1. September 2013 THE COMMON CORE STANDARDS & THE NEW STATE TESTS: ADVANCING COLLEGE AND CAREER READINESS IN NYC

2. Average annual income based on education levels High School Dropout$23,088 High School Diploma$32,552 2-year College Degree$39,884 4-year College Degree$53,976 Professional Degree$83,720 COLLEGE AND CAREERS ARE MORE IMPORTANT THAN EVER FOR TODAY’S STUDENTS Sources: U.S. Department of Labor, U.S. Bureau of Labor Statistics, 2011. ACT, “The Condition of College and Career Readiness,” 2012.  Students who are successful in college are better prepared for 21st-century careers, and most of the fastest-growing 21st-century jobs require a postsecondary degree  Nationally, just 25% of high school students are ready for college and careers  In 2010, New York State (NYS) joined other states in adopting the Common Core standards— clearly defining what students need to know and be able to do from pre-K to 12 th -grade to graduate high school ready for college and careers  Previous NYS tests measured whether students were on track for high school graduation, not whether they were ready for success in college 2

3. 3 COMMON CORE STANDARDS ARE DESIGNED TO BETTER PREPARE STUDENTS FOR COLLEGE AND CAREERS  The Common Core standards drive changes in: >Curriculum >Classroom instruction >Assessment  Because the State tests are new and more challenging, scoring Proficient now means a student is on track for college and career readiness, not just high school graduation Kentucky, 2012: Elementary school proficiency dropped 58% Florida, 2012: 4 th grade writing proficiency dropped 54% Tennessee, 2010: Elementary school proficiency dropped 67%

4. 4 COMMON CORE STANDARDS SHIFT WHAT IS TAUGHT IN LITERACY AND MATH ACROSS SUBJECT AREAS Instructional Shifts in Literacy  Read as much non-fiction as fiction  Learn about the world by reading  Read more challenging material closely  Discuss reading using evidence  Write non-fiction using evidence  Increase academic vocabulary Instructional Shifts in Math  Focus: learn more about less  Build skills across grades  Develop speed and accuracy  Really know it, really do it  Use knowledge in the real world  Think quickly AND solve problems

5. 2010 2013 A group of 6 people at an elementary school gave a total of $1,890 to a town to fix up a playground. Each person gave the same amount. At a middle school, 5 people each gave $280 to the same town. How much more did each person at the elementary school give than each person at the middle school? Show your work. The narrator’s relationship with her grandmother develops during her visit. How does their relationship develop? How do they communicate even though they do not speak the same language? Use details from the story to support your response. In your response, be sure to: explain how their relationship develops explain how they communicate use details from the story to support your response Students read a text about a girl getting to know her grandmother during a visit to her home country. 2013 STATE COMMON CORE EXAMS EMPHASIZED HIGHER- LEVEL SKILLS A: 1/2C: 2/3 B: 1/4D: 2/5 The diagram below shows a rectangle divided into equal sections. What fraction of the rectangle is shaded? This story is mostly about how: A: being good at sports takes practice B: playing sports with a friend can be fun C: being an athlete means trying many sports D: playing sports is better than watching sports Students read a text about a bear playing sports. On this year’s math tests, students had to solve more problems that included multiple steps and could not be determined by one, simple calculation. This year’s English tests included texts that were on grade-level and had more rigorous vocabulary words; students needed to be able to cite evidence to support their answer, not just share their opinion. 4 TH -GRADE MATH 4 TH - GRADE ENGLISH 5

6. 1. Prepare: Set up the school to meet higher standards Ensure viable curricula in all subjects Prepare to implement a new teacher evaluation system Organize the school to meet the needs of all students 2. Implement: Move students toward meeting higher standards Students: Experience rigorous instruction Teachers: Shift classroom practice School leaders: Actively support teacher growth 3. Assess: Review evidence of meeting higher standards Create systems to regularly look for evidence of growth and gaps in student work and teacher practice to make adjustments 6 NEW YORK CITY IS MAKING PROGRESS, AND THERE IS MORE WORK TO DO IN 2013-14

7. RESOURCES ARE AVAILABLE SO FAMILIES CAN LEARN MORE ABOUT THESE CHANGES  Individual student score results have been available on ARISParentLink.org since August 26  Families can also search NYC.gov for “Common Core Parent Resources” to:  Watch a video from Chancellor Walcott  Find a set of tips for talking with your child  Read an FAQ on the 2013 State Common Core tests 7  Schools will be provided with additional materials in September to support conversations with staff, families, and students:  A webinar with Chancellor Walcott for parent coordinators  An accompanying activity featuring annotated State test questions  Individual Student Reports For resources, go to nyc.gov & search “Common Core Parent Resources”

8. P.S. 79’s Theory of Action If we have high expectations and hold all students including SWDs, ELLs, and those in the bottom one third, accountable and teach them to be responsible and take ownership of their learning then……. Our students will become self motivated, independent, critical thinkers who set goals, reflect and monitor their own progress.

9. P.S. 79 L.E.A.R.N.S. L- Leadership E- Expectations A- Achievement 3 Rs- Respectful, Responsible, Role model N- Neighborhood S- Success 9