Going Deeper on the Common Core

1. Going Deeper on the Common Core EngageNY.org

2. Statewide Graduation Rates % Students Graduating After 4 Years Results through June 2012, All Students EngageNY.org

3. Graduating College and Career Ready New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower. June 2012 Graduation Rate Graduation under Current Requirements Calculated College and Career Ready* *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services EngageNY.org EngageNY.org 3

4. College Remediation in NYS Over 50% of students in NYS two-year institutions of higher education take at least one remedial course. Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education EngageNY.org

5. Percent at or above Proficient: 3-8 ELA & Math New York 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 EngageNY.org

6. 6 Shifts in ELA/Literacy 6 Shifts in Mathematics Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity Instructional Shifts Demanded by the Core 6 EngageNY.org 6

7. Shifts in Assessments Six Shifts in ELA Assessments EngageNY.org

8. Foundation • The Common Core in High School • Reflects the literacy demands necessary for students on track to College and careers • A balance of authentic literary and informational texts that reflect the complexity demands articulated by the CCLS • Text-dependent questions that require analysis of texts • Exposure to academic vocabulary • Writing from sources with a focus on argumentation • What’s NOT covered on the ELA Regents exam (common Core) • Some CCLS in the Writing and Language strands that are difficult to assess in a paper/pencil timed assessment context. • Speaking and listening standards will not be assessed (but Speaking and Listening standards remain important for instruction)

9. Overview of the Test Designed to measure the Common Core Learning Standards for English Language Arts Features texts of appropriate complexity for Grade 11-CCR Emphasis on writing from sources/argumentation/analysis Assesses the key skills and content that students need to be on track for college and career Students who score proficient will be ready for entry-level credit-bearing ELA courses in college

10. Requirements in Building the ELA Regents Designed to be taken at end of Grade 11. Students who take it in January of Grade 11 must be adequately prepared to be assessed under assumption they have proficiency through end of Grade 11. Must cover the 11-12 grade-level standards AND CCR anchor standards Length of test must stay at 3 hours. Administered by paper & pencil.

11. Blueprint: ELA Regents

12. Regents Assessment Design • Key Components: • Complex Authentic texts • Part I: MC items • Part II: Writing from sources • Part III: Text analysis Assessment Design Documents (coming to EngageNY) • Item Review Checklist • Item Writing Form • Guidelines for Text Selection • Text Review Form • Text Complexity Form • Rubrics for Part 2 and 3 • Regents ELA (Common Core)Blueprint

13. Analysis of a CCLS-aligned MC item Placed in the context of the rest of the text, Mr. and Mrs. Pontellier’s disagreement about Raoul’s fever (lines 21 through 34) reflects (1) Mrs.  Pontellier’s resentment of her husband's night out (2) Mr. Pontellier’s belief in his authority over his wife Mrs. Pontellier’s need for her husband’s approval (4) Mr. Pontellier’s concern for his wife’s well being

14. Part II: Writing from Sources

15. Part III: Text Analysis

16. ELA/Literacy Shift 1: Balancing Informational and Literary Text • Principal’s Role: • Purchase and provide equal amounts of informational and literacy texts for each • classroom • Provide PD and co-planning opportunities for teachers to become more intimate • with non fiction texts and the way they spiral together • Support and demand ELA teachers’ transition to a balance of informational text EngageNY.org

17. ELA/Literacy Shift 2: Knowledge in the Disciplines • Principal’s Role: • Hold teachers accountable for building student content knowledge through text • Support and demand the role of all teachers in advancing students’ literacy • Give teachers permission to slow down and deeply study texts with students EngageNY.org

18. ELA/Literacy Shift 3: Staircase of Complexity • Principal’s Role: • Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade. • Support and demand that teachers build a unit in a way that has students scaffold to more complex texts over time EngageNY.org

19. ELA/Literacy Shift 4: Text Based Answers • 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. EngageNY.org

20. ELA/Literacy Shift 5: Writing from Sources • Principal’s Role: • Support , enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text. EngageNY.org

21. ELA/Literacy Shift 6: Academic Vocabulary Principal’s Role: Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies Demand the spiraling of increasingly complex texts within particular domains EngageNY.org

22. MarylinJager Adams:How Might Children Acquire 1,000,000 Vocabulary Words? • Direct Vocabulary Instruction 20 Words Taught per Week, every week, from G 1 - G 12 • Number of words per week = 20 • Number of weeks per school year = 36 • Number of years from G 1 - G 12 = 12 • = 20 words x 36 weeks per grade x 12 grades = 20 x 36 x 12 = 8640 words learned total(Assuming that the kids learn every word perfectly)

23. “Students living in poverty often have a gap in their knowledge of words and knowledge about the world.” -David Liben EngageNY.org

24. An aligned literacy model includes… Efficiency of time Text complexity for all (Frustration/ Productive Struggle is OK) Far greater emphasis on writing from sources than narrative Primacy of text based evidence Deliberate skills instruction (Lisa Delpit was right!) Frequent opportunities for oral comprehension, rich language experiences, background knowledge to keep students’ comprehension progressing Frequent exposures to coherent texts which are connected to the primary materials. Exposure to varied, spiraled, and sophisticated syntax, content knowledge, and vocabulary. Leveled text structure does not prohibit domain specific acceleration EngageNY.org

25. Reading Targets EngageNY.org

26. 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

27. A Common Concern: Micro-standards and our Literary Elements 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. Analyze how complex characters develop over the course of a text, interact with others, and advance the plot or develop the theme. 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

28. Common Pitfalls in early CCSS implementation • Low Rigor Questions and Activities • What are the kids actually doing? • Do the activities and questions require students to be able to read, think, understand, make meaning, and conduct analysis? • Pacing of Texts and Concepts • When is the “reading” or math thinking actually happening? • Is there enough TIME built into lessons for this work to happen with teacher support? • Progressions • Are students steadily acquiring knowledge and skills along the progressive assumptions built into the standards? • Micro Standards • Are we breaking the standards up into bits and losing key verbs, nouns, or relationships/ connections • Teachers are still doing all the thinking • If you read between the lines, who will end up making the meaning? Who will be articulating mathematical reasoning? EngageNY.org

29. ELA Item Review Criteria • Which sentence from the passage best supports the conclusion that Jason is fascinated by the story of the discovery? • “It was unbelievable, all this pushing and shoving.” (line 21) • B. “When there was only one left, Jason took off running with it like a dog with a prize • bone.” (lines 25 and 26) • C. “That man had left home with almost nothing to his name, Jason thought, just like I did.” • (lines 55 and 56) • D. “It could have been Jason Hawthorn dragging a fortune in gold off that ship.” • (line 57) EngageNY.org

30. ELA Item Review Criteria • Which sentence from the passage best supports the conclusion that Jason is fascinated by the story of the discovery? • “It was unbelievable, all this pushing and shoving.” (line 21) • B. “When there was only one left, Jason took off running with it like a dog with a prize • bone.” (lines 25 and 26) • C. “That man had left home with almost nothing to his name, Jason thought, just like I did.” • (lines 55 and 56) • D. “It could have been Jason Hawthorn dragging a fortune in gold off that ship.” • (line 57) EngageNY.org

31. What It Means to Use Authentic Texts Many of the Common Core Reading for Information Standards require students to recognize how authors support their opinions, to understand the author’s point of view and purpose, and to be able to discern well-supported arguments from those that are not. In order to assess these standards on the test, we must include text passages that express opinions and theories with which not all readers may agree. Students must demonstrate their ability to determine point of view, purpose, and success of argumentation with supporting evidence in subjects that they will encounter both in other academic classes and in their daily lives. The move to using authentic texts allows for the inclusion of works of literature that are worthy of reading outside of an assessment context. The use of authentic, meaningful texts may mean that some texts are more emotionally charged or may use language outside of a student’s particular cultural experience. While all assessments will include appropriate texts, please be aware that authentic texts will likely prompt real responses—perhaps even strong disagreement—among students. Students need to be prepared to respond accordingly while engaging with the test. The alternative would be to exclude many authors and texts that are capable of supporting the rigorous analysis called for by the Common Core. EngageNY.org

32. Rubrics for Scoring 2 Point Response for 8th Grade ELA: • Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt • Complete sentences where errors do not impact readability EngageNY.org

33. Annotated Items EngageNY.org

34. Performance Level Decriptions EngageNY.org

35. Common Core Standards / CCR SETTING PERFORMANCE STANDARDS FOR COMMON CORE ASSESSMENTS Research-based Methodology NY Educator Judgment Cut Scores Standard Setting Determination EngageNY.org

36. Targeting Instruction In “Brain Birds” and “A Soft Spot for Crows,” are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from both articles to support your response. In your response, be sure to identify the authors’ attitudes toward crows and ravens explain how each author supports his views use examples from both articles to support your response EngageNY.org

37. EngageNY.org

38. Evidence Collection Tools • Ideal for evidence based feedback on practice • peer observations • informal supervisory observations • learning walks EngageNY.org

39. To what extent does the curriculum reflect the Common Core Instructional Shifts? EQUiPRubric EngageNY.org

40. Quality Review Rubric Criteria I. Alignment to the Rigors of the CCSS Quality Review Rubric Criteria I. Alignment to the Rigors of the CCSS Source: The lesson/unit aligns with the letter and spirit of the CCSS: • Focuses teaching and learning on a targeted set of grade-level CCS ELA/Literacy standards.** • Makes reading text(s) closely a central focus of instruction and includes sequences of text-dependent questions that cause students to examine textual evidence and discern deep meaning.** • Includes a clear and explicit purpose for instruction and selects text(s) that are of sufficient quality and scope for the stated purpose.** • Focuses on quality text selections that measure within the grade-level text complexity band.**(i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B) In addition, for units: • Integrates reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. • (Grades 3-5) Builds students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. [NOTE: Disciplinary rubrics for grades 6-12 are under development.]

41. Quality Review Rubric Criteria II. Key Areas of Focus in the CCSS Source: The lesson/unit addresses key areas of focus in the CCSS: • Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing through specific, thought-provoking questions about common texts (including, when applicable, illustrations, charts, diagrams, audio/video, and media).** • Writing from Sources: Routinely expects that students draw evidence from texts to inform, explain, or make an argument in various written forms (notes, summaries, short responses, or formal essays).** • Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.** In addition, for units: • Increasing Text Complexity: Focuses students on the close reading of a progression of complex texts drawn from the grade-level band. Provides text-centered learning that is sequenced, scaffolded, and supported to advance students toward independent reading of complex texts at the CCR level.** • Balance of Texts: Includes a balance of informational and literary texts as stipulated in the CCSS [p.5] and indicated by instructional time.** • Building Disciplinary Knowledge: Provides opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts. • Balance of Writing: Includes a balance of on-demand and process writing (e.g. multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate.

42. Curriculum Module Updates http://www.engageny.org/resource/curriculum-module-updates EngageNY.org

43. Curriculum Modules: P-2 ELA • NYSED is partnering with Core Knowledge • Phased implementation: • Year 1: • Listening and Learning modules • Ongoing professional development with educators • Year 2: • Student skills development modules • Ongoing professional development with educators EngageNY.org

44. Curriculum Modules 3-12 ELA We are partnering NYSED is partnering with Expeditionary Learning and Public Consulting Group to develop comprehensive materials in Grades 3-12 that progress across the school year and across the grades. EngageNY.org

45. Recommended Areas of Focus for Teacher Training: • Diving Deeply into the shift, the standards as a whole, and exemplary curricular work • Study in Research Writing (standards 7-9) for Secondary (6-8) Teachers • Intensive Adult to Adult conversations about Content • Practical application and processing devoted to problem solving implementation/ shift experimentation/ evidence collection guides in student teaching EngageNY.org

46. Impactful PD Rubric Setting Participants up for Success Generating Objectives Targeted, efficient activities Pacing, tone, time management Facilitation of Adult Learning Evaluation EngageNY.org

47. Instructional Videos on EngageNY.org EngageNY.org

48. To what extent do the assessments and performance tasks reflect the Common Core Instructional Shifts? NYSED Assessment Design & Results Interpretation Materials EngageNY.org