Presentation on theme: "Understanding the Shifts of CCSS and the Work of Core Advocates in Louisiana Amy Deslattes and Laci Maniscalco."— Presentation transcript:
Understanding the Shifts of CCSS and the Work of Core Advocates in Louisiana Amy Deslattes and Laci Maniscalco
PAGE 2 Who are Core Advocates? Core Advocates believe in the potential of the CCSS to prepare all students for college and careers; understand and embrace the shifts in instruction and assessment required by the CCSS and know what these shifts look like in a classroom as well as in resources and materials; are eager to support their colleagues in understanding and owning the CCSS as part of their practice; and are committed to not simply being aware of the Common Core, but to truly leading and owning implementation initiatives in their schools, districts, states, and other networks.
Making the Case: The Common Core State Standards
PAGE 4 Why are we doing this? We have had standards. Before Common Core State Standards we had standards, but rarely did we have standards-based instruction. Long lists of broad, vague statements Mysterious assessments Coverage mentality Focused on teacher behaviors – “the inputs”
PAGE 5 Results of Previous Standards, and Hard Work Previous state standards did not improve student achievement. Gaps in achievement, gaps in expectations NAEP results High school drop out issue College remediation issue This is about more than just working hard!
PAGE 6 What is our purpose? Based on the beliefs that A quality education is a key factor in providing all children with opportunities for their future It is not enough to simply complete school, or receive a credential – students need critical knowledge and skills This is not a 12 th grade or high school issue. It is an education system issue Quality implementation of the Common Core State Standards is a necessary condition for providing all students with the opportunities to be successful after high school.
PAGE 7 Principles of the CCSS Fewer - Clearer - Deeper Aligned to requirements for college and career readiness Based on evidence Honest about time
PAGE 8 ELA/Literacy: 3 shifts 1.Complexity: Regular practice with complex text (and its academic language) 2.Evidence: Reading, writing, and speaking grounded in evidence from text
PAGE 9 Example? EXAMPLES James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.
PAGE 10 From a book with “Common Core” in the title!
PAGE 11 Non-Examples and Examples In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent
PAGE 12 ELA/Literacy: 3 shifts 1.Complexity: Regular practice with complex text (and its academic language) 2.Evidence: Reading, writing, and speaking grounded in evidence from text 3.Knowledge: Building knowledge through content-rich informational texts
PAGE 13 Key Shifts Build Toward College and Career Readiness for All Students
PAGE 14 Mathematics: 3 shifts 1. Focus: Focus strongly where the standards focus.
PAGE 15 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). The shape of math in A+ countries
PAGE 16 K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach
PAGE 17 Focusing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra Number and Operations— Base Ten The Number System Number and Operations— Fractions K High School
PAGE 21 Widely Applicable Prerequisites Major Work in High School is known as "Widely Applicable Pre-Requisites." Achievethecore.org/prerequisites
PAGE 22 Mathematics: 3 shifts 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics
PAGE 23 Coherence: Link to major topics within grades Example: data representation Standard 3.MD.3
PAGE 24 Mathematics: 3 shifts 1. Focus: 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
PAGE 25 Required Fluencies in K-6
PAGE 26 Conceptual understanding of place value…?
PAGE 27 Conceptual understanding of place value…?
PAGE 28 Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.
PAGE 29 Power of the Shifts Know them – both the what and the why Internalize them Apply them to your decisions about Time Energy Resources Assessments Conversations with parents, students, colleagues
What is the work of Core Advocates in Louisiana?
PAGE 31 Who are we? 55 Core Advocates in Louisiana Representing 29 districts Serving in advisory capacity in multiple outlets –Louisiana Teacher Leaders –Louisiana Teacher Leader Advisors –Louisiana Believes Council Teacher Advisory Committee –District support teams –Charter and Parochial schools
PAGE 32 What do Core Advocates do? Serve as support to peers, instructional leaders, district teams, LDE Use tools provided by AchievetheCore.org to evaluate instructional material and instructional practices to verify alignment to the standards Provide training on the shifts of CCSS and using the tools provided by SAP to train other teacher leaders for serving in a supporting role within their schools and districts Provide proactive messaging around the standards and success that has been achieved with the standards in our classrooms (multiple media outlets and legislative contact)
PAGE 33 Connect with Louisiana Core Advocates Amy Deslattes, Louisiana Core Advocate Team Captain Laci Mansicalco, Louisiana Core Advocate View a current list of Core Advocates from Louisiana –http://tinyurl.com/LACoreAdvocates