An Update from the NYSED Office of Curriculum & Instruction AMTNYS November 2012

1. AnUpdate from the NYSED Office of Curriculum & Instruction AMTNYS November 2012 Mary Cahill, Director John Svendsen, Associate in Mathematics

2. Agenda Why the change in standards Brief overview of the shifts required by the NYS P-12 Common Core Learning Standards for Mathematics Opportunity for questions 2

3. “Our country is in a slow decline, just slow enough for us to be able to pretend - or believe - that a decline is not taking place.” “Our problem is us - what we are doing and not doing, how our political system is functioning and not functioning, which values we are and are not living by.” Friedman & Mandelbaum – That Used to Be Us 3

4. High School Graduation & College Completion • Nationally, out of 100 middle school students… • 93 say they want to go to college. • 70 will graduate from high school. • 44 enroll in college. • 26 earn a college degree within six years Conley, David. 2012, “The Complexities of College and CareerReadiness.” https://epiconline.org/files/pdf/07102012_Keene_NH.pdf

5. Our Challenge Graduating All Students College & Career Ready New York's 4-year high school graduation rate is 74% for All Students However, the gaps are disturbing. June 2011 Graduation Rate Calculated College and Career Ready* Graduation under Current Requirements *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 5

6. College Instructors and Employers Say GraduatesAre Not Prepared for College and Work Average estimated proportions of recent high school graduates who are not prepared Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005. 6

7. College Graduation and Remediation Rates The more remedial classes students take, the less likely they are to stay in college.

8. Higher Education Has Never Mattered More Unemployment Rate By Degree: 2010 Median Annual Earnings by Educational Degree: 2010 1.9% 2.4% 4.0% 5.4% 7.0% 9.2% 10.3% 14.9% Education pays in higher overall earnings and lower unemployment rates. SOURCE: 2010 Bureau of Labor Statistics, Current Population Survey 8

9. International Competitiveness Note: Approximated by percentage of persons with upper secondary or equivalent qualifications in the age groups 55-64, 45-54, 35-44, and 25-34 years. Sources: Pathways to Prosperity Project, Harvard University, February 2011; Organization for Economic Cooperation and Development. 9 The U.S. has fallen from 1st place to 13th place in high school graduation

10. International Competitiveness Sources: Pathways to Prosperity Project, Harvard University, February 2011; College Board, The College Completion Agenda 2010 Progress Report, 2010; Organization for Economic Cooperation and Development. 10 College Completion Rank Declining: Percentage of 25- to 34-Year-Olds with an Associate Degree or Higher, 2007

11. Job ReadinessLabor Market Has Become More Demanding Sources: Pathways to Prosperity Project, Harvard University, February 2011; Georgetown Center on Education and the Workforce, Help Wanted: Projections of Jobs and Education Requirements Through 2018, June 2010. 11 A post-secondary education is the“Passport to the American Dream”: Of the projected 47 million job openings between 2009-2018, nearly two-thirds will require workers to have at least some post-secondary education. 14 million job openings will go to people with an associate’s degree or occupational certificate and pay a significant premium over many jobs open to those with just a high school degree.

12. Job ReadinessCollege Completion is Crucial for Employment Since 1973, jobs that require at least some college have exploded while opportunities for those with just a high school education have shrunk dramatically Source: Pathways to Prosperity Project, Harvard University, February 2011, http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf 12

13. International Competitiveness Decline in relative position of U.S. from 1995 to 2006 2nd 15th

14. These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. … It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSM, p. 5

15. Principles of the CCSS Aligned to requirements for college and career readiness Based on evidence Honest about time

16. Some Old Ways of Doing Business (1 of 2) • A different topic every day • Every topic treated as equally important • Elementary students dipping into advanced topics at the expense of mastering fundamentals • Infinitesimal advance in each grade; endless review • Incoherence and illogic – bizarre associations, or lacking a thread 16

17. Some Old Ways of Doing Business (2 of 2) • Lack of rigor • Reliance on rote learning at expense of concepts • Aversion to repetitious practice • Severe restriction to stereotyped problems lending themselves to mnemonics or tricks • Lack of quality applied problems and real-world contexts • Lack of variety in what students produce • E.g., overwhelmingly only answers are produced, not arguments, diagrams, models, etc. 17

18. Focusstrongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity The Three Instructional Shifts Demanded by theCore 18

19. Mathematics Shift 1: Focus Shift #1 in Research “Move away from "mile wide, inch deep" curricula identified in TIMSS.” Ginsburg et al., 2005 “Although high school English standards and courses tend to emphasize literature, most of the reading students will encounter in college or on the job is informational in nature (e.g., textbooks, manuals, articles, briefs and essays).” Achieve, Inc. http:// www.achieve.org/files/50-s tate-07-Final.pdf Students need sustained exposure to expository text to develop important reading strategies Afflerbach, Pearson, & Paris, 2008; Kintsch, 1998, 2009; McNamara, Graesser, & Louwerse, in press; Perfetti, Landi, & Oakhill, 2005; van den Broek et al., 2001; van den Broek et. al, 1995

20. Key Areas of Focus in Mathematics 20

21. Major Areas of Work: P-2

22. Major Areas of Work: 3-5

23. Major Areas of Work: 6-8

24. Sample Grade 5

25. Mathematics Shift 2: Coherence Shift 2 in Research: “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). Final Report of the National Mathematics Advisory Panel (2008, p. 18)

26. The shape of math in A+ countries Mathematics topics intended at each grade by at least two-thirds of A+ countries Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states 1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002). 26

27. Traditional U.S. Approach

28. Focusing Attention Within Number and Operations

29. Mathematics Shift 3: Rigor through Fluency Use should be made of what is clearly known from rigorous research about how children learn, especially by recognizing a) the advantages for children in having a strong start; b) the mutually reinforcing benefits of conceptual understanding, procedural fluency, and automatic (i.e., quick and effortless) recall of facts; and c) that effort, not just inherent talent, counts in mathematical achievement. -Foundations for Success The Final Report of the National Mathematics Advisory Panel, 2008

30. Key Fluencies

31. Math Shift 4: Rigor through Deep Understanding Shift 4 in Research Research has shown that learners become more engaged in the learning process when they are asked to explain and reflect on their thinking processes. -Surbeck, 1994; Good & Whang, 1999; Hettich, 1976 Researchers have found that students’ conceptual understanding and problem-solving skills improve when they are encouraged to make sense of mathematics by writing about… their mathematical thinking. -Putnam, 2003

32. Mathematics Shift 5: Rigor through Application • Principal’s Role: • Ensure that math has a place in science instruction • Create a culture of math application across the school

33. Mathematics Shift 6: Rigor through Dual Intensity Research #6: Use should be made of what is clearly known from rigorous research about how children learn, especially by recognizing a) the advantages for children in having a strong start; b) the mutually reinforcing benefits of conceptual understanding, procedural fluency, and automatic (i.e., quick and effortless) recall of facts; and c) that effort, not just inherent talent, counts in mathematical achievement. -Foundations for Success The Final Report of the National Mathematics Advisory Panel, 2008

34. Shifts in Assessments 34

35. Thank YouMary Cahill mcahill@mail.nysed.govJohn Svendsen jsvendse@mail.nysed.gov 34

36. More Questions?Office of StateAssessment emscassessinfo@mail.nysed.govTeacher Evaluation (APPR), Student Learning Objectives (SLO) educatoreval@mail.nysed.govTeacher Certification http://www.highered.nysed.gov/tcert/contact.html 34

37. WEBSITES • Engageny • http://engageny.org/ • PARCC Model Content Frameworks 3-11/Content Emphases • http://www.parcconline.org/parcc-model-content-frameworks • PreK-2 Content Emphases • http://engageny.org/wp-content/uploads/2012/03/nys-math-emphases-k-8.pdf • Common Core Toolkit (includes Mathematics toolkit) • http://engageny.org/resource/common-core-toolkit/