1. Mike Schott, Director of Curriculum
Bolivar-Richburg Central School Community Forum:
Common Core Standards
Mike Schott, Director of Curriculum
October 18, 2011

2. The Regents Education Reform Plan

3. Key Points of RTTT
At the center of the Regents’ plan is their belief that students should graduate from high school ready for postsecondary education and employment.
The initiatives work to create a comprehensive systemic approach to improve teaching and learning.
This system consists of well-designed learning standards and aligned curricula that are measured by meaningful, performance-based assessments.
New York State Prekindergarten Learning Standards

4. The core instruction is delivered by well-prepared teachers and school leaders who have received relevant professional development based on student growth data.
The analysis of the data then informs improvements in instruction that will result in the academic progress of students.
In seeking to further reduce the student achievement gap, the New York State Board of Regents set forth a charge to align standards, assessments, curriculum, and instruction not just across kindergarten through grade 12, but across the more comprehensive and inclusive span of prekindergarten to 16.
New York State Prekindergarten Learning Standards

5. Major Components of RTTT

6. Standards and Assessment
Adopt Common Core State Standards in English language arts and math with 15% State supplement; revise science and social studies standards; create/revise standards in arts, technology, and economics; establish statewide curriculum models.
Align high school graduation requirements with college and career success.
Redesign the NYS Assessment Program, in alignment with the Common Core Standards, to incorporate formative and interim assessments, increase rigor, make the assessments more performance-based, and expand into 21st century competencies (e.g., technology, economics and the arts).

7. Data Systems to Support Instruction
Build a Data Portal through which educators can access information on student achievement, school climate, and best practices, enabling them to analyze student needs, identify problems, determine interventions, differentiate instruction, and evaluate results.
Create an early warning system to identify and intervene to help students at risk of falling behind and dropping out.
Use data to improve instruction, which will entail collecting data and providing professional development to staff in how to use the data to improve instruction

8. Great Teachers and Leaders
Redesign teacher and school leader preparation programs through clinically-rich instruction, performance-based assessments and alternative pathways.
Implement a comprehensive teacher and principal evaluation system based on multiple measures of effectiveness—including student achievement measures, which would comprise 40% of teacher and principal evaluations and ratings.
Conduct annual evaluations using the new statewide evaluation system, then use the results of these evaluations to inform promotion, retention, tenure determination, and termination.
Use the results of the new annual evaluation system and student performance data to tailor high-quality professional development and other effective supports to teachers and principals.

10. Distribution of Literary and Informational Passages
Grade
Literary
Informational 4
50% 8
45%
55% 12
30%
70%
The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness.
In K–5, the Standards balance the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects.
Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes.
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy

11. Distribution of Communicative Purposes
Grade
To Persuade
To Explain
To Convey Experience 4
30%
35% 8 12
40%
20%
The Standards cultivate the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy

12. Kindergartners:
Grade 1 students:
Grade 2 students:
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
With prompting and support, retell familiar stories, including key details.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
With prompting and support, identify characters, settings, and major events in a story.
3. Describe characters, settings, and major events in a story, using key details.
Describe how characters in a story respond to major events and challenges.
Craft and Structure
Ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
Recognize common types of texts (e.g., storybooks, poems).
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Identify who is telling the story at various points in a text.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
Use illustrations and details in a story to describe its characters, setting, or events.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. a. With prompting and support, students will make cultural connections to text and self.
Compare and contrast the adventures and experiences of characters in stories.
a. With prompting and support, students will make cultural connections to text and self.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
Responding to Literature
11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).
10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Make connections between self, text, and the world around them (text, media, social interaction).
10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Responding to Literature
11. Make connections between self, text, and the world around them (text, media, social interaction).
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy

13. ELA/Literacy Shifts
Balancing Informational & Literacy Texts: Passages will be authentic and balanced across informational and literary
Knowledge in the Content Areas: Assessment will contain knowledge-based questions about the informational text; students will not need outside knowledge to respond
Grade-level Text Complexity: Passage selection will be based on text complexity that is appropriate to grade level per Common Core
Text-based Answers & Writing from Sources: Questions will require students to marshal evidence from the text, including from paired passages
Academic Vocabulary: Students will be tested directly on the meaning of pivotal, common terms from which the definition can be discerned from the text. Academic vocabulary will also be tested indirectly through general comprehension of the text.

14. Math Objectives 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: Demonstrate fluency and understanding
Display fluencies for the grade level and understand focus areas

15. Priorities in Mathematics
Grade
Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2
Addition and subtraction, measurement using whole number quantities
3–5
Multiplication and division of whole numbers and fractions 6
Ratios and proportional reasoning; early expressions and equations 7
Ratios and proportional reasoning; arithmetic of rational numbers 8
Linear algebra

16. Crosswalk: Structural Organization
2005 NYS Core Curriculum
2010 Common Core
Grade by grade performance indicators, P-12
High School – three one-year courses of study:
Algebra
Geometry
Algebra 2 and Trigonometry
Grade by grade performance indicators, K-8
High School – six conceptual categories that can be taught as integrated or discrete courses:
Number and Quantity
Functions
Modeling*
Statistics & Probability
*Modeling is best interpreted not as a collection of isolated topics, but in relation to other standards.
– The Big Picture

17. Crosswalk: Performance Indicator Organization
2005 NYS Core Curriculum
2010 Common Core
Five Process Strands (span all grades): Problem Solving, Reasoning and Proof, Communication, Connections, Representation
Five Content Strands (span all grades): Number Sense and Operations, Algebra, Geometry, Measurement, Statistics and Probability
Eight Mathematical Practices (span all grades): 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.
Eleven Mathematical Content Domains: Counting and Cardinality; Operations and Algebraic Thinking; Number and Operations in Base Ten; Number and Operations- Fractions; Ratios and Proportional Relationships; The Number System; Expressions and Equations; Functions; Measurement and Data; Geometry; Statistics and Probability
– The Big Picture

18. Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?

19. Math Shifts
Focus: Priority standards will be the focus of the assessments. Other standards will be deemphasized.
Coherence: Assessments will reflect the progression of content and concepts as depicted in the standards across grade levels.
Fluency: It will be assumed that students possess the required fluencies as articulated through grade 8; as such, there will be no calculators in early grades.
Deep understanding: Each standard will be assessed from multiples perspectives while not veering from the primary target of measurement for the standards.
Application and Dual Intensity: Students will be expected to know grade-level math content with fluency and to know which math concepts to employ to solve real-world math problems.

20. What is NOT covered by the Standards
The Standards define what all students are expected to know and be able to do, not how teachers should teach.
While the Standards focus on what is most essential, they do not describe all that can or should be taught.
The Standards set grade-specific standards but to not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy

21. Implementation Timeline

22. Summer 2011:
Tools and resources available for school based professional development on Common Core implementation
School Year 11-12:
Recommend initial phase of CCSS implementation: every teacher is delivering at least one CCSS-aligned unit each semester
Common core implementation in pre-K through 2
Math and ELA tests continue to be aligned with Standards grades 3-8

23. School Year 12-13:
Ongoing CCSS rollout in the schools. NYS tests aligned to CCSS in Grades 3-8 ELA & Math and Regents Integrated Algebra.
School Year 13-14:
Full implementation of CCSS in schools. NYS test aligned to CCSS in Math Regents Geometry
School Year 14-15:
Full implementation of CCSS
Partnership for Assessments of Readiness for College and Careers (PARCC) assessments

24. Create high-quality assessments
Goals:
Create high-quality assessments
Build a pathway to college and career readiness for all students
Support educators in the classroom
Develop 21st Century, technology-based assessments
Advance accountability at all levels

25. Animating the Reform Agenda Investing in human capital, supporting with critical tools
Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace
Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice
Recruiting, developing, retaining, and rewarding effective teachers and principals
Turning around the lowest-achieving schools
College and Career Ready Students
Highly Effective
School Leaders
Teacher Evaluation
Assessment Data
Teachers
Statewide Standards-based Curriculum

26. preparing for the future