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Common Core: When Do We Buy & When Do We Build EngageNY.org College Graduation and Remediation Rates The more remedial classes students take, the less likely they are to stay in college. EngageNY.org 2 2 New York Percent at or above Proficient: 3-8 ELA & Math 2009 Grade 2010 2012 ELA Math ELA Math ELA Math 3 76 93 55 59 56 61 4 77 87 57 64 59 69 5 82 88 53 65 58 67 6 81 83 54 61 56 65 7 80 87 50 62 52 65 8 69 80 51 55 50 61 NAEP 2007 NAEP 2009 NAEP 2011 Grade Reading Math Reading Math Reading Math 4 36 43 36 40 35 36 8 32 30 33 34 35 30 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” 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 3 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.org 4 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.org 5 Instructional Shifts Demanded by the Core 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 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity EngageNY.org 6 6 6 Shifts in Assessments Six Shifts in Mathematics Assessments EngageNY.org 7 Math Assessment Documents NYS Item Review Criteria for Potential Math Tests Multiple Representations EngageNY.org 8 8 EQUiP Rubrics – Math & ELA/ Literacy EngageNY.org 9 9 Common Misconceptions in draft Math Curriculum • Progressions • Focus • Micro Standards or All-in-One Standards • Teachers are still doing all the thinking EngageNY.org 10 Traditional U.S. Approach K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability EngageNY.org 11 11 Focusing Attention Within Number and Operations Operations and Algebraic Thinking → Expressions and → Equations Number and → Operations—Base Ten Number and → Operations —Fractions K 1 2 3 4 5 Algebra The Number → System 6 EngageNY.org 7 8 High School 12 12 12 Major Areas of Work: P-2 Grade K Major Areas of Work 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.org 13 13 Major Areas of Work: 3-5 Grade 3 Major Areas of Work 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.org 14 14 Major Areas of Work: 6-8 Grade 6 Major Areas of Work 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.org 15 15 Sample Grade 5 EngageNY.org 16 16 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.org 17 Instructional Shifts Demanded by the Core 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 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity EngageNY.org 18 18 18 Shifts in Assessments Six Shifts in ELA Assessments EngageNY.org 19 ELA Assessment Documents Item Review Passage Selection • Item Review Criteria for 3-5 • Item Review Criteria for 6-8 • NYS Passage Review Criteria • Passage Selection Criteria • Authentic Text Selection EngageNY.org 20 20 EQUiP Rubrics – Math & ELA/ Literacy EngageNY.org 21 21 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.org 22 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.org 23 Just a Sentence & a Standard 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. EngageNY.org 24 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.org 25 Reading Targets 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. EngageNY.org 26 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.org 27 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.org 28 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.org 29 EQUiP Rubrics – Math & ELA/ Literacy EngageNY.org 30 30 Your materials Math Misconceptions ELA Misconceptions • • • • • Low Rigor Questions and Activities • Pacing of Texts • Micro Standards or Allin-One Standards • Teachers are still doing all the thinking Progressions Focus Micro Standards Teachers are still doing all the thinking EngageNY.org 31 EngageNY.org 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 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.org 33 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.org 34 Timeline for Modules Content Area Math Grade Band By July 31 P-5 1/2 6-8, 10 1/3 2/3 9 1/2 All 11,12 ELA By September 2/3 3-5 All 6-8 1/2 9-12 1/4 By April 2014 All 1/3 P-2 By December All 2/3 All All All 1/2 EngageNY.org 3/4 All 35 Evidence Collection Tools Ideal for evidence based feedback on practice •peer observations •informal supervisory observations •learning walks EngageNY.org 36