Common Core State Standards

1. Common Core State Standards What They Mean EngageNY.org

2. “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.” -- The Common Core State Standards in Math, page 5 EngageNY.org

3. What is college readiness? • What does college-readiness look like? • When is a student ready for college? • What do children need to learn to be ready for college? • How can parents help?

4. So? What does it mean? EngageNY.org

5. College and Career Readiness …but what does that mean? The new standards will get students ready for success in college and the workforce. EngageNY.org

6. College Readiness • “College” doesn’t just mean a four-year degree. It can mean any program that leads to a degree or certificate. • Being “ready” means that students graduate from high schools with strong skills in English and mathematics. College readiness means that graduates have the skills they need to do well in college. EngageNY.org

7. Career Readiness • “Career” doesn’t just mean a job. It means a profession that lets graduates succeed at a job they enjoy and earn a competitive wage. Career readiness means that high school graduates are qualified for and able to do well in long-term careers. EngageNY.org

8. Why does this matter? Because it’s what our students need For every 100 ninth graders… 65 graduate from high school 37 enter college 24 are still enrolled in sophomore year 12 graduate with a degree in six years

9. … and only 6 get a good job after graduation EngageNY.org

10. The new standards will… • Preparestudents to succeed in college and the workforce • Ensure that every child—regardless of race, ethnicity or zip code—is held to the same high standards and learns the same material • Provideeducators with a clear, focused roadmap for what to teach and when EngageNY.org

11. What are the Common Core Standards? • Asingle set of clear standards for English language arts and mathematics • A tool to help students and parents set clear and realistic goals for success • A first step in providing young people with the high-quality education that will prepare them for success in college and careers EngageNY.org

12. Where did they come from? • The standards were developed by the National Governor’s Association and the Council of Chief State School Officers in collaboration with: • Teachers • Administrators • Experts • 46 states and the District of Columbia have adopted the new standards EngageNY.org

13. States that adopted the Common Core

14. What’s different in the new standards? • English Language Arts/Literacy: • Focus on non-fiction, careful reading • Discuss reading and write using evidence • Increase academic vocabulary • Mathematics • Learn more about fewer concepts • Focus on skill building, speed and accuracy • Use of real world examples to better understand concepts EngageNY.org

15. ELA Test Question – Pre Common Core • In both the Demosthenes biography and the Icarus and Daedalus myth the main characters are given advice from other people. Do you respond to advice from other people more like Demosthenes or more like Icarus? Write an essay in which you explain who you are more like when it comes to taking advice and why. Use details from both articles to support your answer.   • In your response, be sure to do the following: • tell whether you are more like Demosthenes or Icarus • explain why you are respond to advice similar to Demosthenes or Icarus • use details from both passages in your response EngageNY.org

16. ELA Test Question – Post Common Core • In both the Demosthenes biography and the Icarus and Daedalus myth the main characters exhibit determination in pursuit of their goals. Did determination help both main characters reach their goals, or did it lead them to tragedy? Write an argument for whether you believe determination helped or hurt the two main characters.  In your response, be sure to do the following: • describe how determination affected the outcome in Demosthenes • describehow determination affected the outcome in Icarus and Daedalus • explainthe similarities or differences that exist in the ways determination played into the outcome of both texts • use details from both passages in your response EngageNY.org

17. Math Test Question: Pre-Common Core 7.G04 Determine the surface area of prisms and cylinders, using a calculator and a variety of methods.

18. Math Test Question: Post Common Core 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.”“For every vote candidate A received, candidate C received nearly three votes.”

19. So? What works best? EngageNY.org

20. Backpacks: What you should see Books that are both fiction and non-fiction Real-world examples that makes what students learn in English and math make more sense Writing assignments that require students to use evidence instead of opinion Math homework that asks students to write out how they got their answer Math homework that asks students to use different methods to solve the same problem

21. Some questions to ask your child Tell me something you learned in your reading. How did you learn it? Did you talk about anything you read in class today? Did you use evidence when you talk about what you read? Did you learn any new words in class today? What do they mean? How do you spell them? How did you use math today? Can you show me an example? What math problems did you do today? How did you get your answer?

22. A Closer Look: ELA/Literacy Shifts • Read as much non-fiction as fiction • Learn about the world by reading • Read more challenging material closely • Discuss reading using evidence • Write non-fiction using evidence • Increase academic vocabulary EngageNY.org

23. Parents SHOULD Students MUST ELA Shift #1: Read as much non-fiction as fiction • Read more non- fiction • Understand how non-fiction is written and put together • Enjoy and discuss the details of non-fiction • Supply non-fiction texts to read • Read non-fiction books aloud or with your child • Have fun with non-fiction in front of your children EngageNY.org

24. Parents SHOULD Students MUST ELA Shift #2: Learn about the world by reading • Learn more about Science and Social Studies through reading • Use “primary source” documents • Get smarter through the use of texts • Supply texts on topics that interest your child • Find books that explain how things work and why • Discuss non-fiction texts and their ideas EngageNY.org

25. Parents SHOULD Students MUST ELA Shift #3: Read more complex material carefully • Re-read • Read books at their comfort level and more challenging texts • Not just read, comprehend • Handle frustration and keep pushing to improve • Provide more challenging texts their children want to read in addition to books they can read easily • Know what is grade level appropriate • Read challenging books with your child • Show that challenging books are worth reading EngageNY.org

26. Parents SHOULD Students MUST ELA Shift #4: Discuss reading using evidence • Find evidence to support their arguments • Form judgments and opinions • Become scholars • Discuss what the author is thinking • Make predictions • Talk about texts • Demand evidence in everyday discussions, debates and disagreements • Read aloud or read the same book as your child and discuss with evidence EngageNY.org

27. Parents SHOULD Students MUST ELA Shift #5: Write from sources • Make arguments in writing using evidence • Compare multiple texts in writing • Learn to write well • Encourage writing at home • Write “books” together using evidence and details • Review samples of student writing: http://www.corestandards.org/assets/Appendix_C.pdf EngageNY.org

28. Parents SHOULD Students MUST ELA Shift #6: Build an academic vocabulary • Learn the words they will need to use in college and career • Get smarter at using the “language of power” • Read often and constantly with young children • Read multiple books about the same topic • Let your children see you reading • Talk to your children, read to them, listen to them, sing with them, make up silly rhymes and word games EngageNY.org

29. A Closer Look: Mathematics Shifts • Focus: learn more about less • Build skills across grades • Develop speed and accuracy • Really know it, Really do it • Use it in the real world • Think fast AND solve problems EngageNY.org

30. Any ideas? EngageNY.org

31. Traditional U.S. Approach

32. Common Core State Standards approach

33. Parents SHOULD Students MUST Math Shift #1: Focus: Learn more about less • Be aware of what your child struggled with last year and how that will affect ongoing learning • Advocate for your child and ensure that support is given for “gap” skills: negative numbers, fractions, etc. • Keep building on learning year after year EngageNY.org

34. Parents SHOULD Students MUST Math Shift #2: Learn skills across grades • Know what the priority work is for your child at their grade level • Spend time with your child on that work • Ask your child’s teacher about his or her progress on the priority work • Spend more time on fewer concepts • Go more in-depth on each one EngageNY.org

35. Parents SHOULD Students MUST Math Shift #3: Develop speed and accuracy • Push children to know, understand and memorize basic math facts • Know all of the fluencies your child should have; prioritize learning of the ones they still find difficult • Spend time practicing by doing lots of problems on the same idea EngageNY.org

36. Parents SHOULD Students MUST Math Shift #4: Really know it, really do it • Notice whether your child really knows why the answer is what it is • Advocate for the time your child needs to learn key math skills • Provide time for your child to work at math skills at home • Get smarter in the math your child needs to know • Make the math work, and understand why it does • Talk about why the math works • Prove that they know why and how the math works EngageNY.org

37. Parents SHOULD Students MUST Math Shift #5: Use it in the real world • Ask your child to do that math that comes up in your daily life • Apply math in real world situations • Know which math skills to use for which situation EngageNY.org

38. Parents SHOULD Students MUST Math Shift #6: Think fast and solve problems • Notice your child’s strengths and weaknesses in math • Make sure your child practices the math facts that prove most difficult • Make sure your child thinks about math in real life • Be able to use core math facts quickly • Be able to apply math in the real world EngageNY.org

39. The New Starting Point EngageNY.org

40. The New Starting Point You will notice that more students struggled on this year's test than in previous years. This is because we changed the expectations for New York State students when we adopted the Common Core State Standards. The Board of Regents adopted these standards in 2010 and teachers and principals have been working to make important changes in student learning over the last 3 years. It is exciting that these changes have already begun, but our test results tell us that we have a long way to go. We are making this change to the Common Core State Standards because we want every single one of our students to be on track for college and careers by the time they graduate from high school. Our former standards did not prepare all of our students for 21st century college and careers. Commissioner John King August 7, 2013 EngageNY.org

41. The New Starting Point Proficiency rates – the percentage of students meeting or exceeding the standards – on the new Common Core assessments cannot be compared with last year’s proficiency results since the old scores are from an old test based on the former standards. This is a new beginning and starting point that will provide better, clearer information to parents, teachers, and principals about what our children know and are able to do. The results from these assessments will help you and your school directly address the learning needs of your child so that he or she gets and/or stays on track for college and career success. Commissioner John King August 7, 2013 EngageNY.org

42. The New Starting Point Proposal: *Revisit Board of Education Five Year Goals for State Assessment Performance, which set targets to be achieved at the end of the 2016-17 school year: 90% of our students will achieve at the State Standards in each of the NYS assessments 90% passing and 40% of our students will achieve mastery in each of the Regents exams *Extend the timeline for achieving targets to the end of the 2019-2020 school year. Construct targets for this year. Meaningful, measurable and achievable targets. EngageNY.org

43. Monitoring Progress and Using Data to Achieve Results High School Proposal: *Regents Diploma *Advanced Regents Diploma *Aspirational Performance Measures -Quarterly Assessments/Alignment with CCSS and accurate predictors - Report on courses leading to a Regents Exam -Mark reporting would continue on a course basis, rather than grade level. Building interventions driven by data, including quarterly assessment data. -Include courses of concern in focus areas and actions of monitoring reports. EngageNY.org

44. Monitoring Progress and Using Data to Achieve Results Middle School Proposal: *NYS Math Assessment *NYSELA Assessment -Quarterly Average of ELA and Math Module Assessments- Progressive average throughout the year- 85%+ -Mark reporting would continue on a course basis, to drive building interventions -Include courses of concern in focus areas and actions of monitoring reports EngageNY.org

45. Monitoring Progress and Using Data to Achieve Results Kelley School Proposal: *NYS Math Assessment - Math Module Assessments- Progressive average throughout the year- 85%+ - Fluency of Math Facts- 85%+ *NYSELA Assessment -Writing Benchmark Assessments *Reading Benchmark Assessments EngageNY.org

46. Monitoring Progress and Using Data to Achieve Results Perkins and Lincoln Proposal: *Math Module Assessments-Progressive average throughout the year- 85%+ *Fluency of Math Facts- 85%+ *Writing Benchmark Assessments *Reading Benchmark Assessments EngageNY.org