COMMON CORE for SCHOOL COACHES

Pat Fitzsimmons and Gail Taylor representing the VT DOE Common Core Team:

Marty Gephart, CC Program Manager and MS/HS ELALois Fuller, Elementary ELA

Julie Conrad, MS/HS MathematicsKathy Renfrew, Elementary Mathematics and Science

Gail Hall, MS/HS ScienceMichael Hock, SBAC

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Learning Intentions – How do the Common

Core State Standards. . .

Define high expectations for all students?

Require significant shifts in instructional practice for educators?

Demand systemic supports to ensure effective implementation?

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“The most remarkable thing

about these standards is that they

are COMMON!”~ Bill McCallum~

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Why did adopt the

Common Core State Standards?

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Over 1,300 students did NOT graduate from Vermont high schools in 2010.

The lifetime wages loss for those students is $300 MILLION.

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In Vermont, for every 100 9th graders:

85

will graduate high school

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44

will enter college after graduation

In Vermont, for every 100 9th graders:

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33will return for their sophomore year

In Vermont, for every 100 9th graders:

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26will receive a degree within 150% of normal time(6 yrs =bachelor or 3 yrs =assoc)

In Vermont, for every 100 9th graders:

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The Vermont State Board of Education adopted the Common

Core State Standards on August 17, 2010

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VT Department of Education Common Core Implementation Goal

Each Vermont educator will have an equitable opportunity over time to develop an understanding, appropriate to his or her educational responsibilities, of the Common Core State Standards (CCSS) and their application to curriculum, instruction, and assessment.

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The DOE Supported CCSS Implementation

• Established CC Implementation and Policy groups.• Conducted statewide awareness sessions for

district teams. (fall 2010)• Created CC Vermont WIKI to share best resources.• Developed professional learning plans in

partnership with members of Implementation Committee, teacher leaders, and other providers of professional development.

• Offered statewide PD based on those plans. (fall 2011)

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Vermont’s Professional Learning Implementation Timeline

VT is here!

SY2010-11 SY 2011-12 SY 2012-13 SY2013-14 SY2014-15

Professional Learning on significant shifts in instruction

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What questions do you have about the implementation plan for CCSS?

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Common Core in Vermont Wikihttp://sites.google.com/site/commoncoreinvermont/

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K-5Teach More of Less:

Number and Operations

6-8Transitional Years:

Aggressive Progression to Algebra

9-12College & Career Ready

Advanced StandardsApplication and Modeling

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“The Mathematical Practices are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient.”

“We were purposeful in calling them standards because then they won’t be ignored.”

-Bill McCallum

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What questions do you have CCSS-Mathematics?

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Students who are College & Career Ready

in Reading, Writing,

Speaking & Listening, and

Language . . .

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Demonstrate independence. Build strong content knowledge. Respond to varying demands of

audience, task, purpose, and discipline.

Comprehend as well as critique. Value evidence. Use technology and digital media

strategically and capably. Come to understand other

perspectives and cultures.

-- Common Core State Standards, p. 7February 16, 2012 VT Coaches Meeting 28

K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills: Print Concepts & Phonological Awareness

English Language Arts/Literacy

CCSSFoundational Skills: Phonics & Word Recognition, Fluency

Reading Literature & Informational text, including literary nonfiction:

Reading Literature – stories, drama, poetry:

Reading informational, including literary nonfiction:

Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects

Writing Standards:Balance of Text Types:

Literacy (Writing) in History/Social Studies, Science, & Other Technical Subjects

Speaking & Listening Standards

Language Standards, including vocabulary acquisition and use

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In the seventh- and eighth-grade textbooks, … the mean length of sentences had decreased from 20 words to 14 words – the “equivalent of dropping one or two clauses from every sentence” …-from Hayes, Wolfer, and Wolfe (1996); quoted in Adams (2009)

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SMARTER Balanced AssessmentELA/Literacy Claims

• Claim 1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

• Claim 2 – Students can produce effective and well-grounded writing for a range of purposes and audiences.

• Claim 3 – Students can employ effective speaking and listening skills for a range of purposes and audiences.

• Claim 4 – Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

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Significant Instructional Shifts in CCSS for ELA/Literacy--Reading

1. Consistent emphasis on increasingly complex texts throughout the grades to prepare students for success in college and career – Students need to develop the ability

and the stamina to read complex texts independently and proficiently.

2. Integration of Literacy across the Content Areas – Educators have a shared responsibility for literacy instruction, regardless of discipline or content area.

VT-DOE

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33

A focus on effective school systems is critical to implement the instructional practices necessary for all students to meet career and college readiness standards.

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By 2014-2015, Principals need to. . .

Cultivate a school culture that requires high expectations for all students.

Provide support and structure for teacher collaboration and professional learning.

Understand the instructional shifts and ensure teaching depth over coverage.

Align teacher evaluation to the knowledge and skills needed to implement CC in the classroom.

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Based on this information about CC, what are the implications for your

work in school improvement ?

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