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Common Core Initiatives Shifts to Practice The ELA Coordinator Network January 16, 2014. Our Focus Question. What does it mean to be a NYS High School Graduate?. EngageNY.org. 2. The 26/65\% Concern. New York's 4-year high school graduation rate is 74\% for All Students.
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What does it mean
to be a NYS
High School Graduate?
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
*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
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
Source: The College Advantage: Weathering the Economic Storm. Georgetown University Center for Education and the Workforce. 2012.
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.
A post-secondary education is the“Passport to the American Dream”
To meet challenges such as these we need a different idea of leadership and a new social contract that promotes our adaptive capacity rather than inappropriate expectations of [technical] authority
From Ronald Heifetz - Leadership Without Easy Answers
Defines the academic knowledge
and skills students need to be
successful in college and
Specifies the non-
cognitive, socio-emotionalknowledge and skills that
help students successfully
transition from high school to
college or careers.
Describes the career-
for students to gain the
knowledge, skills, and
competencies they need
to pursue and succeed in their
Source: Embracing the challenge of classroom-level reform. Kathleen Porter-Magee. September 26, 2013. Located at http://www.edexcellence.net/commentary/education-gadfly-daily/embracing-the-challenge-of-classroom-level-reform#.UkRHaOhr0NU.twitter
6 Shifts in ELA/Literacy
All students must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.
6 Shifts in Mathematics
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Writing from Sources
Dual IntensityFor students with disabilities, the How must be flexible, not the What…
Provide multiple means for students to learn the standards.
Provide opportunities for students to express what they know and can do.
Use devices, practices, interventions, or procedures to afford equal access to instruction or assessment.
Reduce or eliminate the impact of the student’s disability so that he or she can achieve the standard.
Maintain the rigor of the content being taught.
Maintain achievement expectations.
Change the core content standard or the performance expectation.
ELA/ Literacy 7 RL 4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
In ELA/Reading, the standards…
In ELA/Speaking and Listening:
In ELA/Early Literacy, the stakes are high:
* Hernandez, D. (2011).Double Jeopardy: How third grade reading skills and poverty Influence High school graduation. Annie E Casey Foundation.
The K-5 Reading, Language, and Reading: Foundational Skills standards demand a curriculum that addresses the triple deficit.
The standards require a early literacy program that “overwhelms the problem” that is too frequently not addressed in traditional early literacy programs, including the imperative building of background knowledge/schema and academic vocabulary.
Focus: The CCSS in math also require teachers to slow down and dig deeply into content. Students get the gift of time. Teachers spend time on fewer concepts. Instead of a mile wide and an inch deep, take time to master essential content.
Focus on the major work.
The standards are yelling, “SLOW DOWN!”
Example, Grade 5:
The CCSS call on us to carefully, logically connect standards from grade to grade. Connect to the way content was taught the year before. The standards are designed to be an escalator, not a roller coaster.
Baked into the standards is a guide to understanding prerequisite content for a given cluster or domain.
In math, rigor simply means that our curriculum should be based on three ideas:
Principals are central to empowering teachers and creating a culture that challenges everyone to grow without fear.
Teachers have the power to to support students’ sense of well-being and confidence without propping them up and doing the work for them.
The adults in a student’s life have the power to define efficacy. Hard work+ Effective Effort + Support + Strategies = Getting Smarter.
“A few modern philosophers…assert that an individuals’ intelligence is a fixed
quantity, a quantity which cannot be increased.”
We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment…
and literally become more intelligent than we were before.”
Binet co-authored the IQ test.
Smart is not something you are.
Smart is something you get.
Think you can.
The fixed mindset creates an urgency to prove yourself over and over.
The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.
What is your story?
How do you see fixed mindset playing out in your work? How does it affect the behavior of adults and/or students around you?
How do the beliefs we have about students play out in Common Core implementation?