IMPLEMENTING THE COMMON CORE IN CONNECTICUT LEADING FOR CHANGE.
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Transcript of IMPLEMENTING THE COMMON CORE IN CONNECTICUT LEADING FOR CHANGE.
I M P L E M E N T I N G T H E C O M M O N C O R E I N C O N N E C T I C U T
LEADING FOR CHANGE
LEADING FOR CHANGE
“When we see the need for deep change, we usually see it as something that needs to take place in someone else. In our roles of authority, such as parent, teacher, or boss, we are particularly quick to direct others to change. Such directives often fail, and we respond to the resistance by increasing our efforts. The power struggle that follows seldom results in change or brings about excellence. One of the most important insights about the need to bring about deep change in others has to do with where deep change actually starts."
— Robert E. Quinn
CCSS DEVELOPMENT CRITERIA
Align with expectations for college and career success
Are clear and consistent
Articulate both the knowledge and the skills students need to succeed
Build upon lessons from top state, national, and international standards
Internationally benchmarked
Evidence- and research-based
WHICH STATES ADOPTED CCSS?
MA
RI
CT
NJ
DE
MD
DC
Standards adopted
Adopted ELA standards only
Standards not adopted
STATE PARTICIPATION IN ASSESSMENT CONSORTIA
MA
RI
CT
NJ
DE
MD
DC
PARCC governing state
PARCC participating state
Smarter Balanced governing state
Smarter Balanced advising/affiliate state
State advising/participating in both consortia
WHY COMMON CORE IN CT?
Connecticut’s Competitivenes
s
While 82% of CT high school
students graduate in 4
years…
…Fewer than half of working-
aged adults have 2- or 4-year degrees
By 2018, an estimated two-
thirds of jobs will require
postsecondary education
Connecticut has some of the
largest achievement gaps in the
nation
WHAT IS COMMON CORE?
What
ELA
Math
Science
Social Studi
es
WHAT THE CCSS IS NOT?
HOWWhethe
r
ELA
Math
Science
Social Studi
es
INSTRUCTIONAL SHIFTS
ELA
Building knowledge through content-rich nonfiction and informational texts
Reading and writing grounded in evidence from text
Regular practice with complex text and its academic vocabulary
Math
Focus strongly where the Standards focus
Coherence: think across grades, and link to major topics within grades
Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity.
Science/ Social
Studies
Building knowledge through content-rich nonfiction and informational text
Regular practice with complex text and its academic vocabulary
MYTHS & MISCONCEPTIONS
• Common Core is a national curriculum.
• Common Core ELA standards require high school literature teachers to devote 70 percent of their instructional time to informational text.
• Common Core math standards promote low-level, “fuzzy” math.
• Common Core requires a single national test.
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LEADING CCSS IMPLEMENTATION
OCCAM’S RAZOR
Everything should be made as simple as possible, but no simpler.
--Albert Einstein
DISTRICT IMPLEMENTATION
Curriculum
Professional Development
Assessment
Evaluation/ Accountabilit
y
FIRST THINGS FIRST
Curriculum
Professional Development
Assessment
Evaluation/ Accountability
FIRST THINGS FIRST
The first thing we do, let’s kill all the publishers.
--Shakespeare (ish)
GATHERING THE FACTS
Know where you are
Plan where you want to be
Identify the gaps and roadblocks
KNOW WHERE YOU ARE
Poor Fair Good Great
BE REALISTIC
Poor Fair Good Great
GATHERING THE FACTS
Know where you are
Plan where you want to be
Identify the gaps and roadblocks
CONCRETE, REALISTIC GOALS
Poor to Fair
“tightly control teaching and learning processes from the center because minimizing variation across classrooms and schools is the core driver of performance improvement at this level.”
Good To Great
“provide only loose guidelines on teaching and learning processes because peer-led creativity and innovation inside schools becomes the core driver for raising performance at this level.”
GATHERING THE FACTS
Know where you are
Plan where you want to be
Identify the gaps and roadblocks
RISKS AND PITFALLS
Focus is very hard
Standards alone don’t change teaching and learning
Everyone will claim alignment
Talking the talk is different than walking the walk
Natural resistance to change
QUESTIONS TO ANSWER
What are your instructional and planning/curricular strengths?
Where are your instructional and planning/curricular strengths?
What are the gaps between where you are and where CCSS requires you to be?
Where are the gaps between where you are and where CCSS requires you to be?
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WHAT DOES THE CCSS LOOK LIKE?
UNDERSTANDING THE RESEARCH SIMULATION TASK
• Session 1:
– Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding.
– Then, they write a summary or short analysis of the piece.
• Session 2:
– Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.
– Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.
GRADE 7 ANALYTICAL PROSE CONSTRUCTED-RESPONSE ITEM #1
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
26
FINAL GRADE 7 PROSE CONSTRUCTED-RESPONSE ITEM #2
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
• “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
27
GRADE 6 PROSE CONSTRUCTED-RESPONSE ITEM
In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.
Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
GRADE 6 TECHNOLOGY-ENHANCED SELECTED-RESPONSE ITEM
Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.A. recklessB. livelyC. imaginative*D. observant*E. impatientF. Confident
Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.
Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.
GRADE 3 TECHNOLOGY-ENHANCED CONSTRUCTED-RESPONSE ITEM
Drag the words from the word box into the correct
locations on the graphic to show the life cycle of a
butterfly as described in “How Animals Live.”
Words:
30
Pupa Adult
Egg Larva
GRADE 7 ILLUSTRATIVE SAMPLE ITEM
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