1. EngageNY.org Common Core: When Do We Buy & When Do We Build

2. College Graduation and Remediation Rates 2 The more remedial classes students take, the less likely they are to stay in college. EngageNY.org2

3. Percent at or above Proficient: 3-8 ELA & Math 200920102012 GradeELAMathELAMathELAMath 3769355595661 4778757645969 5828853655867 6818354615665 7808750625265 8698051555061 Source: NYSED June 17, 2012 Release of Data (Background Information: Slide Presentation). Available at: http://www.p12.nysed.gov/irs/pressRelease/20120717/2012-ELAandMathSlides-SHORTDECK-7-16-12.ppt. ELA data from slide 16; Math data from slide 31. Percentages represent students scoring a “3” or a “4” http://www.p12.nysed.gov/irs/pressRelease/20120717/2012-ELAandMathSlides-SHORTDECK-7-16-12.ppt NAEP 2007NAEP 2009NAEP 2011 GradeReadingMathReadingMathReadingMath 4364336403536 8323033343530 Source: NAEP Summary Report for New York State. Available at: http://nces.ed.gov/nationsreportcard/states/Default.aspx Most recent year available for Reading and Mathematics is 2011. EngageNY.org New York EngageNY.org3

4. If you build it (and it’s good), they will come, and then they will change their practice… P-12 Comprehensive Curriculum for ELA, Math, Science, Social Studies, the Arts Video Projects – classroom, reflection, studio Assessment Design Documents Sample Assessment Items Tri State Rubric Evidence Collection Tools Professional Development Kits EngageNY.org4

5. Context for Curriculum Work Vendor Partners: $26 MM (RttT)  P-2 ELA: Core Knowledge  3-8 ELA: Expeditionary Learning  9-12 ELA: PCG & Odell Education  P-12 Math: Common Core, Inc. Regents Research Fund/ SED = 3 FTE + 2 Mgrs Teacher Reviewers = 50 teachers @ 10 hrs/wk Intensive Review Cycles with SAP SAP calibration and gradual release to RRF/ SED EngageNY.org5

6. 6 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 6 Instructional Shifts Demanded by the Core EngageNY.org6

7. 7 Shifts in Assessments Six Shifts in Mathematics Assessments

8. Math Assessment Documents 8 NYS Item Review Criteria for Potential Math Tests Multiple Representations EngageNY.org8

9. EQUiP Rubrics – Math & ELA/ Literacy 9 Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria EngageNY.org9

10. Common Misconceptions in draft Math Curriculum Progressions Focus Micro Standards or All-in-One Standards Teachers are still doing all the thinking EngageNY.org10

11. 11 K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach 11EngageNY.org11

12. 12 Focusing Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra →→ Number and Operations—Base Ten → The Number System → Number and Operations —Fractions → K12345678 High School 12EngageNY.org12

13. Major Areas of Work: P-2 13 GradeMajor Areas of Work K Counting and Cardinality Know number names and count sequence Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten Work with numbers 11-19 to grain foundations for place value. 1 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Measurement and Data Measure lengths indirectly by iterating length units. 2 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Number and Operations in Base Ten Understand place value. Use place value understanding and properties of operations to add and subtract. Measurement and Data Measure and estimate lengths in standard units. Relate addition and subtraction to length. EngageNY.org13

14. Major Areas of Work: 3-5 14 GradeMajor Areas of Work 3 Operations and Algebraic Thinking Represent and solve problems involving multiplication and division. Understand the properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Number and Operations - Fractions Develop understanding of fractions as numbers. Measurement and Data Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 4 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. Number and Operations in Base Ten Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations - Fractions Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. 5 Number and Operations in Base Ten Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths. Number and Operations - Fractions Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Measurement and Data Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. EngageNY.org14

15. Major Areas of Work: 6-8 15 GradeMajor Areas of Work 6 Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems. The Number System Apply and extend previous understandings of numbers to the system of rational numbers. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. Reason about and solve one variable equations and inequalities. Represent and analyze quantitative relationships between dependent and independent variables. 7 Ratios and Proportional Relationships Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 8 Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Geometry Understand and apply the Pythagorean theorem. Understand congruence and similarity using physical models, transparencies, or geometry software. EngageNY.org15

16. Sample Grade 5 16EngageNY.org16

17. Common Misconceptions in draft Math Curriculum Progressions  Are students steadily acquiring knowledge and skills along the progressions? Focus  Are the focus standards being addressed primarily? Micro Standards or All-in-One Standards  Are students learning bits of standards at a time? Teachers are still doing all the thinking  If you read between the lines, who will actually be thinking and talking math publicly? EngageNY.org17

18. 18 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 18 Instructional Shifts Demanded by the Core EngageNY.org18

19. EngageNY.org19 Shifts in Assessments Six Shifts in ELA Assessments

20. ELA Assessment Documents 20 Item Review Item Review Criteria for 3-5 Item Review Criteria for 6-8 Passage Selection NYS Passage Review Criteria Passage Selection Criteria Authentic Text Selection EngageNY.org20

21. EQUiP Rubrics – Math & ELA/ Literacy 21 Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria Ensuring Rigor, Quality, Alignment Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria Ensuring Rigor, Quality, Alignment EngageNY.org21

22. Common Misconceptions in draft ELA Curriculum Low Rigor Questions and Activities Pacing of Texts Micro Standards or All-in-One Standards Teachers are still doing all the thinking EngageNY.org22

23. The Wizard of Oz Use details and evidence to support your answers!  What motivates Dorothy?  What role do the red shoes play?  What element of the human psyche does the lion represent?  What is the climax of the story?  How many settings are there in the story?  Is it real or is it a dream?  What is the theme? EngageNY.org23

24. Just a Sentence & a Standard EngageNY.org24 From Sherman Alexie’s “Every Little Hurricane”: “Although it was winter, the nearest ocean four hundred miles away, and the Tribal Weatherman asleep because of-boredom, a hurricane dropped from the sky in 1976 and fell so hard on the Spokane Indian Reservation that it knocked Victor from bed and his latest nightmare.” 9.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

25. Pre-CCSS Questions What weather words and phrases does the author use? Alexie uses the paradox of fighting at a party, two seemingly incompatible events that nonetheless occur. What other examples of paradox appear in the story, and why might that be? Which character to you most resemble? Why? How does the author use one or more major metaphors (storms, water, drowning)? Write a brief summary of the text, its relationship to events, and its use of symbolism and paradox to illustrate it major theme. EngageNY.org25

26. Reading Targets EngageNY.org26 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.

27. A Common Concern: Literary Elements (Now part of a greater whole…) 2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3.Analyze how complex characters develop over the course of a text, interact with others, and advance the plot or develop the theme. 4.Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots) and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, and surprise. EngageNY.org27

28. A Common Concern… Stamina/ Miles on the Page There is a difference between witnessing the scope of the narrative and conducting analysis of words on the page. Details of the narrative are not sufficient evidence for marshaling an argument. Close reading is a mission critical activity if students are to be able to tackle the number and complexity of texts assigned to them in college. True stamina will come. EngageNY.org28

29. Common Misconceptions in draft ELA curriculum… Low Rigor Questions and Activities  What are the kids actually doing?  Do the activities and questions require them to be able to read, understand, and analyze? Pacing of Texts  When is the “reading” actually happening? Micro Standards or All-in-One Standards Teachers are still doing all the thinking  If you read between the lines, who will end up making the meaning? EngageNY.org29

30. EQUiP Rubrics – Math & ELA/ Literacy 30 Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria Collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials Actualize the Publishers Criteria EngageNY.org30

31. Your materials Math Misconceptions Progressions Focus Micro Standards Teachers are still doing all the thinking ELA Misconceptions Low Rigor Questions and Activities Pacing of Texts Micro Standards or All- in-One Standards Teachers are still doing all the thinking EngageNY.org31

32. EngageNY.org32

33. 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 a curriculum writer/ reviewer make  Much of what must shift is 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.org33

34. Spend Money on Texts (Books/ Periodicals/ Databases) and Math Materials Time on Conceptual PD in Math for Elementary & Secondary Teachers PD on Research Writing (standards 7-9) for Secondary (6-8) Teachers Adult to Adult conversations about Content –Math concepts –ELA Texts PLCs devoted to problem solving implementation/ shift experimentation/ evidence collection guides EngageNY.org34

35. Timeline for Modules Content Area Grade BandBy July 31 By September By December By April 2014 Math P-51/2All 6-8, 101/32/3All 91/2All 11,121/32/3All ELA P-22/3All 3-5All 6-81/2All 9-121/41/23/4All EngageNY.org35

36. Evidence Collection Tools EngageNY.org36 Ideal for evidence based feedback on practice peer observations informal supervisory observations learning walks