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These vignettes were developed to help diverse groups – educators, policymakers, parents –better understand the breadth and depth of the Standards and how they will improve teaching, make classrooms better, create shared expectations, and cultivate lifelong learning for all students.

This video series is meant to be a learning tool that, accompanied by the Standards themselves, will bring greater meaning and understanding to educators, policymakers, parents, and the public as a whole.  
Viewing these videos alone does not provide comprehensive understanding about the Standards and their benefits for states.  
The video vignettes are not intended to substitute for deep exploration and discussion of the Standards. They are not curricula, nor are they instructional materials. They are meant to illustrate, give context, and expand upon the Standards themselves—and should always be used in concert with supporting documents and their appendices.  

Suggested uses for the CCSS vignettes
These vignettes can be used in a number of ways—including, but not limited to:
  • Start compelling conversations about setting state or district policy goals, orienting staff to new        classroom demands, assessing professional development tools, and creating local curricula and instructional materials.
  • Help educators understand the major changes and advances in their state standards and their impact on what happens in classrooms.
  • Use as strong lead-ins to teacher and administrator engagement in implementation and in setting higher expectations for students. 
  • Help parents understand the true essence of the Standards – why changes were important, what will be different in the educational experiences of their children, and how shared expectations—between parents and teachers—can help support children’s learning.  
  • Galvanize support for schools – educating parents and community leaders toward a shared goal of helping all students succeed.

Each user should decide how to package the vignettes in a way that best serves individual or organizational purposes. The segments can be used individually or can easily be linked together to create a customized package.

Video Outline/Descriptions
 Name  Time         Writer(s)     Short Description/Key Points
Common Core State Standards: A New Foundation for Student Success     2:53     N/A

• Animated introductory segment

• History of Standards, development

• Promise of college-and-career ready students

The English Language Arts Standards: What They Are and Who Developed Them 8:00    David Coleman 
Susan Pimentel

• Detailed description of development process

• General discussion of ELA standards

• Five principles of development

The English Language Arts Standards: Key Changes and their Evidence     6:24    David Coleman 
Susan Pimentel

• Historical context of the need for change in ELA Standards

• Five critical shifts from earlier standards: text complexity; analysis, inference and evidence; writing to sources; mastery of writing and speaking; academic vocabulary

• Importance of academic vocabulary, especially for English Learners

Writing to Inform and Make Arguments 3:35    David Coleman 
Susan Pimentel

• Required mastery of three kinds of writing

• Analytical writing

• Rendering complex information clearly

• Student writing styles/multiple disciplines

The Balance of Informational and Literary Texts in K-5 2:14Susan Pimentel 

• Shift the balance to 50 percent informational texts and 50 percent literature in elementary grades

• Importance of balance in preparing for later grades and non-literary texts

Literary Non-Fiction in Grades 6-12: Opening New Worlds for Teachers and Students 1:33Susan Pimentel 

• Expanded use of literary non-fiction in later grades

• In-depth discussion about the value of teacher expertise in cultivating students’ deeper understanding of complex and varied texts

Literary Non-Fiction in the Classroom: Opening New Worlds for Students         2:27David Coleman

• Opportunities for students to delve more deeply into more varied texts, especially literary non-fiction

• Addresses student engagement with many sources: e.g. the Preamble to the Constitution, Lincoln’s Gettysburg Address, and King’s Letter from a Birmingham Jail.

Literacy in Other Disciplines 3:50    David Coleman

• How ELA Standards apply – and require mastery – across several disciplines (History/Social Studies, Science, and Technical Subjects)

• In-depth discussion of Madison and Federalist Paper 51

Text-Dependent Analysis in Action: Examples from Dr. Martin Luther King, Jr.'s Letter from a Birmingham Jail 10:20David Coleman

• In-depth analysis and discussion of Dr. King’s Letter from a Birmingham Jail

• Explanation of the cognitive requirements of the Standards

• Examples drawn from specific, well-argued paragraphs

Conventions of Standard English Writing and Speaking 1:44Susan Pimentel

• Asserts the importance of good grammar

• Applying complex conventions to writing and speaking as grade levels increase

 Discussion of formal and informal communications

Speaking and Listening: The Key Role of Evidence 2:24    Susan Pimentel

• Standards for speaking and listening

• Focus on collaboration in multiple settings in work or college

• Preparation, respect, and problem-solving in formal and informal situations

The Crucial Role of Higher Education and Business in Developing the Standards 1:42    David Coleman

• Outline of the range of higher education professors and practitioners who were involved

• Articulation of business leader involvement 

The Mathematics Standards: How They Were Developed and Who Was Involved 8:11    William McCallum
Jason Zimba

• General discussion of mathematics standards

• Aspirations for mathematics instruction at higher levels

• Greater mastery through focus and coherence

• Review of groups involved

• General discussion of mathematics progressions

• What is and is not included at the elementary level

• What happens at middle school

• Discussion of migration away from strands and into domains of mathematics
The Mathematics Standards: Key Changes and Their Evidence 4:36William McCallum

• General discussion of mathematics standards and goals

• Description of domains and increased focus and coherence

• Discussion of domains’ discrete life spans

• General description of the differences for high school mathematics, including real world applications and modeling

The Importance of Coherence in Mathematics 4:37William McCallum

• In-depth description of coherence in mathematics, with examples

• Need for mathematics domains to fit together for college and career preparation

• Flows of the domains in mathematics; moving into a unified whole

• Algebra as an example

The Importance of Focus in Mathematics 2:42    Jason Zimba

• First-year college remediation challenges

• Mismatch between higher education and K-12 – more mastery of fewer topics vs. covering more

• Focus as it relates to teachers’ needs to build a solid foundation in early grades

• Solid early foundation enabling greater success later

The Importance of Mathematical Practices 4:02William McCallum
Jason Zimba        

• Standards for Mathematical practice –processes and proficiencies

• Habits of mind of the mathematically proficient student

• Description of modeling; applying mathematics outside the math classroom

• Using mathematics tools in flexible, sophisticated, and relevant ways across disciplines

• Technology, structure, and generalization

Mathematical Practices, Focus and Coherence in the Classroom 1:13Jason Zimba

• Habits of mind

• Coherence and focus

• Implications for the classroom

Whole Numbers to Fractions in Grades 3-6 1:57William McCallum

• Detailed description of the progression from adding and multiplying whole numbers into working with fractions

Operations and Algebraic Thinking     1:52Jason Zimba

• Detailed description of the three domains of numbers and operations (Operations and Algebraic Thinking; Number and Operations in Base Ten; and Numbers and Operations–Fractions)

• Arithmetic as a rehearsal for Algebra 

High School Math Courses 2:49William McCallum

• Careful, prescribed sequence of mathematics that builds skills and mastery for elementary and middle school

• Explanation of two reasons for a different approach to high school

• How mathematics is better connected and cohesive at high school levels

• Modeling and probability/statistics in all math subjects

The Importance of Mathematical Progressions 2:02William McCallum

• Progressions, with examples

• Design of math progressions and how they play out in domains over grade spans

• Connecting topics logically and sequentially 

Mathematical Progressions - From the Student Perspective 3:08    Jason Zimba

• Student-centered discussion of the progressions in domains from one grade to another

Gathering Momentum for Algebra 2:08    William McCallum

• Description of “Algebra Wall” – a challenge for many students under previous standards

• Ramp building from kindergarten to Algebra in all domains

Mathematical Fluency: A Balanced Approach 1:56    William McCallum
Jason Zimba

• Balance between procedural fluency and conceptual understanding, with examples

Building on required fluencies 
Ratio and Proportion in Grades 6-8: Connections to College and Career Skills 1:01Jason Zimba

• Ratio and proportion—connections in elementary and middle grades and real world application

• Foundations for high school mathematics

The Mathematics Standards and the Shifts They Require 1:14Jason Zimba

• General discussion of math standards

• Aspirations for higher math performance

• Links and cohesiveness

• Meeting goals of focus and coherence

Helping Teachers: Coherence and Focus 1:39William McCallum

• Role of teachers in drafting math standards

• Coherence – seeing forward and backward

• Focus—doing fewer things more deeply

• Details that help teachers

Fractions highlighted
Shifts in Math Practice: The Balance Between Skills and Understanding 1:02William McCallum

• General discussion

• Clear expectations

• Balance between skills and understanding

• Higher cognitive demand

• More time for teachers to go more deeply with their students

• Preparing students to not only “do” the math, but “use” the math