1. Implementing Common Core State Standards Christine Downing, CCSS Consultant NH DOE Patty Ewen, Office of Early Childhood Education, NH DOE

2. Who’s in the Room?

3. I am going to ask some questions. Please stand if you fit the description. Remain standing until I ask the next question. If you fit the description remain standing. If you do not please sit down. You may stand or sit at any time depending on whether you fit the description or not. Who in the room is responsible, in some way or another, for implementation of the Common Core State Standards? Who in the room currently teaches students at grades K-12? Who in the room teaches teachers or prepares future teachers? Who in the room is a school or district administrator? Who in the room is not sure of their exact job title? Who in the room has been teaching for 5 or more years? Who in the room has been teaching for 15 or more years? Who in the room has been teaching for 25 or more years? Who in the room has been teaching for 30 or more years? (GOD BLESS YOU!)

4. Assessment on CCSS: Spring 2015

5. What “shifts” occur with the Common Core? 1

6. Instructional Shifts A

7. Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. 1 PK-5, Balancing Informational & Literary Texts

8. Content area teachers outside of the LA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read. 2 6-12, Knowledge in the Disciplines

9. In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. 3 Staircase of Complexity

10. Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text. 4 Text-Based Answers

11. Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of de- contextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read. 5 Writing from Sources

12. Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas. 6 Academic Vocabulary

13. Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades. 1 Focus

14. Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. 2 Coherence

15. Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts. 3 Fluency

16. Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations. as well as writing and speaking about their understanding. 4 Deep Understanding

17. Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content. 5 Application

18. Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and therefore, varies throughout the given school year. 6 Dual Intensity

19. Criteria for New Standards Fewer, clearer, and higher (Consistent, rigorous, and shared aligned with college and work expectations) Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards (think DNA of education) Internationally benchmarked, so that all students are prepared to succeed in our global economy and society Based on evidence and research

20. Assessment Shifts B

23. Below is part of a poem about leaves and a story about a robin. Read the two texts and think about how they are similar and then answer the question that follows. from “How the Leaves Came Down” I'll tell you how the leaves came down. The great Tree to his children said, "You're getting sleepy, Yellow and Brown, Yes, very sleepy, little Red; It is quite time you went to bed." "Ah!" begged each silly, pouting leaf, "Let us a little longer stay; Dear Father Tree, behold our grief, 'Tis such a very pleasant day We do not want to go away."

24. excerpt from The Little Captive One day Bessie’s mother said to her that she must open the cage, and let the bird fly away. “No, no mother!” said Bessie, “don’t say so. I take such comfort in him, I can’t let him go.” But the next moment she remembered how unhappy it made her to disobey her mother; and, taking down the cage, she opened the door. tell you that day after day, for two or three weeks, that little robin made a visit to Bessie’s house.

25. ELA Prompt :

28. How do we get from here to there? 2

29. Activity : Break into groups of 3-4 at your table. You have a stack of cards with discrete tasks on them. Your mission is to sort these tasks into two piles: (1) already doing and (2) next steps or future. Write one or two things you are doing on the chart paper and post. Please place your district name in parentheses after the task that you are doing.

30. Activity : Take five minutes in your teams to walk around the room and notice what other schools/districts are focusing on.

31. Did you see any pattern in what people are already doing? Did you find yourself wanting to start organizing the cards into similar tasks or in a timeline? Did you comment on “doable” vs. “not as likely”

32. What resources would you want/need to move forward? What barriers/obstacles might need to be addressed?

33. Three categories of tasks: 1.Leadership 2.Curriculum 3.Accountability

46. Where to go next? 3

48. Gap Analysis Tool (Draft)

50. Using the Implementation Framework Use the Implementation Framework, Cards, Gap Analysis Tool, and template to begin your strategic planning Discussions are important! Report out your next 3 to 5 steps in Implementing CCSS – What evidence do you have to suggest these should be your focus areas for implementation?

51. Who do we need to move? 4

52. Change ≠ Transition

53. Change is situational.

54. Transition is psychological.

55. Survey Says…Top Concerns Education Policy Leaders – Cost and Feeling Uninformed Superintendents – Cost and Readiness Principals – Readiness and Teacher Push-back Teachers – Misuse of data and availability of support and training Source: Strategic Communications Research, Heart Research Associates, December 2011

57. What are we doing to support you? 5

60. Resources for CCSS capacity and awareness, strategic planning, and communication Hunt Video Series NH DOE Resources – 8 Key Messages Common Core Website – General Talking Points Engage NY website CCSSO website SMARTER Balanced Fact Sheets National PTA brochures AchievetheCore.org

61. Conclusion 1.What shifts occur with CCSS and SBAC? (Capacity and Awareness) 2.How do we get there from here? (Strategic Planning) 3.Where do we go next? (Prioritize) 4.Who do we need to move? (Stakeholders & Communication) 5.What resources are available? (Gap Analysis)

62. Comments? Questions? Thank you! Christine Downing Christine.downing@nh.gov Patty Ewen Patricia.Ewen@doe.nh.gov