www.engageny.org common core implementation… next steps tuesday, june 5, 2012

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Common Core Implementation…Next Steps

Tuesday, June 5, 2012

www.engageNY.orgwww.engageNY.org 2

Instructional Shifts Demanded by the Core

6 Shifts in ELA/LiteracyBalancing Informational and Literary TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

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ELA/Literacy Shift 4: Text Based AnswersWhat the Student Does… What the Teacher Does…

•Find evidence to support their argument

•Form own judgments and become scholars

•Conducting reading as a close reading of the text

• Engage with the author and his/her choices

•Facilitate evidence based conversations about text

•Plan and conduct rich conversations

•Keep students in the text

•Identify questions that are text-dependent, worth asking/exploring, deliver richly

•Spend much more time preparing for instruction by reading deeply

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Principal’s Role: Support and demand that teachers work through and tolerate student frustration with complex texts and learn

to chunk and scaffold that text.

Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent

questions.

Hold teachers accountable for fostering evidence based conversations about texts with and amongst students.

Principal’s Role: Support and demand that teachers work through and tolerate student frustration with complex texts and learn

to chunk and scaffold that text.

Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent

questions.

Hold teachers accountable for fostering evidence based conversations about texts with and amongst students.


ELA/Literacy Shift 6: Academic VocabularyWhat the Student Does… What the Teacher Does…

•Use high octane words across content areas

•Build “language of power” database

•Develop students’ ability to use and access words

•Be strategic about the new vocab words

•Work with words students will use frequently

•Teach fewer words more deeply

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Principal’s Role:

Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

Principal’s Role:

Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.


Mathematics Shift 1: FocusWhat the Student Does… What the Teacher Does…

•Spend more time on fewer concepts

•Excise content from the curriculum

•Focus instructional time on priority concepts

•Give students the gift of time

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Principal’s Role: Work with groups of math teachers to determine what content to prioritize most deeply and what content can

be removed (or decrease attention).

Give teachers permission and hold teachers accountable for focusing on the priority standards immediately.

Ensure that teachers have enough time, with a focused body of material, to build their own depth of

knowledge.

Principal’s Role: Work with groups of math teachers to determine what content to prioritize most deeply and what content can

be removed (or decrease attention).

Give teachers permission and hold teachers accountable for focusing on the priority standards immediately.

Ensure that teachers have enough time, with a focused body of material, to build their own depth of

knowledge.


Major Areas of Work: P-2

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Grade Major 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.


Mathematics Shift 6: Dual Intensity

What the Student Does… What the Teacher Does…

•Practice math skills with an intensity that results in fluency

•Practice math concepts with an intensity that forces application in novel situations

•Find the dual intensity between understanding and practice within different periods or different units

•Be ambitious in demands for fluency and practice, as well as the range of application

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Principal’s Role:

Reduce the number of concepts taught and manipulate the schedule so that

there is enough math class time for teachers to focus and spend time on both

fluency and application of concepts/ideas

Principal’s Role:

Reduce the number of concepts taught and manipulate the schedule so that

there is enough math class time for teachers to focus and spend time on both

fluency and application of concepts/ideas


Shifts in ELA AssessmentsShifts in Instruction Shifts in Assessment

Shift #1

Balancing Informational & Literary Text

Authentic PassagesBalance in types of text

Shift #2

Knowledge in the Disciplines Knowledge Based Questions on Info gained from Text

Shift #3

Staircase of Complexity Grade Level Complexity Per the CCSS

Shift #4

Text-Based AnswersStudents being asked to marshal evidence from text Shift

#5Writing from Sources

Shift #6

Academic Vocabulary Direct and indirect questions on pivotal, common terms

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NYS Assessment Transition

Assessment 2011-12 2012-13 2013-14 2014-15

ELA

Grades 3-8Aligned to 2005 Standards

Aligned to the Common Core PARCC1

Grade 11 Regents

Aligned to 2005 StandardsRegents Exam Aligned to the Common Core2

Regents Exam Aligned to the Common Core / PARCC1, 2

MathGrades 3-8

Aligned to 2005 Standards

Aligned to the Common Core PARCC1

Algebra I

Aligned to 2005 Standards

Regents Exams Aligned to the Common Core2,3

Regents Exams Aligned to the Common Core / PARCC1, 2, 3

Geometry

Algebra IIAligned to the 2005 Standards

Additional State Assessments

NYSAA4 Aligned to 2005 StandardsAligned to the Common Core

NCSC5

NYSESLATAligned to 1996 Standards

Aligned to the Common Core

2012-13: the content of the grade 3-8 tests will be aligned to the Common Core

2013-14 some Regents Exams will be aligned to the Common Core

2014-15 remaining Regents transition

2014-15 transition to PARCC pending BoR approval


Thinking Like a Psychometrician…

You will need• The Mildred D. Taylor excerpt• The Reading Standards for Literature for

6th Grade (2,3,4,5,6,11)

• The Frederick Douglass excerpt• The Reading Standards for Informational

Text for 8th Grade (2,3,4,5,6,7,8)

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Thinking Like a Psychometrician

In Pairs, one excerpt at a time1. Read the text2. Choose 4 standards you want to work with3. Thinking outside the box and forgetting assessments you’ve

seen in the past, devise 4-6 questions multiple choice (“items”) which

a) Get at the HEART of the standard

b) Capture the knowledge, skill, and ability articulated by the standards you’ve chosen

c) Require students to actually read and comprehend a full paragraph or the entire passage

d) Be sure that there are no viable alternative answers than the one you have in mind

e) Embed quality distracters using aspects of the text

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Giving Each Other Feedback

Review your colleagues’ work. Do the items…

a) Get at the HEART of the standard?

b) Capture the knowledge, skill, and ability articulated by the standards you’ve chosen?

c) Require students to actually read and comprehend a full paragraph or the entire passage?

d) Contain no viable alternative answers than the one you have in mind?

e) Embed quality distracters using aspects of the text?

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Sample Items – How Can We Use Them?

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The Principal’s Approach to Implementation• Common Messaging – Shifts Framework• Understanding and Planning for shifting assessments/

timeline• Relentless Messaging, Relentless PD (shifts, content)• Guiding Coalition – Turnaround Mentality• Clear the Path – Plans for curriculum (Modules – Good and

Free)• Protect the heart of the standards; the vision in this work• Walk the walk vs. talk the talk – being willing to burst

bubbles• Tri-State Rubric• Parents’ Awareness

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as of 3/5/12; subject to revision

NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math

Scope and Sequence available in July 2012

P-8 Modules begin arriving in quarter-length chunks beginning in August.

9-12 Modules begin arriving in quarter-length chunks beginning in October.

Modules: ELA & Math


Tri-State Rubrics – Math & ELA/ Literacy

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collaboratively built tools

informed and approved by the authors of the CCSS,

facilitated by Achieve

which evaluate the Common Core alignment of curricular

materials

collaboratively built tools

informed and approved by the authors of the CCSS,

facilitated by Achieve

which evaluate the Common Core alignment of curricular

materials


6 Shifts in ELA/LiteracyRead as much non fiction as fictionLearn about the world by readingRead more challenging material closelyDiscuss reading using evidenceWrite non-fiction using evidenceIncrease academic vocabulary

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Shifts for Students Demanded by the Core


ELA/Literacy Shift 4: Discuss Reading Using EvidenceStudents Must… Parents Can…• Find evidence to support their arguments

• Form judgments

• Become scholars

• Discuss what the author is “up to”

• Talk about text

• Demand evidence in every day discussions/ disagreements

• Read aloud or read the same book and discuss with evidence

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Leadership in the Common Core

• Stand Up and Don’t Move• Together We Are Stronger• We Have Shifts Too• Anxiety• We Are All There Is.

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www.engageny.org common core implementation… next steps tuesday, june 5, 2012

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