S EPTEMBER 1, 2010 INQUIRY INTO THE C OMMON C ORE S TATE S TANDARDS

AGENDA  Breakfast and Registration  Welcome/Opening Remarks  Overview of the Common Core State Standards (CCSS)  Organizing into Network Teams  Exploring the CCSS – An Inquiry Approach  Zooming-in on Reading Informational Text  Action Planning – School Teams  Next Steps/Reflections 2

OUTCOMES Participants will…  Learn about the rationale, history and development of the Common Core State Standards (CCSS).  Identify the characteristics of students who are college and career ready.  Explore the organization and format of the English Language Arts and Mathematics CCSS.  Draft a school action plan using the Milestones for Common Core State Standards to deepen school wide understanding of the Common Core State Standards. 3

WHY STANDARDS?  Jot down your thoughts about why we have standards. 4

5 OVERVIEW OF THE COMMON CORE STATE STANDARDS Rationale History Process Design

COMMON CORE STATE STANDARDS Common Core State Standards define the rigorous skills and knowledge in English language arts and mathematics that need to be effectively taught and learned for students to be ready to succeed academically in credit-bearing, college-entry courses and workforce training programs. Introduction to CCSS, Criteria 6

COMMON CORE STATE STANDARDS: RATIONALE  College and Career Readiness  Internationally Benchmarked  Equity  Clarity  Statewide Collaboration  Curricular Tools  Professional Development  Common Assessments 7

NAEP VS. NY STATE TEST RESULTS 8 DESPITE GAINS, ONLY 39% OF NYC 4 TH GRADERS AND 26% OF 8 TH GRADERS ARE PROFICIENT ON NATIONAL MATH TESTS NAEP & NY STATE TEST RESULTS NYC MATH PERFORMANCE PERCENT AT OR ABOVE PROFICIENT NAEP NY State Test NAEPNY State Test 4 th Grade 8 th Grade

NAEP VS. NY STATE TEST RESULTS 9 DESPITE GAINS, ONLY 29% OF NYC 4 TH GRADERS AND 21% OF 8 TH GRADERS ARE PROFICIENT ON NATIONAL READING TESTS NAEP NY State Test NAEPNY State Test 4 th Grade 8 th Grade NAEP & NY STATE TEST RESULTS NYC READING PERFORMANCE PERCENT AT OR ABOVE PROFICIENT

COMMON CORE STATE STANDARDS HISTORY  Summer 2009: State-led effort coordinated by National Governors Association and the Council of Chief State School Officers to develop a common core of state K-12 English language arts and mathematics standards  Fall 2009: Draft of college and career readiness standards released for public comment  March 2010: Based on the college and career readiness standards, draft of K-12 learning progressions released for public comment  June 2010: Final Common Core State Standards released  Currently: States are in the process of adopting the Common Core State Standards (To date, 36 states have adopted the CCSS.) 10

COMMON CORE STATE STANDARDS: THE PROCESS Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center):  Assembled core writing teams who reviewed educational research, as well as state and international standards, before drafting CCSS.  Consulted with state standards development work groups and feedback groups.  Reviewed draft documents with external organizations (e.g. AFT, NEA, IRA, NCTM, NCTE).  Gathered a validation committee – experts in the field to review standards (university scholars, international educators, administrators, teachers etc.)  Published standards for adoption by individual states (States can add an additional 15% to the CCSS content.) 11

COMMON CORE STATE STANDARDS DESIGN CRITERIA  Fewer, clearer and higher  Aligned with college and work expectations  Include rigorous content and application of knowledge through higher-order skills  Internationally benchmarked  Anchored in college and career readiness (without the need for remediation)  Research and evidence based 12

ESSENTIAL ELEMENTS IN ENGLISH LANGUAGE ARTS & MATHEMATICS  College and career readiness standards  Grade specific standards  Focus on results rather than means (Standards do not tell teachers how to teach.)  Focus on the essentials (Standards do not describe all that can or should be taught.)  Multimedia and technology embedded throughout 13

14 ENVISION THE COLLEGE AND CAREER READY STUDENT The Graduate College and Career Ready in Reading, Writing, Listening, Speaking and Language Standards for Mathematical Practice

“THE GRADUATE”  Identify what you want students to know and be able to do upon graduation as college and career ready in English language arts and mathematics 15

FOCUSED READING  As you read, mark text as follows: - I agree/I understand that... ! - This is important/interesting. ? - I am unclear/ I have a question. 16

COLLEGE AND CAREER READY IN READING, WRITING, LISTENING, SPEAKING AND LANGUAGE  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 17

STANDARDS FOR MATHEMATICAL PRACTICE  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 18

REVISITING THE GRADUATE Revisit your “Graduate” and add attributes based on insights gained from reading the standards’ descriptions of college and career readiness. 19

20 EXPLORING THE COMMON CORE STATE STANDARDS: AN INQUIRY APPROACH Organization of ELA and Mathematics Standards

OVERALL ORGANIZATION OF ENGLISH LANGUAGE ARTS STANDARDS  Comprehensive K-5 section  Reading (including Reading Foundational Skills), Writing, Listening & Speaking and Language Strands  Two Content Area Sections for Grades 6-12  English Language Arts Reading, Writing, Listening & Speaking and Language Strands  Literacy in History/Social Studies, Science and Technical Subjects Reading & Writing Strands  Three Appendices  Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms  Appendix B: Text Exemplars and Sample Performance Tasks  Appendix C: Annotated Samples of Student Writing 21

OVERALL ORGANIZATION OF THE MATHEMATICS STANDARDS  Standards for Mathematical Practice  Carry across all grade levels  Describe habits of mind of a mathematically proficient student  Standards for Mathematical Content  K-8 standards presented by grade level  Organized into domains that progress over several grades  Within each domain, there are clusters and accompanying standards  Grade introductions give 2-4 focal points at each grade level  High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) 22

EXPLORATION OF THE COMMON CORE STATE STANDARDS  Each table will be assigned a standard and work in pairs to explore a grade band  Table Group Assignments  Reading  Writing  Speaking & Listening  Language  Literacy in History/Social Studies, Science, & Technical Subjects  Mathematics 23

I SEE, I THINK, I WONDER… As you explore the assigned standard/ strand, make notes as follows:  I See…  I Think…  I Wonder… 24

TABLE GROUP ASSIGNMENTS  Reading K-2 (pp , 13, 15, 16, 31-32) 3-5 (pp. 10, 12, 14, 17, 31-32) 6-8 (pp , 39, 57-58) 9-12 (pp. 35, 38, 40, 57-58)  Writing K-2 (pp ) 3-5 (pp. 18, 20, 21) 6-8 (pp ) 9-12 (pp. 41, 45, 46, 47)  Speaking & Listening K-2 (pp ) 3-5 (pp. 22, 24) 6-8 (pp. 48 – 49) 9-12 (pp. 48, 50) 25  Language K-2 (pp ) 3-5 (pp. 25, 28, 29, 30) 6-8 (pp , 56) 9-12 (pp. 51, 54, 55, 56)  Literacy in History/Social Studies, Science & Technical Subjects 6-8 SS. (pp. 60, 61, 63-66) 6-8 Sci. (pp. 60, 62, 63-66) 9-12 SS. (pp. 60, 61, 63-66) 9-12 Sci. (pp. 60, 62, 63-66)  Mathematics K-2 (pp. 9-10, 13-14, 17-20) 3-5 (pp , 27-28, 33-38) 6-8 (pp , 46-47, 52-56) 9-12 (pp , 62-63, 67-69, 72-75, )

26 ZOOMING-IN ON INFORMATIONAL TEXT Anchor Reading Standards Grade Specific Reading Standards for Informational Text Instructional Implications

COLLEGE & CAREER READINESS ANCHOR STANDARDS FOR READING  10 Standards divided into 4 clusters  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity Type of text:  Literature  Informational Complexity 27

COLLEGE & CAREER READINESS ANCHOR STANDARDS FOR READING  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Levels of Text Complexity 28

ZOOMING-IN ON INFORMATIONAL TEXT  K-2 (pp. 13, 32)  3-5 (pp. 14, 32)  6-8 (pp. 39, 58)  9-12 (pp. 40, 58)  6-12 Literacy for History/Social Studies (p. 61)  6-12 Literacy for Science & Technical Subjects (p. 62) 29

READING STANDARDS FOR INFORMATIONAL TEXT K-12 Grade Band What’s Encouraging for Teaching & Learning? What’s Challenging for Teaching & Learning? Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Range of Reading & Levels of Complexity 30

INSTRUCTIONAL IMPLICATIONS 31 Grade Band Instructional Implications K Literacy in History/Social Studies 6-12 Literacy in Science and Technical Subjects

32 ACTION PLANNING Milestones for School Improvement Action Plan Template

LEVERS FOR SCHOOL IMPROVEMENT  Curriculum  Pedagogy  Assessment  Collaboration  Structure Milestones for the Common Core State Standards Tool New York City Department of Education, June

ACTION PLAN TEMPLATE What? (TASK) By Whom? By When? Resources Necessary Possible Obstacles Evidence of Successful Completion 34

35 SESSION REFLECTION

IN THINKING ABOUT THE ROLLOUT OF THE CCSS IN YOUR SCHOOL, WHAT ARE…  3 Points I will remember as being very important are…  2 Actions I will take as a result of today’s work are…  1 Idea I want to learn more about is… 36