Introduction to the Common Core Learning Standards July 19, 2011 at Stuyvesant High School Office of Achievement Resources Division of Academics, Performance and Support

What does it mean to be college and career ready today as compared to 10 years ago? As compared to 20 years ago? Turn and Talk 2

Demand for Skills Change: Economy-wide measures of routine and non-routine task input (U.S.) Mean task input as percentiles of the 1960 task distribution (Levy and Murnane, 2005)

4 Demand for Skills Change: A few examples of roles 1. Non-routine analytic and cognitive: Attorneys, scientists and academics, architects, managers, (some) engineers 2. Routine cognitive: Clerks, accountants, word processors/typists, telephone switchboard operators, “Anyone who does what Google does” 3. Routine manual: Productive workers doing repetitive assembly tasks, product inspectors and testers 4. Non-routine manual: Truck drivers, janitors, medical aides, security guards, waiters/waitresses, construction and landscaping workers

5 CUNY Data 2007 High School Graduates from NYC40,549 CUNY Enrollment in % Associate’s Degree Program53% Bachelor’s Degree Program47% % of HS Graduates at CUNY who require remediation in Reading, Writing or Math45% Source: “Where Are They Now” Report, CUNY and NYCDOE

Salary Comparison 6

Why are the Common Core Learning Standards (CCLS) Important? Our goal >Ensure that every student will graduate from high school prepared to succeed in college or enter a career The CCLS >Provide educators, parents, and students with clear, focused guidance about what skills to teach >Prepare students with higher-order knowledge and skills >Ensure consistent expectations regardless of a student’s zip code >Lead to new more rigorous assessments that will drive changes in curriculum and teacher practice 7

What are the CCLS? >“Fewer, clearer, and higher” >Aligned with college and work expectations >Include rigorous content and application of knowledge through higher-order skills >Provide teachers and parents with a common understanding of what all students across the country are expected to learn >Benchmarked internationally >Based on evidence and research 8 A shared set of standards for English language arts; literacy in history/social studies, science, and technical subjects; and mathematics that resulted from a state-led effort.

Key Components of the CCLS Math >Fewer topics; more generalizing and linking of concepts >Emphasis on both conceptual understanding and procedural fluency >Focus on mastery of complex concepts via hands-on learning >Correspond to a set of mathematical practices that are the same for all grades but get more complex over time Literacy >Literacy-building as a shared responsibility for all content area teachers >Emphasis on teaching reading of informational text >Emphasis on steadily increasing students’ ability to understand more and more complex texts over time >Integration of research skills across standards and grades >Emphasis on writing to argue, inform, and explain in the upper grades to prepare students for college-level writing 9

Raising the bar in ELA: Moving students writing from personal opinion to literary analysis > 2009 middle school ELA New York State test item: The main characters in “Climbin’ Ryan” and “Natalya’s Happy Hugged Hens” help other people in different ways. Would you prefer to help people the way Ryan does or the way Natalya does? Write an essay in which you explain which way you would prefer and why. Use details from both articles to support your answer. 10

Raising the bar in ELA: Moving students writing from personal opinion to literary analysis > Draft performance task written by a NYC middle school English teacher receiving professional development guidance: Write an essay in which you analyze a theme of The Giver. Consider the various themes conveyed throughout the novel and select one theme that you believe best represents the novel. Begin your essay by explaining the theme you selected. Then, explain how your chosen theme is conveyed throughout the novel by citing and explaining textual evidence from across the novel that you think best shows your chosen theme. Your essay should be written for an audience that is familiar with the story and follow the conventions of standard English. 11 *Aligned Common Core State Standards  Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  Determine a theme or central idea of a text and analyze its development over the course of the text.

Source: Ann Shannon and Associates Performance Task Assessment Example: Mathematics 12

Performance Task Assessment Example: Mathematics Take 3 minutes to begin solving the following problem: Twenty-five layers of blocks are stacked; the top four layers are shown. Each layer has two fewer blocks than the layer below it. How many blocks are in all 25 layers? 13

Possible Solution #1 14

Possible Solution #2 15

Possible Solution #3 16

> New York City leads pilots of new assessment tools > New York City begins working with educators to understand what CCLS means for curriculum > New York City begins working with families to understand how Common Core Learning Standards should be communicated throughout the district >Citywide instructional expectations >Math and ELA tests continue to be aligned with 2005 Standards > NYS tests aligned to the CCLS in grades 3-8 ELA and grades 3-8 Math and Regents Integrated Algebra 17 The Common Core Standards Timeline

>Full implementation of CCLS in schools. NYS tests aligned to the CCLS in Math Regents Geometry > NYS and NYC assessments will test achievement on the New York State PreK-12 Common Core Learning Standards for English Language Arts & Literacy and Mathematics 18 The Common Core Standards Timeline

Citywide Instructional Expectations All New York City public school students will: Experience a Common Core standards-aligned task that is part of a larger unit of study in both literacy and math. >In literacy, students will complete a task that asks them to read and analyze informational texts and write opinions and arguments in response. >In math, students will engage in a cognitively demanding task that requires them to demonstrate their ability to model with mathematics and/or construct viable arguments and critique the reasoning of others. 19

CCLS Activity 20

Contact Lisa H. Pilaski Senior Director of Common Core Initiatives Daniel Walsh Manager, CCLS Initiative Support Office of Achievement Resources Division of Academics, Performance and Support New York City Department of Education 21

Resources  To learn more about the Common Core:  To learn more about the NYS additions:  For CCLS resources: ault.htm milyResources/default.htm 22