1. EngageNY.org Our Challenge: Graduating Students College & Career Ready Dr. John B. King, Jr. President of the University of the State of New York and Commissioner of Education

2. EngageNY.org2 Graduating College and Career Ready EngageNY.org2 New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower. June 2012 Graduation Rate Graduation under Current Requirements Calculated College and Career Ready* % Graduating All Students74.0All Students35.3 American Indian58.5American Indian18.8 Asian/Pacific Islander81.6Asian/Pacific Islander56.5 Black58.1Black12.5 Hispanic57.8Hispanic15.7 White85.7White48.5 English Language Learners34.3English Language Learners7.3 Students with Disabilities44.7Students with Disabilities4.9 *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services

3. College Remediation in NYS EngageNY.org3 Over 50% of students in NYS two-year institutions of higher education take at least one remedial course. Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education

4. Domains of College and Career Readiness EngageNY.org4 Defines the academic knowledge and skills students need to be successful in college and careers. Specifies the non- cognitive, socio-emotional knowledge and skills that help students successfully transition from high school to college or careers. Describes the career- specific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career.

5. Indicators of CCR “The academic intensity of the student’s high school curriculum still counts more than anything else in precollegiate history in providing momentum toward completing a bachelor’s degree.” Cliff Adelman, The Toolbox Revisited, 2006 EngageNY.org5 College Success Indicators Academic Factors First Year Enrollment Retention, First to Second Year B or Higher in First-Year Courses First-Year GPA of 3.0 or Higher Decreased Need for Remedation (Math & ELA) College Readiness ✓✓✓✓✓ Core Curriculum ✓✓✓✓✓ Additional Math Course Work ✓✓✓✓✓ Additional Science Course Work ✓✓✓✓ N/A Source: ACT, Inc. (2010). “Mind the Gaps: How College Readiness Narrows the Achievement Gap in College Success.” Retrieved from http://www.act.org/research/policymakers/pdf/MindTheGaps.pdf http://www.act.org/research/policymakers/pdf/MindTheGaps.pdf

6. Common Core in New York EngageNY.org 6 2010: Board of Regents adopts Common Core State Standards 2011: EngageNY.org launched with Common Core tools and resources; first Network Team Institute held 2013: Common Core Assessments in Grades 3 – 8 ELA and Math are administered 2014: Roll-out of Common Core Regents Exams begins June 2014: ELA and Algebra I June 2015: Geometry June 2016: Algebra II Class of 2017: First cohort of high school graduates required to pass Common Core Regents Exams for graduation Transition to New York Common Core Assessments is a seven year phase-in.

7. A New Baseline EngageNY.org 7 This year’s grades 3-8 ELA and math proficiency percentages should not be compared directly with prior-year results.  Unlike prior years, proficiency is now based on the Common Core – a more demanding set of knowledge and skills necessary for 21 st century college and careers. These results present a new and transparent baseline from which we can measure student progress and preparedness for college and careers. School and district leaders are urged to be thoughtful to ensure these proficiency results have no negative impact on students, schools, districts, or teachers. No new districts will be identified as Focus Districts and no new schools will be identified as Priority Schools based on 2012-13 assessment results.

8. New York’s growth scores are based on year-to-year comparisons for similar students, all of whom experienced New York’s Common Core assessments for the first time in 2012-13. The state-provided growth scores are based on year-to- year comparisons on scale scores, not performance levels. Therefore, the state-provided growth scores resulted in similar percentages of educators earning each rating category* in 2012-13 compared to 2011-12. *Highly Effective, Effective, Developing, Ineffective State-Provided Growth Scores EngageNY.org8

9. State-Provided Growth Score Comparison - 2012 and 2013 EngageNY.org9 HEDI Rating 2011-12 Percent of Teacher MGPs N=33,129 2012-13 Percent of Teacher MGPs N=37,614 Highly Effective 6.7%7.0% Effective 77.2%76.3% Developing 10.1%10.8% Ineffective 6.0%5.9%

10. College and Career Readiness Converging Evidence about College Readiness EngageNY.org10 Whether the measure is national or New York-specific, there is converging evidence about student preparedness for college and careers.

11. 11 Graduating College and Career Ready EngageNY.org11 New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower. June 2012 Four-Year Graduation Rate (2008 Cohort) Graduation under Current Requirements Calculated College and Career Ready* % Graduating All Students74.0All Students35.3 American Indian58.5American Indian18.8 Asian/Pacific Islander81.6Asian/Pacific Islander56.5 Black58.1Black12.5 Hispanic57.8Hispanic15.7 White85.7White48.5 English Language Learners34.3English Language Learners7.3 Students with Disabilities44.7Students with Disabilities4.9 *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services

12. 12 New York 2011 NAEP Reading Grades 4 and 8

13. 13 New York 2011 NAEP Math Grades 4 and 8

14. NAEP & College Readiness New studies on a 12 th grade NAEP assessment, administered in 2009, suggest NAEP proficiency predicts ‘college preparedness.’ Nationally, in 2009:  38 percent of 12th graders scored at or above proficient in reading  26 percent reached proficiency in math EngageNY.org14 “When college and career readiness is on everyone’s lips,... lo and behold, the pretty-clear conclusion reached is NAEP ‘proficient’ comes pretty darn close to college preparedness” ~ Chester Finn, Former Chair, National Assessment Governing Board; Current President, Thomas B. Fordham Institute Source: EdWeek, 8/15/2013 http://www.edweek.org/ew/articles/2013/08/15/01nagb.h33.html

15. SAT and PSAT Benchmarks for New York Students EngageNY.org15 College Board and NAEP study determined scores on SAT and PSAT/NMSQT that correspond with college readiness for the nation. Criteria were adapted slightly to accommodate New York students’ course-taking patterns. The results for all New York students who graduated in 2010 and who took the SAT and PSAT/NMSQT are on the following slide.

16. SAT and PSAT/NMSQT CCR Benchmark Data: ELA EngageNY.org16

17. SAT and PSAT/NMSQT CCR Benchmark Data: Math EngageNY.org17

18. College Remediation Rates EngageNY.org18 Source: NYSED Office of Research and Information Systems

19. Unemployment and Education Erie County (2011) Education LevelUnemployment LevelNot in Labor Force Less than high school graduate 9%48% High school graduate8%29% Some college or associate's degree 6%21% Bachelor's degree or higher 3%14% EngageNY.org19 Source: U.S. Census Bureau. “EDUCATIONAL ATTAINMENT BY EMPLOYMENT STATUS FOR THE POPULATION 25 TO 64 YEARS.”

20. EngageNY.org20 Why Readiness Matters - Underperformance Costs $1 Trillion America’s urban school districts underperform compared with their suburban counterparts. America’s suburban school districts underperform compared with their international counterparts. If American students performed at the same level in math as Canadian students, we would add $1 trillion annually to the economy. Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012. http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html

21. Why Readiness Matters - Talent Dividend If New York increased its college attainment rate by just one percent – from 33.8 to 34.8 percent – the State would capture a $17.5 billion Talent Dividend. EngageNY.org21 Source: CEOs for Cities: http://ceosforcities.org

22. Leadership Without Easy Answers, Ronald Heifetz Defining Leadership  Mobilizing communities to bridge the gap between their values and their reality Our Work is Adaptive, not just Technical  Common Core Instructional Shifts  Continuous Improvement Through Feedback Holding Environment  Organizational space in which the conflicts and stresses of adaptive work take place Getting on the Balcony EngageNY.org22

23. 23 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 23 To what extent are the Common Core Instructional Shifts happening? EngageNY.org23

24. 2013-2014 NYS Expectations & Metrics Curriculum EngageNY.org24 Principals…Local Superintendents… Curriculum All teachers fully implement high quality, deeply rigorous, and fully aligned Common Core curriculum as defined by the Tristate Rubric Evaluate all instructional materials and ensure their alignment to the Tristate When observing instruction, identify evidence of the shifts in the “taught curriculum” (e.g., texts selected, instructional materials used, tasks assigned) Choose curriculum which meets the standard of the Tristate and hold Principals accountable for effective implementation Supply texts and materials necessary to implement aligned, rigorous, high quality curriculum Provide high quality, embedded professional development, taking advantage of the PD Kits and Videos on EngageNY.org so that all teachers can implement aligned curriculum with quality and fidelity

25. To what extent does the curriculum reflect the Common Core Instructional Shifts? EngageNY.org25 Tristate Rubric

26. What the Core demands in the English Language Arts curriculum… Efficiency of time Text complexity for all (Frustration/ Productive Struggle is OK) Far greater emphasis on writing from sources than narrative Primacy of text based evidence Deliberate skills instruction (Lisa Delpit was right!) Frequent opportunities for students to learn and reinforce the spelling/sound patterns necessary for proficient decoding in early grades Frequent opportunities for oral comprehension, rich language experiences, background knowledge to keep students’ comprehension progressing Frequent exposures to coherent texts which are connected to the primary materials. Exposure to varied, spiraled, and sophisticated syntax, content knowledge, and vocabulary. Leveled text structure does not prohibit domain specific acceleration EngageNY.org26

27. “Students living in poverty often have a gap in their knowledge of words and knowledge about the world.” -David Liben EngageNY.org27

28. EngageNY.org28  Direct Vocabulary Instruction IS NOT ENOUGH 20 Words Taught per Week, every week, from G 1 - G 12  Number of words per week = 20  Number of weeks per school year = 36  Number of years from G 1 - G 12 = 12  = 20 words x 36 weeks per grade x 12 grades = 20 x 36 x 12 = 8640 words learned total (Assuming that the kids learn every word perfectly) Marylin Jager Adams: How Might Children Acquire 1,000,000 Vocabulary Words?

29. Reading Targets EngageNY.org29 CCSS goal: students leave the lesson having read, analyzed and understood what they have READ. Current goal: Students leave the lesson knowing the details of the narrative and the way a particular “element” is playing out.

30. Recommended Areas of Focus for Teacher Training: Diving Deeply into the shift, the standards as a whole, and exemplary curricular work Conceptual learning in Math for Elementary & Secondary Teachers Study in Research Writing (standards 7-9) for Secondary (6- 8) Teachers Intensive Adult to Adult conversations about Content –Math concepts –ELA Texts Practical application and processing devoted to problem solving implementation/ shift experimentation/ evidence collection guides in student teaching EngageNY.org30

31. 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). 31

32. What we’ve learned… Highly Qualified Writers and Reviewers take up to 6 months to calibrate  Devotion to/ experience in a content area does not a CCSS writer/ reviewer make  A good teacher does not necessarily a curriculum writer/ reviewer make  Much of what must shift has been viewed as “sacred” Rhetorical alignment and actual alignment are two different things CCSS stickers are easy to produce; true quality, rigor, and alignment are not It often takes 6-8 revision cycles to get to necessary levels of quality/ rigor/ alignment EngageNY.org32

33. Curriculum Modules P-12 Math EngageNY.org33 We are partnering NYSED is partnering with Common Core Inc. to develop focused, comprehensive materials in Grades P-12 that progresses across the school year and across the grades.

34. Curriculum Modules: P-2 ELA EngageNY.org NYSED is partnering with Core Knowledge Phased implementation: Year 1: Listening and Learning modules Ongoing professional development with educators Year 2: Student skills development modules Ongoing professional development with educators

35. Curriculum Modules 3-12 ELA EngageNY.org35 We are partnering NYSED is partnering with Expeditionary Learning and Public Consulting Group to develop comprehensive materials in Grades 3-12 that progress across the school year and across the grades.

36. 2013-2014 NYS Metrics & Expectations Instruction & Feedback EngageNY.org36 Principals…Local Superintendents… Instruction & Feedback All teachers' instruction is constantly improving in its alignment to the Common Core & an approved evaluation rubric due to actionable evidence based feedback Are able to articulate and recognize the “shifts” demanded by the core, collect evidence using the Evidence Collection Tools across content areas and move teacher practice w/ feedback Provide time and facilitation so that teachers in common grade levels/ content areas are constantly increasing their own content knowledge in the subject matter Spend at least 3 hours a day in classrooms, collecting and sharing evidence based feedback on instruction, articulating short term CCSS/rubric aligned goals for change in teacher practice,(including effective instruction of ELLS as guided by the bilingual progressions) and holding teachers accountable for reaching those goals. Use a tool to systemize, track, and follow up on the feedback given to each teacher such as the Evidence Tracker. Observe classrooms 3-5 hours a week, collect evidence of effective practice against eval rubric and the shifts as defined by the Evidence Collection Tools Communicate concerns, growth areas, and upgrades needed, using evidence, to principals on a regular basis and monitor whether those upgrades are taking place Observe principal practice associated with instructional leadership on a weekly basis and give evidence based feedback to drive improvements in principal practice. (including serving ELLs as defined by the bilingual progressions). Use a tool to systemize, track, and follow up on the feedback given to each principal such as the Evidence Tracker Provide PD for all teachers and principals using high quality materials and such as the PD Kits and instructional videos on EngageNY.org

37. To what extent does instruction reflect the Common Core Instructional Shifts? EngageNY.org37 Evidence Collection Tools

38. EngageNY.org38 Ideal for evidence based feedback on practice peer observations informal supervisory observations learning walks

39. CCSS Instructional Videos EngageNY.org39

40. EngageNY.org40

41. 2013-2014 NYS Metrics Data Driven Instruction EngageNY.org41 Principals…Local Superintendents… Data Driven Instruction All teachers incorporate results from analysis of periodic common assessments and performance tasks to inform instruction and address student misconceptions & preconceptions Manage school schedule, teacher professional development, and school culture so that: Periodic common assessments and/or performance tasks which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Cohorts of teachers conduct test/task-in-hand analysis All teachers are thoughtfully re- teaching/ adjusting teaching practice based on analysis of student progress against the Common Core Ensure that common assessments or performance tasks are available across the district which measure grade level progress on the Core as defined by NYSED Assessment Design Documents Hold principals accountable for establishing and monitoring regular analysis meetings through which teachers make meaning out of student work/ data and plan next steps to solve for misconceptions and preconceptions. Hold principals accountable for consequential changes in teacher practice. Provide opportunities and accountability for principals sharing results of and reactions to analysis meetings.

42. To what extent do the assessments and performance tasks reflect the Common Core Instructional Shifts? EngageNY.org42 NYSED Assessment Design Documents

43. www.engageNY.org 43 The DDI Implementation Rubric Informs & Supports The DDI Implementation Rubric Informs & Supports

44. Materials to Support Score Interpretation and Use Select Items from 2013 Tests with annotations Released Annotated Items Descriptions of the knowledge and skills required for each performance level Performance Level Descriptions Suggested analysis of test score data to further interpret student performance Appropriate Use of Test Score Data Annotated score report to help parents and students interpret scores Annotated Score Report EngageNY.org44

45. Annotated Items EngageNY.org45

46. Performance Level Descriptions EngageNY.org46

47. Also… Key background information for principals and teachers to share when talking with families and the community about the results Letter to Parents and Families about the 2013 scores as a new baseline Resources for Parents and Families (including materials for workshop on Common Core) EngageNY.org47

48. 2013-2014 NYS Metrics APPR Implementation EngageNY.org48 Principals…Local Superintendents… APPR Implementation All APPR steps are implemented rigorously by certified evaluators and the information is used to support instructional improvement at all levels of the system consistent with the Common Core and goal of student college and career readiness. Have deep, measurable, reliable knowledge of content of a state-approved teacher practice rubric Measure quality, rigor, and alignment of SLOs against the Rigor Rubric Understand and be able to effectively use all measures of student learning, as well as observations and other evidence, to constantly drive changes in teacher practice and school-wide instructional strategies. Have courageous conversations with EVERY teacher about growth areas in practice and thoughtfully develop targeted Teacher Improvement Plans when appropriate. Ensure that principal and teacher evaluators are using the levers provided by APPR to constantly give evidence-based feedback to drive improvements in teacher and principal practice. Closely monitor the quality, rigor, and alignment of SLOs against the SLO Rigor Rubric. Review and reflect on data from APPR ratings, and from details of all measures of student learning, observations and other evidence to inform district-wide student academic goals, instructional priorities and professional development plans. Have courageous conversations with EVERY principal about growth areas in practice and thoughtfully develop targeted Principal Improvement Plans when appropriate.

49. State Provided Growth Scores Video EngageNY.org49

50. To what extent do the Student Learning Objectives (SLOs) reflect College & Career Ready rigor and drive continuous improvement in instruction? EngageNY.org50 Multi-State SLO Rubric Rubric designed to ensure: all students are included; quality standards; evidence and baseline directly inform the target; target is rigorous - yet attainable - and differentiated to meet students’ needs; target is based on multiple measures and anchored in data; and rationale explains how all of the SLO elements fit together to ensure educator thoughtfullyfocused on improving student achievement and preparing students for the next level of learning.

51. EngageNY.org51 New annotated sample SLOs have been posted using the multi-state rubric The annotations indicate notes of alignment to best practice found in each SLO

52. Resources to Support SLO Implementation EngageNY.org52 Updated SLO Guidance Document includes a list of all SLO implementation resources currently available on EngageNY New resources coming shortly to ensure further support for the 2013-14 school year based on feedback from the field

53. 2013-2014 NYS Metrics Culture of Safety & Development EngageNY.org53 Principals…Local Superintendents… Culture of Safety & Development All educators report feeling part of a safe, risk-taking environment where it is safe to try new things and get smarter at implementing the Common Core Articulate an instructional vision for the school that reflects a commitment to College and Career Readiness for all students. Communicate expectations for all adults to develop and continuously improve through practice/feedback/ reflection Celebrate and highlight effective practice with specific praise. Model fearlessness/ reflectiveness/ learning orientation. Articulate an instructional vision for the district that reflects a commitment to College and Career Readiness for all students. Communicate expectations for all adults to develop and continuously improve through practice/feedback/ reflection Celebrate and highlight effective practice with specific praise. Model fearlessness/ reflectiveness/ learning orientation.

54. Texts we’ve used to discuss culture change… 54

55. Summer/Fall 2013 EngageNY.org55 Teaching is the Core Professional Development CCSS Shifts Engaging instruction = better outcomes Data Driven Instruction: Assessment Review CCSS aligned Instructionally useful On the Calendar Student Growth: Assessment Review Goal setting for instructional planning Would historical data be better?

56. Teaching is the Core Video EngageNY.org56

57. EngageNY.org Thank You. Follow me on Twitter: @JohnKingNYSED