for Mathematical Practice. Retrieved
September 16, 2013 from http://www.insidemathematics.org/index.php/commmon-core-mathintro
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Marzano Center (2013). Common Core and the Art and Science of Teaching Series.
Retrieved September 16, 2013 from http://www.marzanocommoncore.com/
Mathematics Common Core Tool Box (2014). Retrieved from
http://www.ccsstoolbox.com/
National Association of Secondary School Principals (2013). Common Core State
Standards. Retrieved September 24, 2013 from http://www.nassp.org/knowledgecenter/topics-of-interest/common-core-state-standards
Rebora, A. (2013). Interview: Charlotte Danielson on Teaching and the Common Core.
Education Week. Retrieved September 16, 2013 from
http://www.edweek.org/tm/articles/2013/03/13/ccio_danielson_teaching.html?r=1
169541628
Teacher Tube (2013). Common Core State Standards for ELA and Literacy. Retrieved
September 24, 2013 from https://www.teachingchannel.org/videos/common-corestandards-ela
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