The Common Core:

College & Career Readiness for Every Student

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Statewide Graduation Rates Are Up

% Students Graduating with Regents or Local Diploma After 4 Years Results through June, All Students

75.4%

79.1%

79.8%

83.0%

90.9%

92.0%

93.3%

70.0%

73.4%

61.0%

52.8%

46.5%

46.8%

New York City

Large City

46.9%

49.0%

60.0%

UrbanSuburban

61.9%

64.5%

Rural

Average

Low

Total Public

2001 Cohort
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2003 Cohort

2006 Cohort

65.8%

69.3%

73.4%

College Instructors and Employers Say Graduates Are Not Prepared for College and Work
Average estimated proportions of recent high school graduates who are not prepared
100%

75%

50%

42%

45%

25%

0% College Instructors Employers

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

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College and Career Readiness

Aspirational Performance Measures
Regents Diploma with Advanced Designation Attainment of a 75 on the ELA Regents and an 80 on Math

Other College and Career Readiness Indicators

International Baccalaureate Diplomas Advanced Placement Courses Earning College Credits in High School

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NYSCommonCoreStandardsandAssessments

Rigorous Rigorous Standards Standards and and Assessments Assessments Pre-K Pre-Kto to12 12

NY NYGraduates Graduates are areCollege College and Career and Career Ready Ready

NY NYHS HSGrads Grads Have Skills to Enroll in and Have Skills to Enroll in and Pass st Pass st Credit-bearing Courses in 1 Credit-bearing Courses in 1 Semester and/or Embark on Semester and/or Embark on Careers Careers

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ELA/Literacy & Math Shifts

6ShiftsinELA/Literacy
BalancingInformationalandLiteraryText BuildingKnowledgeintheDisciplines StaircaseofComplexity TextbasedAnswers WritingfromSources AcademicVocabulary

6ShiftsinMathematics
Focus Coherence Fluency DeepUnderstanding Applications DualIntensity

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ELA/Literacy Shift 1: Balancing Informational and Literary Text

WhattheStudentDoes
Buildbackgroundknowledge toincreasereadingskill Exposuretotheworld throughreading Applystrategies toreading informationaltext.

WhattheTeacherDoes
Providestudentsequal#sof informationalandliterary texts Ensurecoherentinstruction aboutcontent Teachstrategiesfor informationaltexts Teachthrough andwith informationaltexts Scaffoldforthedifficulties thatinformationaltext presenttostudents Askstudents,Whatis connectedhere?Howdoes thisfittogether?Whatdetails tellyouthat?

WhatthePrincipalDoes
Purchaseandprovideequal amountsofinformationaland literacytexttostudents Holdteachersaccountable forbuildingstudentcontent knowledgethroughtext ProvidePDandcoplanning opportunitiesforteachersto becomemoreintimatewith nonfictiontextsandtheway theyspiraltogether

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ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines

WhattheStudentDoes
Becomebetterreadersby buildingbackgroundknowledge Handleprimarysource documentswithconfidence Infer,likeadetective,where theevidence isinatextto supportanargumentoropinion Seethetextitselfasasource ofevidence(whatdiditsayvs. whatdiditnotsay?)

WhattheTeacherDoes
Shiftidentity:Iteach reading. Stopreferring andsummarizing andstartreading Slowdownthehistoryand scienceclassroom Teachdifferentapproachesfor differenttypesoftexts Treatthetextitselfasasource ofevidence Teachstudentstowriteabout evidencefromthetext Teachstudentstosupporttheir opinionwithevidence. Ask:Howdoyouknow?Why doyouthinkthat?Showmein thetextwhereyouseeevidence foryouropinion.

WhatthePrincipalDoes
Supportanddemandtherole ofallteachersinadvancing students literacy Provideguidanceandsupport toensuretheshiftto informationaltextsfor612 Giveteacherspermission to slowdownanddeeplystudy textswithstudents

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ELA/Literacy Shift 3: Staircase of

Complexity
WhattheStudentDoes
Readtoseewhatmoretheycan findandlearnastheyreread texts againandagain Readmaterialatownlevelto buildjoyofreadingandpleasure intheworld Bepersistentdespitechallenges whenreading;goodreaders toleratefrustration

WhattheTeacherDoes
Ensurestudentsareengagedin morecomplextextsateverygrade level Engagestudentsinrigorous conversation Provideexperiencewithcomplex texts Givestudentslesstoread,let themreread Useleveledtextscarefullyto buildindependenceinstruggling readers Moretimeonmorecomplextexts Providescaffolding Engagewithtextsw/other adults Getkidsinspiredandexcited aboutthebeautyoflanguage

WhatthePrincipalDoes
Ensurethatcomplexityoftext buildsfromgradetograde. Lookatcurrentscopeand sequencetodetermine where/howtoincorporategreater textcomplexity Allowandencourageteachersto buildaunit inawaythathas studentsscaffoldtomorecomplex textsovertime Allowandencourageteachersthe opportunitytosharetextswith studentsthatmaybeat frustrationlevel

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ELA/Literacy Shift 4: Text Based Answers

WhattheStudent Does
Gobacktotexttofindevidenceto supporttheirargumentinathoughtful, careful,preciseway Developafascinationwithreading Createownjudgmentsandbecome scholars,ratherthanwitnessesofthe text Conductingreadingasaclosereading ofthetextandengagingwiththeauthor andwhattheauthoristryingtosay

WhattheTeacher Does
Facilitateevidencebased conversationswithstudents,dependent onthetext Havedisciplineaboutaskingstudents whereinthetexttofindevidence, wheretheysawcertaindetails,where theauthorcommunicatedsomething, whytheauthormaybelievesomething; showallthisinthewordsfromthetext. Planandconductrichconversations aboutthestuffthatthewriteriswriting about. Keepstudentsinthetext Identifyquestionsthataretext dependent,worthasking/exploring, deliverrichly, Providestudentstheopportunityto readthetext,encounterreferencesto anothertext,anothereventandtodigin moredeeplyintothetexttotryand figureoutwhatisgoingon. Spendmuchmoretimepreparingfor instructionbyreadingdeeply.

WhatthePrincipal Does
Allowteachersthetimetospendmore timewithstudentswritingaboutthe textstheyread andtorevisitthetexts tofindmoreevidencetowritestronger arguments. Provideplanningtimeforteachersto engagewiththetexttoprepareand identifyappropriatetextdependent questions. Createworkinggroupstoestablish commonunderstandingforwhatto expectfromstudentwritingatdifferent gradelevelsfortextbasedanswers. Structurestudentworkprotocolsfor teacherstocomparestudentwork products;particularlyintheareaof providingevidencetosupport arguments/conclusions.

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ELA/Literacy Shift 5: Writing from Sources

WhattheStudentDoes WhattheTeacherDoes WhatthePrincipalDoes

Begintogenerateown informationaltexts

Expectthatstudentswillgenerate theirowninformationaltexts (spendingmuchlesstimeon personalnarratives) Presentopportunitiestowrite frommultiplesourcesabouta singletopic. Giveopportunitiestoanalyze, synthesize ideasacrossmanytexts todrawanopinionorconclusion. Findwaystopushtowardsastyle ofwritingwherethevoicecomes fromdrawingonpowerful, meaningfulevidence. Givepermissiontostudentsto starttohavetheirownreaction anddrawtheirownconnections.

Buildteachercapacityandhold teachersaccountabletomove studentstowardsinformational writing

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ELA/Literacy Shift 6: Academic Vocabulary

WhattheStudentDoes
Spendmoretimelearningwords acrosswebs andassociating wordswithothersinsteadof learningindividual,isolated vocabularywords.

WhattheTeacherDoes
Developstudents abilitytouse andaccesswordsthatshowupin everydaytextandthatmaybe slightlyoutofreach Bestrategic aboutthekindof vocabularyyouredevelopingand figureoutwhichwordsfallinto whichcategories tier2vs.tier3 Determinethewordsthat studentsaregoingtoreadmost frequentlyandspendtimemostly onthosewords Teachfewerwordsbutteachthe websofwordsaroundit Shiftattentiononhowtoplan vocabularymeaningfullyusingtiers andtransferabilitystrategies

WhatthePrincipalDoes
Providetrainingtoteacherson theshiftforteachingvocabularyin amoremeaningful,effective manner.

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Mathematics Shift 1: Focus

WhattheStudentDoes
Spendmoretimethinkingand workingonfewerconcepts. Beingabletounderstand conceptsaswellasprocesses (algorithms).

WhattheTeacherDoes
Makeconsciousdecisionsabout whattoexcisefromthe curriculumandwhattofocus Paymoreattentiontohigh leveragecontentandinvestthe appropriatetimeforallstudentsto learnbeforemovingontothenext topic. Thinkabouthowtheconcepts connectstooneanother Buildknowledge,fluencyand understandingofwhyandhowwe docertainmathconcepts.

WhatthePrincipalDoes
Workwithgroupsofmath teacherstodeterminewhat contenttoprioritizemostdeeply andwhatcontentcanberemoved (ordecreaseattention). Determinetheareasofintensive focus(fluency), determinewhere torethinkandlink(applytocore understandings),sampling(expose students,butnotatthesame depth). Determinenotonlythewhat,but atwhat intensity. Giveteachersenoughtime,witha focusedbodyofmaterial,tobuild theirowndepthofknowledge.

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Priorities in Math
PrioritiesinSupportofRichInstructionandExpectationsof FluencyandConceptualUnderstanding

Grade

K2 35 6 7 8

Additionandsubtraction,measurementusing wholenumberquantities Multiplicationanddivisionofwholenumbersand fractions Ratiosandproportionalreasoning;early expressionsandequations Ratiosandproportionalreasoning;arithmeticof rationalnumbers Linearalgebra

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Mathematics Shift 2: Coherence

WhattheStudentDoes Buildonknowledge from yeartoyear,inacoherent learningprogression WhattheTeacherDoes Connectthethreadsof mathfocusareasacross gradelevels Thinkdeeplyaboutwhat yourefocusingonandthe waysinwhichthosefocus areasconnecttothewayit wastaughttheyear beforeandtheyearsafter WhatthePrincipalDoes Ensurethatteachersof thesamecontentacross gradelevelsallowfor discussionandplanningto ensurefor coherence/threadsofmain ideas

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Mathematics Shift 3: Fluency

WhattheStudentDoes Spendtimepracticing, withintensity,skills(in highvolume) WhattheTeacherDoes Pushstudentstoknow basicskillsatagreater leveloffluency Focusonthelisted fluenciesbygradelevel Createhighquality worksheets,problemsets, inhighvolume WhatthePrincipalDoes Takeonfluenciesasa standaloneCCaligned activityandbuildschool culturearoundthem.

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Key Fluencies
Grade RequiredFluency

K 1 2

Add/subtractwithin5 Add/subtractwithin10 Add/subtractwithin20 Add/subtractwithin100(penciland paper) Multiply/dividewithin100 Add/subtractwithin1000 Add/subtractwithin1,000,000 Multidigitmultiplication Multidigitdivision Multidigitdecimaloperations Solvepx + q = r,p(x + q) = r Solvesimple22systemsbyinspection
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3 4 5 6 7 8

Mathematics Shift 4: Deep Understanding

WhattheStudentDoes Show,throughnumerous ways,masteryofmaterial atadeeplevel Usemathematical practicestodemonstrate understandingofdifferent materialandconcepts WhattheTeacherDoes Askyourselfwhat mastery/proficiency really lookslikeandmeans Planforprogressionsof levelsofunderstanding Spendthetimetogainthe depthofthe understanding Becomeflexibleand comfortableinowndepth ofcontentknowledge WhatthePrincipalDoes Allowteacherstospend timedevelopingtheirown contentknowledge Providemeaningful professionaldevelopment onwhatstudentmastery andproficiencyreally shouldlooklikeatevery gradelevelbyanalyzing exemplarstudentwork

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Mathematics Shift 5: Application

WhattheStudentDoes Applymathinother contentareasand situations,asrelevant Choosetherightmath concepttosolveaproblem whennotnecessarily promptedtodoso WhattheTeacherDoes Applymathincluding areaswhereitsnotdirectly required(i.e.inscience) Providestudentswithreal worldexperiences and opportunitiestoapply whattheyhavelearned WhatthePrincipalDoes Supportscienceteachers abouttheirroleofmath andliteracyinthescience classroom Createacultureofmath applicationacrossthe school

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Mathematics Shift 6: Dual Intensity

WhattheStudentDoes Practicemathskillswith anintensitythatresultsin fluency Practicemathconcepts withanintensitythat forcesapplication innovel situations WhattheTeacherDoes Findthedualintensity betweenunderstanding andpracticewithin differentperiodsor differentunits Beambitiousindemands forfluencyandpractice,as wellastherangeof application WhatthePrincipalDoes Provideenoughmath classtimeforteachersto focusandspendtimeon bothfluencyand applicationof concepts/ideas

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CCSS Training Scope and Sequence

1.Watch the Common Core PD Video Series on EngageNY.org and complete the post-video activities to internalize the information presented in the videos 2.Analyze curriculum exemplars with your team to identify the key shifts 3.Structure planning time for grade level/content areas to use curriculum exemplars as a guide for planning their one CCSS unit this semester 4.Plan a student work protocol at the end of the CCSS unit for teachers to analyze student work samples and compare how student learning and performance looked different with a CCSS unit

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Adult Conversations and Content Expertise

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Content Expertise Think, Pair Share

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Looking at Student Work Working Together

1. Assemble in grade level groups of 3. 2. Collect all of the writing samples for your grade. Common Core Standards Appendix C 3. Assign a recorder for your group. 4. Create a T chart and draw conclusions about the student work:

What do these students

know?

What can these students

do?

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Looking at Student Work

Is there a difference between the work currently being produced in your school at this grade level and the student work in the Appendix C of the Common Core State Standards? If so, what is it?

What are the implications for our practice?

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Adult Conversations about Text A Protocol

Distribute Text Samples from Appendix B of the CCSS. Common Core Standards Appendix B 2. Assemble with 2-3 other participants and read the text. 3. Choose a timekeeper who has a watch. 4. Each participant silently identifies what s/he considers to be the most significant idea addressed in the text, and highlights that passage. 5. When the group is ready, a volunteer identifies the part of the text that s/he found to be most significant and reads it aloud to the group. This person says nothing about why sh/he chose that particular passage. 6. The group should pause for a moment to consider the passage and make notes before moving to the next step. 7. The other participants each have 2 minutes to respond to the passage saying what they think the author is trying to achieve and is achieving in the passage. 8. The first participant then has 3 minutes to state why s/he chose that part o the article and to respond to or build on what s/he heard from colleagues. 9. The same pattern is followed until all members of the group have had a chance to be the presenter. 10. Take 3 minutes for all participants to record 2 questions which would force participants to have an evidence based conversation about this text.
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1.

Using Adult Conversations to Prepare for Instruction Think, Pair, Share

If you were going to teach this text tomorrow, how would you teach it? In what ways has this conversation informed your approach to teaching this text? In what way can having adult conversations about content inform your practice? What can YOU do to ensure that these kinds of conversation happen about your content on a regular basis with colleagues in your school?

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 How long would it take to teach this text effectively? What are the stages students would need to go through to engage with this text deeply? What questions should be asked and in which order? What is a task we could ask students to answer at the end to determine whether they have conducted a close reading of this text?

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 What support do I need to be able to implement the ELA Common Core more effectively?

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