Don’t Throw the Baby Out with the Bathwater! · Class1 Understandingthe Why/How of the Standards and Jumping into the CCSS Document ... • Go back and talk about your big ideas

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Don’t Throw the Baby Out with the Bathwater! Making the Teachers’ Work the Center of the Common Core

Session #1: Getting Our CCSS Sea Legs



A BIG Welcome!

I am so excited that we’re

working together!We are here to serve you, so anything that we can

do help and support, we’ll do!



Rules of the Game!

• Please mute your microphone unless you want to talk/interject

• Raise hand and I will “call” on you – and unmute your microphone

• You can take your hand down after you’ve spoken by clicking on it

• If you want to “ask” me a question – at the bottom right hand of

the web-ex screen, there is a “Chat” button – you can type it and

direct it to me or all of the participants

• BE BOLD! The purpose of having this class live is so that we can

DISCUSS, GET CLARIFICATION, ASK QUESTIONS AND ENGAGE!



Before and After This Class

• Before each class you will receive a notice from us regarding your

class materials - you will be sent the link that leads to our private

resource page

• Within two business days of the class, your links will be available

at the above link. If you’re using these classes to provide PD for

your staff, you’ll be ready to roll!

• As you think about the content (or present it to your staff!), jot

down any questions that you’ll have – we will answer them on

the next call!

• You will be given a “NEXT STEP” or two following each class…I

encourage you to complete these next steps because they will be

so valuable to APPLYING this work to your school or district!



Here’s Where We’re Headed

Our Sessions!

Class 1 Understanding the Why/How of the Standards and Jumping into the

CCSS Document

Class 2 It’s Not About the Task, It’s About the Complexity of the Task

Class 3 Learning the Nuances of the Reading Information Text Standards

Class 4 Learning the Nuances of the Reading Literature Standards

Class 5 Learning the Nuances of the Speaking and Listening and Writing

Standards

Class 6 Learning the Nuances of The Reading Foundational Skills Standards

Class 7 Learn What They Know and What They Need: Designing Simple

Benchmarks That Align with the Common Core

Class 8 Putting It All Together – Lesson Planning and the Common Core – It’s

Not Just about “Covering” the Standards, It’s About Orchestrating Them



Here’s Where We’re Headed

Our Sessions!

Class 1 Understanding the Why/How of the Standards and Jumping into the

CCSS Document

Class 2 It’s Not About the Task, It’s About the Complexity of the Task

Class 3 Learning the Nuances of the Reading Information Text Standards

Class 4 Learning the Nuances of the Reading Literature Standards

Class 5 Learning the Nuances of the Speaking and Listening and Writing

Standards

Class 6 Learning the Nuances of The Reading Foundational Skills Standards

Class 7 Learn What They Know and What They Need: Designing Simple

Benchmarks That Align with the Common Core

Class 8 Putting It All Together – Lesson Planning and the Common Core – It’s

Not Just about “Covering” the Standards, It’s About Orchestrating

Them



Our Agenda for Class #1

�Welcome!

�Overview and Purpose of the Our Work Together

�The BIG IDEAS of the Common Core

�Your Roll Out Plan…Do You Have One?

�Understanding How Complexity Underlies All of the Standards

�How This Links Into the Classroom

�Q & A

�Your Homework (yes it’s true!)



What we must avoid…



“…new names for old practices”-

syndrome!



Unless we change LESSON DESIGN, we

will likely fall into that trap.

So…let’s get started!



1. Change the content

2. Change the instruction

3. Change the relationship between the students and

the content and the instruction

Richard Elmore

CCSS Success Will Depend on This



The current gap with the Common Core:

So much information, so little on-the-

ground information for teachers to use

TOMORROW



How Big a Change Is It Really?

� 50- 60 % is the “same old stuff”

� 20% requires tinkering

� 20% brand new stuff

So what does this mean for our current

curriculum and instructional materials?



Top 5 Big Ideas of the CCSS

11 What and how

22 Timeline

33 Six shifts

44 Complexity is key

55 Assessment items



Six Shifts in ELA/Literacy Practice

1. Balancing Informational and Literary Text

2. Building Knowledge in the Disciplines

3. Staircase of Complexity

4. Text-Based Answers

5. Writing From Sources

6. Academic Vocabulary



Do You Have a Roll-Out Plan?

Spring 2015 is coming…have you examined and designed:

What professional

development is needed

Define vision for each

phase of implementation

What products need to

be developed

Build in benchmarks and

measuring tools for each

phase

What’s been done What the teacher roll-

out will be by month



Example of CCSS Roll-Out Process

Step 1: Outline What’s Been Done Step 2: Create Staff Roll-Out/Work

Dates









They KEY is to do this roll-out work in

house so that you’re building capacity

while you’re building the plan.

This is a NEW phase of program and

curriculum implementation!



The “New” Bloom’s Taxonomy

Bloom's Taxonomy is a multi-tiered model of classifying thinking

according to six cognitive levels of complexity. Throughout the

years, the levels have often been depicted as a stairway, leading

many teachers to encourage their students to climb to a higher

(level of) thought.

The lowest three levels are: remembering, understanding, and

applying. The highest three levels are: analyzing, evaluating, and

creating. The taxonomy is hierarchical; [in that] each level is

subsumed by the higher levels. In other words, a student

functioning at the 'application' level has also mastered the

material at the 'knowledge' and 'comprehension' levels.



Our Temperature Gauge



Depth of Knowledge 1



Depth of Knowledge 2



Blooms and Complexity

It’s not necessarily about the task.

It’s about the COMPLEXITY of the task. Students are studying a new piece of text.

I ask them to state the main idea and supporting details.

vs.

Grade

4



Task Complexity – Smarter Balanced

Grade

6



Here’s an example of why complexity

matters…



Task Complexity and the Standards

It’s not necessarily about the task/standard.

It’s about the COMPLEXITY of the

task/standard.



Our Big Challenge with the CCSS?

Our biggest challenge is altering our system so that we

function and engage at higher levels of complexity

around the instructional work.

As we teach our students to evaluate, synthesize and

create, so must we.

The real shift is that we’re working in the gray area, not

just black and white.



Reaching Into the Classroom

General Behavior

(Bloom’s/DOK)

General Learning

Specific Behavior

(What the kids will

do – linked to

Bloom’s/DOK

columns)

Specific Learning

(What they will

learn/master)



What?

So now what?

Now what?



Your Next Steps…Yeah, the Homework!

• Go back and talk about your big ideas to someone around you!

• Ask yourself the questions on the slide “Do You Have a Roll-Out Plan?” and take this slide to your team to get started on right now

• Follow the steps on the example roll-out picture slides…are you there yet? Who do you need to pull together to start analyzing this?

• Read all the way through the standards from K-12, standard by standard, noting the changes in complexity as you read

• Read Appendix B as important “priming the pump” work for Session 2

• Keep track of your questions, needs for clarification and such as you go through the next couple of weeks! We’ll start with a Q & A right at the top of Class #2!



Thank You!!!!

Documents

Don’t Throw the Baby Out with the Bathwater! · Class1 Understandingthe Why/How of the Standards and Jumping into the CCSS Document ... • Go back and talk about your big ideas