1. 10/1/20151 Barry Gilmore The CCSS and Independent Schools Barry Gilmore Hutchison School Memphis, TN bgilmore@hutchisonschool.org www.barrygilmore.net The Common Core and Independent Schools

2. 10/1/20152 Barry Gilmore The CCSS and Independent Schools

3. 10/1/20153 Barry Gilmore The CCSS and Independent Schools Considering the Core Shifts in the landscape Discussion and Questions Shifts in curriculum Shifts in the classroom

4. 10/1/20154 Barry Gilmore The CCSS and Independent Schools ELA Standards 10 Writing Standards 10 Reading Standards 6 Language Standards 6 Speaking and Listening Standards Math Standards 8 standards for mathematical practice K-8 standards organized by grade and domain 9-12 standards organized by subject and concept Key Elements “College and Career Ready” What, not how End of year goals

5. 10/1/20155 Barry Gilmore The CCSS and Independent Schools Do standards override the human element? Are they too prescriptive? Standards Movement Should the standards have derived from teachers? Authorship Are the standards too top-down in approach? Are there other agendas involved? Federal Nature Does testing drive instruction more than learning? Does it match the language of CCSS? Links to Assessment Points of Controversy Will our test-prep instruction need to change? What do we do well that is not covered by CCSS? How closely should our standards match the Common Core?

6. 10/1/20156 Barry Gilmore The CCSS and Independent Schools Considering the Core Shifts in the landscape Discussion and Questions Shifts in curriculum Shifts in the classroom

7. 10/1/20157 Barry Gilmore The CCSS and Independent Schools Old Way Teachers as sole decision makers of curriculum New Way Parents expect accountability, standards, and alignment Teachers as sole decision makers of curriculum Standards help build skills from year to year within a program Independent Schools saw their curricula as fully developed and superior The Common Core may shed light on areas in which we could improve New students had to adjust to greater rigor New students may have been trained for different rigor

8. 10/1/20158 Barry Gilmore The CCSS and Independent Schools Old Way Independent schools had their own vocabulary New Way We have to learn the vocabulary of all schools

9. 10/1/20159 Barry Gilmore The CCSS and Independent Schools Old Language New Language Rigor Text Complexity Non-fiction Informational text Creative writing Narrative writing Related concepts Math “domains” Related skills Clusters Science terms, Math terms Academic vocabulary Book, poem, movie, speech Text

10. 10/1/201510 Barry Gilmore The CCSS and Independent Schools Old Way Independent schools had their own vocabulary New Way We have to learn the vocabulary of all schools Independent school value was taken for granted We must be explicit about the value we add within and beyond academics Teachers who came from public school or pre-service schools had to step up New hires expect and understand standards and the language of standards Independent school classes prepared students for SAT, ACT, etc. Students need specialized training for these tests, including elements related to CCSS

11. 10/1/201511 Barry Gilmore The CCSS and Independent Schools “We need to have people in our school who know these standards and we need to be able to say we know them, we do them, we exceed them.” -Pat Basset “We need to have people in our school who know these standards and we need to be able to say we know them, we do them, we exceed them.” -Pat Basset

12. 10/1/201512 Barry Gilmore The CCSS and Independent Schools 1.Assessments Standards are necessary but not sufficient; open-ended assessments more likely under the CCSS, but are these tied to achievement? 1.Assessments Standards are necessary but not sufficient; open-ended assessments more likely under the CCSS, but are these tied to achievement? 2. Performance Levels CCSS will be interpreted through the lens of the performance expectations set on the assessments 2. Performance Levels CCSS will be interpreted through the lens of the performance expectations set on the assessments John Chubb: Five Lessons CCSS Will Deliver John Chubb: Five Lessons CCSS Will Deliver

13. 10/1/201513 Barry Gilmore The CCSS and Independent Schools 3. Accountability So far, accountability works, but the systems that hold schools accountable have been flawed 3. Accountability So far, accountability works, but the systems that hold schools accountable have been flawed 4. Teachers Teachers will be more important than ever, but we still don’t empirically know what makes good teachers good 4. Teachers Teachers will be more important than ever, but we still don’t empirically know what makes good teachers good John Chubb: Five Lessons CCSS Will Deliver John Chubb: Five Lessons CCSS Will Deliver

14. 10/1/201514 Barry Gilmore The CCSS and Independent Schools 5. Technology Technology could be a game-changer in education, especially for balancing inequities, but we still don’t have the research to tell us what works 5. Technology Technology could be a game-changer in education, especially for balancing inequities, but we still don’t have the research to tell us what works John Chubb: Five Lessons CCSS Will Deliver John Chubb: Five Lessons CCSS Will Deliver

15. 10/1/201515 Barry Gilmore The CCSS and Independent Schools “The Common Core faces one very high hurdle that technology could help solve. As standards are raised, the chance is great that disadvantaged students will struggle even more than they do today.” --John Chubb “The Common Core faces one very high hurdle that technology could help solve. As standards are raised, the chance is great that disadvantaged students will struggle even more than they do today.” --John Chubb

16. 10/1/201516 Barry Gilmore The CCSS and Independent Schools Considering the Core Shifts in the landscape Discussion and Questions Shifts in curriculum Shifts in the classroom

17. 10/1/201517 Barry Gilmore The CCSS and Independent Schools ELA Standards

18. 10/1/201518 Barry Gilmore The CCSS and Independent Schools …demonstrate independence. …build strong content knowledge. …respond to audience, purpose, and task. …comprehend and critique. …value evidence. …use technology and digital media strategically. …understand other perspectives and cultures. “College and Career Ready Students…”

19. 10/1/201519 Barry Gilmore The CCSS and Independent Schools What We Read How We Read How We Learn Content How We Write Informational Text Text Complexity Appendix B Close Reading Pre- Reading? Deep Reading Evidence- based Multi- disciplinary Academic Vocabulary Evidence- based Writing genres Range of research

20. 10/1/201520 Barry Gilmore The CCSS and Independent Schools By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. R.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. R.8.10 Are we doing this? Are we successful? How do we assess it? Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. R.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. R.8.7

21. 10/1/201521 Barry Gilmore The CCSS and Independent Schools Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.2

22. 10/1/201522 Barry Gilmore The CCSS and Independent Schools Where might this lead? Public school ELA classes that look like Independent School ELA classes—but are more deliberate Assessment-driven classes and frustrated teachers and parents Imbalances from districts or schools that go overboard

23. 10/1/201523 Barry Gilmore The CCSS and Independent Schools Math Standards

24. 10/1/201524 Barry Gilmore The CCSS and Independent Schools Conceptual Learning Placement of Concepts How We Learn Content Inquiry Problems / Depth Number Sense 3-5: No Calculators Geometry Concepts High School Specialities Domains Collaboration Mathematical Practices Data, Probability

25. 10/1/201525 Barry Gilmore The CCSS and Independent Schools

26. 10/1/201526 Barry Gilmore The CCSS and Independent Schools Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. Standard 6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. Standard 6.G.A.2

27. 10/1/201527 Barry Gilmore The CCSS and Independent Schools Where might this lead? More flipped classrooms True inquiry-based math learning Integrated math classes instead of distinct specializations

28. 10/1/201528 Barry Gilmore The CCSS and Independent Schools Considering the Core Shifts in the landscape Discussion and Questions Shifts in curriculum Shifts in the classroom

29. 10/1/201529 Barry Gilmore The CCSS and Independent Schools Where are public schools going? Narrow definition of standards and prescriptive curricula Test-prep mentality Fear (especially for low achievers) Lots of PD: Inquiry- based math and informational text Explicit planning Figuring out how to deliver lessons that go deep

30. 10/1/201530 Barry Gilmore The CCSS and Independent Schools Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.6 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.5

31. 10/1/201531 Barry Gilmore The CCSS and Independent Schools Autonomy RelevanceCollaboration Active Learning Multiple Learning Methods Technology Use Differentiation and Scaffolding InquiryFeedback Challenge and Success 10 Standards for Motivation and Engagement

32. 10/1/201532 Barry Gilmore The CCSS and Independent Schools 1. Revisit standards and pacing guides, with explicit CCSS comparisons Where do I put my chips? 2. Plan professional development for inquiry-based math 3. Make sure administration / division heads understand the core before interviewing 5. Appoint a CCSS update committee 4. Review: Writing genres and use of evidence (literacy) and number sense (math)

33. 10/1/201533 Barry Gilmore The CCSS and Independent Schools Considering the Core Shifts in the landscape Discussion and Questions Shifts in curriculum Shifts in the classroom