10/1/20151 barry gilmore the ccss and independent schools barry gilmore hutchison school memphis, tn...

04/19/23 1Barry Gilmore The CCSS and Independent Schools

Barry GilmoreHutchison SchoolMemphis, TN

[email protected]

The Common Coreand

Independent Schools


Considering the Core

Shifts in the landscape

Discussion and

QuestionsShifts in

curriculum

Shifts in the classroom


Do standards override the human element? Are they too prescriptive?

Do standards override the human element? Are they too prescriptive?

Standards Movement

Should the standards have derived from teachers? Should the standards have derived from teachers?Authorship

Are the standards too top-down in approach? Are there other agendas involved?

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?

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?Will our test-prep instruction need to change?

What do we do well that is not covered by CCSS?What do we do well that is not covered by CCSS?

How closely should our standards match the Common Core?

How closely should our standards match the Common Core?




Discussion and

QuestionsShifts in

curriculum



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


Old Way

Independent schools had their own vocabulary

New Way

We have to learn the vocabulary of all 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


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


“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


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 LevelsCCSS will be interpreted through the lens of the performance expectations set on the assessments

2. Performance LevelsCCSS will be interpreted through the lens of the performance expectations set on the assessments

John Chubb:Five Lessons CCSS Will Deliver



3. AccountabilitySo far, accountability works, but the systems that hold schools accountable have been flawed

3. AccountabilitySo far, accountability works, but the systems that hold schools accountable have been flawed

4. TeachersTeachers will be more important than ever, but we still don’t empirically know what makes good teachers good

4. TeachersTeachers will be more important than ever, but we still don’t empirically know what makes good teachers good




5. TechnologyTechnology 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. TechnologyTechnology could be a game-changer in education, especially for balancing inequities, but we still don’t have the research to tell us what works




“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




Discussion and

QuestionsShifts in

curriculum



ELA Standards


…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…”


What We Read

How We Read

How We Learn

Content

How We Write

Informational Text

Text Complexit

y

Appendix B

Close Reading

Pre-Reading?

Deep Reading

Evidence-based

Multi-disciplinar

y

Academic Vocabular

y

Evidence-based

Writing genres

Range of research


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


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; includeformatting (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; includeformatting (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


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


Math Standards


Conceptual Learning

Placement of

Concepts

How We Learn

Content

Inquiry Problems / Depth

Number Sense

3-5: No Calculator

s

Geometry Concepts

High School

Specialities

Domains

Collaboration

Mathematical Practices

Data, Probabilit

y


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


Where might this lead?

More flipped classrooms

True inquiry-based math learning

Integrated math classes instead of

distinct specializations




Discussion and

QuestionsShifts in

curriculum



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


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

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


Autonomy Relevance CollaborationActive Learning

Multiple Learning

Methods

Technology Use

Differentiation and

ScaffoldingInquiry FeedbackChallenge

and Success

10 Standards for Motivation and

Engagement


1. Revisit standards and pacing guides, with explicit CCSS comparisons1. Revisit standards and pacing guides, with explicit CCSS comparisons

Where do I put my chips?Where do I put my chips?

2. Plan professional development for inquiry-based math2. Plan professional development for inquiry-based math

3. Make sure administration / division heads understand the core before interviewing3. Make sure administration / division heads understand the core before interviewing

5. Appoint a CCSS update committee5. Appoint a CCSS update committee

4. Review: Writing genres and use of evidence (literacy) and number sense (math)4. Review: Writing genres and use of evidence (literacy) and number sense (math)




Discussion and

QuestionsShifts in

curriculum


10/1/20151 barry gilmore the ccss and independent schools barry gilmore hutchison school memphis, tn...

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