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Putting the Core into Practice: Instructional Practice GuidesSandra Alberti
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Student Achievement Partners – Who We Are
• SAP is a nonprofit organization founded by three of the contributing authors of the Common Core State Standards
• Currently a team of approximately 30; office in NY and team members located throughout the country
• Funded by foundations: GE Foundation, Hewlett Foundation, Bill & Melinda Gates Foundation and The Helmsley Charitable Trust
Our mission:
• Student Achievement Partners is devoted to accelerating student achievement by supporting effective and innovative implementation of the CCSS.
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Our Principles – How we approach the work
WE HOLD NO INTELLECTUAL PROPERTYOur goal is to create and disseminate high quality materials as widely as possible. All resources that we create are open source and available at no cost. We encourage states, districts, schools, and teachers to take our resources and make them their own.
WE DO NOT COMPETE FOR STATE, DISTRICT OR FEDERAL CONTRACTS
Ensuring that states and districts have excellent materials for teachers and students is a top priority. We do not compete for these contracts because we work with our partners to develop high quality RFPs that support the Core Standards.
WE DO NOT ACCEPT MONEY FROM PUBLISHERS
We work with states and districts to obtain the best materials for teachers and students. We are able to independently advise our partners because we have no financial interests with any publisher of education materials. Our independence is essential to our work.
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Our Plan for the Day
• Background on the Content
• Tour of AchievetheCore.org
• Instructional Practice Guides
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Results of Previous Standards, and Hard Work
Previous state standards did not improve student achievement.
Gaps in achievement, gaps in expectationsNAEP resultsHigh school drop out issueCollege remediation issue
This is about more than just working
hard!
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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 statementsMysterious assessmentsCoverage mentalityFocused on teacher behaviors – “the inputs”
Is it working?? for students??
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Principles of the CCSS
Fewer - Clearer - Higher(Deeper)
•Aligned to requirements for college and career readiness
•Based on evidence
•Honest about time
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Implications
What implications do the CCSS have on what we teach?
What implications do the CCSS have on how we teach?
This effort is about much more than implementing the next version of the standards: It is about preparing all students for success in college and careers.
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ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
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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 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
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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.
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ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
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In order to lead this work…
• You need metrics
– What will it look like?– How will you know?
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
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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
The shape of math in A+ countries
1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
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K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional U.S. Approach
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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 1 2 3 4 5 6 7 8 High School
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Priorities in Mathematics
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Cluster Emphases
Grade 6
Achievethecore.org/focus
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Widely Applicable Prerequisites
Major Work in High School is known as "Widely Applicable Pre-Requisites."
Achievethecore.org/prerequisites
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Mathematics: 3 shifts
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
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Coherence: Link to major topics within grades
Example: data representation
Standard 3.MD.3
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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
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Required Fluencies in K-6
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Conceptual understanding of place value…?
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Conceptual understanding of place value…?
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In order to lead this work…
• You need metrics
– What will it look like?– How will you know?
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Reflect
Please reflect on what you will be able to observe (see, hear) when you have successfully implemented Common Core State Standards in your schools and districts.
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Opportunities require clarification
✓ Standards aligned vs. Standards based
✓ Standards vs. Standardization
✓ Standards vs. Curriculum
✓ Not a ceiling, but a message about priority
✓ Based on evidence v. Researched
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Newly emerging thoughts…
• The difference between sympathizing and supporting teachers
• The difference between supporting and making it easy
• The difference between making it simple and focusing on a few things
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www.achievethecore.org
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Key Characteristics of Leading Organizations
Systems Thinking
Learning Organizations
Know – Really Know – the expectations
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Pathways for Learning, and doing!
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Are You Doing the Core?
• Instructional Practice• Instructional and Assessment Materials• Professional Development
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Guiding Ideas for this Session
• Implementation of the Common Core State Standards has implications for both “the what” and “the how” of teaching.
• Our work in designing and supporting the implementation of the CCSS must be focused and coherent.
• This work starts with a shared understanding of the expectations of the Standards and then specific descriptions and discussions of what these expectations look like in practice.
• Professional development, coaching, feedback and professional learning community conversations can be focused and coherent to support these expectations.
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Instructional Practice Guides
The guides are:•Designed to guide assessment of effective integration of the Common Core shifts into instructional practice.
•Intended to support teachers in developing their practice, and to help coaches or other instructional leaders in supporting them to do so. For example, through:
‒ Teacher self-reflection
‒ Teacher-to-teacher learning in PLCs, grade-level meetings or other collaborative structures
‒ Coaching and feedback from instructional coaches or leaders
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CCSS Instructional Practice Guides– Design & Structure
• There are CCSS Instructional Practice Guides for • ELA/literacy (K-2, 3-5, 6-12, History/Social Studies,
Science & Technical Subjects)
• Mathematics (K-8, HS)
• Each CCSS Instructional Practice Guide includes a tool for a single lesson and a tool for over the course of the year
• Each CCSS Instructional Practice Guide for a single lesson has 3 Core Actions and each Core Action has 3-6 indicators
All guides are available at achievethecore.org/instructional-practice.
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Common Language
• Instructional Practice GuidesDaily Lessons or Over the Course of the Year
• Core ActionsKey Practices (numbered sections)
• IndicatorsObservable (lettered details under each Core Action)
INSTRUCTIONAL PRACTICE GUIDE:ELA/Literacy
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Video Lesson
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ELA & Literacy: Three Shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
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CCSS Instructional Practice Guide Daily Core Actions in ELA/Literacy
1. Focus each lesson on a high quality text (or multiple texts).
2. Employ questions and tasks that are text dependent and text specific.
3. Provide all students with opportunities to engage in the work of the lesson.
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ACTIVITY: Making the Connection with Core Actions
Choose a DAILY LESSON and OVER THE COURSE OF THE YEAR Instructional Practice Guide in any grade band or content area (K – 2, 3 – 5, 6 – 12, or Literacy in History/Social Studies, Science, and Technical Subjects).
First individually, then with a small group answer the following questions.
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ACTIVITY: Making the Connection with Core Actions
Support your responses with details from the two Instructional Practice Guides that you selected.
•What is the intention of the Daily Instructional Practice Guide?
•What is the Daily Instructional Practice Guide and detailed Core Actions looking for?
•What are key practices prioritized in the Core Actions of the Daily Instructional Practice Guide?
•Now take a look at the Yearly Instructional Practice Guide. How does it connect to the Daily Instructional Practice Guide?
•Align the Core Actions from both the Daily and Yearly Instructional Practice Guides with the Shifts. Which shift does each expectation demonstrate? More than one? Circle connections to the shifts.
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Core Action #1: High Quality Texts
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High Quality Texts – How Will I Know?
• What text will be used in the lesson?
• Is this text part of a sequence of texts designed to build knowledge? Explain.
• What are the quantitative measure(s) and qualitative features of the text?
• What considerations were made for reader and task?
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Developmental Tools
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Core Action #2: Text Dependent, Text Specific
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Text Dependent, Text Specific
• Text Dependent: Questions require thorough reading of the text, and evidence from it, in order to answer
• Text Specific: Questions address the text specifically, rather than being generic
What is the author’s purpose? What is the main idea?
What do the details about Chicago in paragraph 2 tell us about the author’s intent in writing this text?
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Text-Dependency = Questions Worth Answering
• Many typical reading questions in the classroom were not text-dependent
• The text is used simply as a “springboard” for discussion, without focusing students’ attention on close reading of the text.
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Supporting the Action
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Core Action #3: Productive Engagement
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Productive Engagement – How Will I Know?
• Were students able to successfully respond to the text dependent questions and tasks with precision?
• What strategies did the teacher utilize to encourage collaboration among students?
• Are there clear protocols for discussion?
• Are the students doing the work of reading, writing, speaking or listening?
• Is the teacher allowing adequate wait time for students to persists through challenges?
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Precise Answers, Precise Praise and FeedbackPrecise Answers: •Are textually based•Cite evidence•Build on the ideas of others
Precise Praise and Feedback•Does the teacher know what answer s/he’s looking for? •Does s/he accept anything less? •Do praise and corrective feedback teach others how to answer? •Does s/he praise the work, or the child?
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Core Action #4 – Reading Foundational Skills (K – 5)
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Video Lesson
INSTRUCTIONAL PRACTICE GUIDE:MATHEMATICS
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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
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CCSS Instructional Practice Guide Core Actions
1. Ensure the work of the lesson reflects the shifts required by the CCSS for Mathematics.
2. Employ instructional practices that allow all students to master the content of the lesson.
3. Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson, and therefore, all students are productively engaged in the work of the lesson.
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Core Action 1: Ensure the work of the lesson reflects the Shifts required by the CCSS for Mathematics.
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ACTIVITY:Core Action 1: Deeper Dive
• Highlight 3-5 key word(s) in each indicator for Core Action 1.
• What shift is this related to?
• What information is needed in order to meet or rate this indicator?
• What are some artifacts that would provide evidence of this indicator?
• What are examples of this indicator being met and not being met?
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Core Action 2: Employ instructional practices that allow all students to master the content of the lesson.
• Highlight 3-5 key word(s) in each indicator for Core Action 2.
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Core Action 2: Deeper Dive
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Don’t Leave Out the Math: Phil Daro on Teaching
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Core Action 2: Deeper Dive
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Core Action 2: Deeper Dive
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Core Action 2: Employ instructional practices that allow all students to master the content of the lesson.
• For D through F, can you describe an observable behavior or action that would meet each indicator?
• Can you describe an observable behavior or action for each that would not meet the indicator?
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Core Action 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson.
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Core Action 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson.
• Highlight 3-5 key word(s) in each indicator for Core Action 3.
• Discuss with your table.
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Core Action 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson.
4 Some or most of the indicators and student behaviors should be observable in every lesson, though not all will be evident in all lessons.
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Standards for Mathematical Practice
• There is not a one-to-one correspondence between the indicators for Core Action 3 and the Standards for Mathematical Practice. These indicators and the associated illustrative student behavior collectively represent the Standards for Mathematical Practice that are most easily observable during instruction.
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Culminating Activity: Try It
2nd Grade:https://www.teachingchannel.org/videos/counting-collections-lesson
8th Grade:https://www.teachingchannel.org/videos/sorting-classifying-equations-overview
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“Silent 5” - Mathematics
Take 5 minutes and silently write on a post-it…
• An insight from today...• I’m still wondering about…
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Future Developments
• Instructional Practice Guides as Tools– Including Planning Tool
http://achievethecore.org/page/969/instructional-practice-guide-list-pg
– Lesson Planning Tool - BETA
• Additional Tool Development
• “Survey” = Self-assessment
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Group Reflection – Implications for Your Work
In teams, discuss implications of our discussion today for your work:
1.How can these tools be used to support teacher and school leader understanding and implementation of the CCSS?
2.Who will you share this information with?
3.What are potential challenges/roadblocks?
4.What is your next step? #CCSSwork
