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Common Core:When Do We Buy & When Do We Build

College Graduation and Remediation Rates

2

The more remedial classes students take, the less likely they are to stay in college.

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Percent at or above Proficient: 3-8 ELA & Math

2009 2010 2012

Grade 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

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”

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: NAEP Summary Report for New York State. Available at: http://nces.ed.gov/nationsreportcard/states/Default.aspxMost recent year available for Reading and Mathematics is 2011.

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New York

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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

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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

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6 Shifts in MathematicsFocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity

6 Shifts in ELA/Literacy

Balancing Informational and Literary TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

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Instructional Shifts Demanded by the Core

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Shifts in Assessments

Six Shifts in Mathematics Assessments

Math Assessment Documents

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NYS Item Review Criteria

for Potential Math Tests

Multiple Representations

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EQUiP Rubrics – Math & ELA/ Literacy

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Collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

Actualize the Publishers Criteria

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Common Misconceptions in draft Math Curriculum

• Progressions

• Focus

• Micro Standards or All-in-One Standards

• Teachers are still doing all the thinking

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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

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Focusing Attention Within Number and Operations

Operations and Algebraic Thinking

Expressions and

Equations

Algebra

→ →

Number and Operations—Base Ten

→

The Number System

→

Number and

Operations—Fractions

→

K 1 2 3 4 5 6 7 8 High School

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Major Areas of Work: P-2

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Grade Major Areas of WorkK 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.

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Major Areas of Work: 3-5

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Grade Major Areas of Work

3 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.

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Major Areas of Work: 6-8

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Grade Major Areas of Work

6 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.

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Sample Grade 5

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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?

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6 Shifts in MathematicsFocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity

6 Shifts in ELA/Literacy

Balancing Informational and Literary TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

18

Instructional Shifts Demanded by the Core

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Shifts in Assessments

Six Shifts in ELA Assessments

ELA Assessment Documents

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Item Review• Item Review Criteria for

3-5• Item Review Criteria for

6-8

Passage Selection• NYS Passage Review

Criteria• Passage Selection

Criteria• Authentic Text Selection

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EQUiP Rubrics – Math & ELA/ Literacy

21

Collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

Actualize the Publishers Criteria

Ensuring Rigor, Quality, Alignment

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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

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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?

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Just a Sentence & a Standard

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From Sherman Alexie’s “Every Little Hurricane”:

“Although it was winter, the nearest ocean fourhundred miles away, and the Tribal Weathermanasleep because of-boredom, a hurricane dropped from the sky in 1976 and fell so hard on the Spokane Indian Reservation that it knockedVictor 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.

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.

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Reading Targets

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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.

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.

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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.

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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?

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EQUiP Rubrics – Math & ELA/ Literacy

30

Collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

Actualize the Publishers Criteria

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Your materials

Math Misconceptions

• Progressions• Focus• Micro Standards• Teachers are still doing

all the thinking

ELA Misconceptions

• Low Rigor Questions and Activities

• Pacing of Texts• Micro Standards or All-

in-One Standards• Teachers are still doing

all the thinking

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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

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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

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Timeline for ModulesContent Area

Grade Band By July 31

By September

By December

ByApril 2014

Math P-5 1/2 All

6-8, 10 1/3 2/3 All

9 1/2 All

11,12 1/3 2/3 All

ELA P-2 2/3 All

3-5 All

6-8 1/2 All

9-12 1/4 1/2 3/4 All

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Evidence Collection Tools

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Ideal for evidence based feedback on practice

• peer observations

• informal supervisory observations

• learning walks