Common Core & 21 st Century Learning Committee

1. Common Core & 21st Century Learning Committee Dr. Steven M. Garcia & Mrs. Angela Aguilar, Facilitators Faculty Members: Virginia Road School - Geraldine DiGuglielmo, Ginger Thompson Kensico School - Kelly Astrella, Pat Trehy Valhalla Middle School - Cayne Letizia, Lynne Lewin Valhalla High School - Eileen Clark, Geraldina Monica The Arts - Holly Flannery Special Education - Margo Doran November 2011 COMMON CORE LEARNING STANDARDS AWARENESS TRAINING VALHALLA UFSD VMS

2. Our Goals for this Session Become better acquainted with the structure and terminology of the CCLS Navigate the CCLS Resource Documents Recognize the major instructional shifts Access to various CCLS resources

3. Alphabet Soup… NYSED – New York State Education Department CCLS – Common Core Learning Standards CCR – College and Career Ready APPR – Annual Professional Performance Review APM – Aspirational Performance Measure NAEP – National Assessment of Education Progress PARCC – Partnership for the Assessment of Readiness for College and Careers

4. 45 States & DC Have Adopted theCommon Core State Standards * Minnesota adopted the CCSS in ELA only

5. Three NYSED Initiatives

6. What is “Aspiration Performance Measure” (APM)? • The percent of students in a cohort who earned a Regents diploma with Advanced Designation (i.e., earned 22 units of course credit; passed 7-9 Regents exams at a score of 65 or above; and took advanced course sequences in Career and Technical Education, the arts, or a language other than English); and • The percent of students in the cohort who graduated with a local, Regents, or Regents with Advanced Designation diploma and earned a score of 75 or greater on their English Regents examination and an 80 or better on a math Regents exam • Note: this Aspirational Performance Measure (APM) is what had been referred to as the “college and career ready” graduation rate in February 2011; it is now referred to as the “ELA/Math APM”.

7. Graduation Rates in New York State* * 2006 cohort, four-year outcomes through June - Source: NYSED Office of Information and Reporting Services

8. Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public Final Common Core State Standards released on June 2, 2010 Adopted by the NYS Board of Regents on July 19, 2010, with the understanding that it could add additional expectations (approved in January 2011); renamed the Common Core Learning Standards (CCLS)

9. Why Common Core State Standards? • Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Equity: Expectations are consistent for all – and not dependent on a student’s zip code. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

10. Two Sets of CCLS English Language Arts & Literacy, including 6-12 Literacy in History/Social Studies, Science, and Technical Subjects* 2.Mathematics K-12 Both ELA & Math CCLS include a new set of Prekindergarten Standards * technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music

11. New York State Assessment Transition PlanELA & Math DRAFT 1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding. 2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core. 3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A. 4 The timeline for Regents Math roll-out is under discussion. 5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. Revised October 20, 2011

12. Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects

13. Design and Organization Key Design Considerations • CCR and grade-specific standards - The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. • Divided into grade levels bands for K–8, 9–10 and 11–12 • A focus on results rather than means – The standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed.

14. Design and Organization • An integrated model of literacy - Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected. • Research and media skills blended into the Standards as a whole - To be ready for 21st century college & careers, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.

15. Design and Organization • Shared responsibility for students’ literacy development - The Standardsinsist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.

16. Design and Organization Three main sections • K−5 cross-disciplinary (K-2, 3-5) • 6−12 English Language Arts (6-8, 9-10, 11-12) • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects (6-8, 9-10, 11-12) Shared responsibility for students’ literacy development Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

17. Design and Organization Four Strands Reading (including Reading Foundational Skills): Text complexity and the growth of comprehension Writing: Text types, responding to reading, and research Speaking and Listening: Flexible communication and collaboration Language: Conventions, effective use, and vocabulary

18. Design and Organization: Reading

19. Intentional Design Limitations What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready

20. Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language will be able to . . . • demonstrate independence. • build strong content knowledge. • respond to the varying demands of audience, task, purpose, and discipline. • comprehend as well as critique. • value evidence. • use technology and digital media strategically and capably. • come to understand other perspectives and cultures.

21. Design and Organization Strand College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas NYS additions highlighted in yellow

22. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

23. Design and Organization • Each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-the-year expectations • Individual CCR anchor standards can be identified by their Strand, CCR status, and Number (R.CCR.6). • Individual grade-specific standards can be identified by their Strand, Grade, and Number (or number and letter, where applicable) • RI.4.3 stands for Reading, Informational, grade 4, standard 3. • W.5.1a stands for Writing, grade 5, standard 1a.

24. Reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres

25. Overview of Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Qualitative Quantitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

26. Reading: Design and Organization The National Assessment of Educational Progress (NAEP) - Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

27. Reading Foundational Skills Four categories (standards 1−4) • Print concepts (K−1) • Phonological awareness (K−1) • Phonics and word recognition (K−5) • Fluency (K−5) • Not an end in and of themselves • Differentiated instruction

28. Writing Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

29. Writing: Design and Organization The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. The overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

30. Writing Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (standards 7−9) Engaging in research and writing about sources Range of writing (standard 10) Writing routinely over various time frames

31. Speaking and Listening Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts, including through the use of technology

32. Language Conventions of standard English Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

33. Skilled Reading

34. Overview of Standards forHistory/Social Studies, Science, and Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

35. CCLS ELA Key Advances Reading • Balance of literature and informational texts • Text complexity Writing • Emphasis on argument and informative/explanatory writing • Writing about sources Speaking and Listening • Inclusion of formal and informal talk Language • Stress on general academic and domain-specific vocabulary

36. CCLS ELA Key Advances Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Alignment with college and career readiness expectations

37. Common Core State Standards for Mathematics

38. Design and Organization Standards for Mathematical Content K-8 grade-by-grade standards organized by Domain Grade introductions give 2–4 focal points at each grade level 9-12 (high school) standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

39. Design and Organization Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

40. Overview of K-8 Mathematics Standards • The K- 8 standards: • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

41. Design and Organization • Domains (former “Strands”) are larger groups that progress across grades • Clusters (former “Bands”) are groups of related standards • Content standards define what students should understand and be able to do • Standards are the former “Performance Indicators” Content Standard

42. Fractions, Grades 3–6 Grade 3 - Develop an understanding of fractions as numbers. Grade 4 - Extend understanding of fraction equivalence and ordering. Grade 4 - Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Grade 4 - Understand decimal notation for fractions, and compare decimal fractions. Grade 5 - Use equivalent fractions as a strategy to add and subtract fractions. Grade 5 - Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Grade 6 - Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

43. Key Advances in Mathematics Focus and coherence • Focus on key topics at each grade level • Coherent progressions across grade levels Balance of concepts and skills • Content standards require both conceptual understanding and procedural fluency Mathematical practices • Foster reasoning and sense-making in mathematics • College and career readiness • Level is ambitious but achievable

44. Instructional Shifts: ELA • Materials: Shift in what students are reading – within existing materials • Reading lists include a balance of literature and informational text • Teachers: Shift in student questions • Shift to 80% of questions asked as text-dependent • Students: Evidence of close reading • Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text

45. Instructional Shifts: MATH • Materials: Focus • Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments • Teachers: Identify focus areas and fluencies of grade level • Shift in time spent on areas of in-depth instruction • Students: Demonstrated fluency and understanding • Display fluencies for the grade level and understand focus areas

46. CCLS Goals at Valhalla UFSD • Long Term Goals: • Mapping a Common Core-aligned curriculum K-12. • Integrating researched-based instructional practices. • Using assessment to inform instruction. • Short Term Goals: • Developing an awareness of the Common Core. • Exploring literacy across the content areas/math gap analysis. • Creating a common lesson design structure. • Realigning curricular sequence/adapting core lessons.

47. Resources • Please see the Valhalla UFSD District Homepage for additional resources • Look under the “Staff” Tab, scroll down to “Professional Development”

48. Resources • Please see the Valhalla UFSD District Homepage for additional resources • Look under the “Staff” Tab, scroll down to “Professional Development”

49. Portions of this presentation incorporated slides and information from the the Common Core States Standards June 2010 webinar by the Council of Chief State School Officers & the National Governors Association Center for Best Practices, Engageny.org, and the NYSED CCLS. The District Common Core & 21st Century Learning Committee Thanks You!

50. So…how do you feel now? http://www.youtube.com/watch?v=0lC7aABChGI