Common core implemntation in new york city: supporting college and career readiness



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COMMON CORE IMPLEMNTATION IN NEW YORK CITY: SUPPORTING COLLEGE AND CAREER READINESS

  • NYU Steinhardt Education Policy Breakfast
  • Friday, November 30, 2012
  • DOMAIN
  • EXAMPLES
  • Common Core Learning Standards
  • Academic mastery that students demonstrate at every grade level, defined by the Common Core Learning Standards.
  • Academic & Personal Behaviors
  • Learning habits and skills that support academic readiness and include non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence.
  • Academic Programming
  • Choices about the level of rigor and subjects that students will pursue yield pathways that either prepare or prevent students from taking the academic courses necessary for success after high school. Students need to make informed choices about the courses and scores they need to achieve to graduate and have the widest possible range of opportunities for equitable access and entry points to highly challenging/college prep coursework.
  • College and Career Access
  • Learning about postsecondary pathways and careers to develop meaningful personal aspirations with a clear sense of the roadmap to their goals, and the specific supports at key transition points to ultimately gain entry to a well-matched college/career training program.
  • THE COMMON CORE ARE PART OF OUR COLLEGE & CAREER READINESS BENCHMARKS

TRANSITIONING TO THE COMMON CORE IS A MULTI-YEAR PROCESS IN NEW YORK CITY

  • New York State adopts Common Core standards.
  • New York State integrates Common Core into grades 3-8 NYS tests.
  • New York State releases curriculum materials aligned to the Common Core.
  • All New York City schools implement broader, deeper instructional expectations.
  • *New York is part of a consortium of states, the Partnership for the Assessment of Readiness for College and Careers (PARCC), working together to develop new state assessments.
  • 2009-10
  • 2010-11
  • 2011-12
  • 2012-13
  • 2013-14
  • 2014-15
  • Students across New York State take State PARCC* assessments.
  • New York City launches Common Core pilots in 100 schools.
  • All New York City schools implement citywide instructional expectations.
  • All New York City schools implement citywide instructional expectations as final part of transition to the Common Core.
  • New York State begins to integrate Common Core into some Regents exams.
  • Teachers
  • School
  • Leaders
  • Students
    • By March, complete one literacy and one math task embedded in a Common Core-aligned curriculum unit
    • In literacy: Students will read and analyze nonfiction texts and write opinions and arguments in response
    • In math: Students will engage in a challenging task that requires them to solve “real-world” problems and/or figure out the reasoning behind arguments to get to a solution
    • Work in teams to review student work and align curriculum, pedagogy, and assessments with the Common Core
    • Share with families at February/March parent-teacher conferences
    • Provide teachers with meaningful feedback tied to an evidence-based rubric of teacher practice
    • Consider how teacher practice needs to change to align to the Common Core; provide appropriate support
  • 2012-13 CITYWIDE INSTRUCTIONAL EXPECTATIONS GO BROADER AND DEEPER
  • Teachers
  • School
  • Leaders
  • Students
    • Engage in multiple Common Core-aligned units of study across content areas
    • Experience more challenging, rigorous discussions and assignments
    • Deepen understanding of the Common Core and the use of the Danielson Framework for Teaching to shift instructional practice
    • Focus teacher development on the Common Core
    • Strengthen the common language and understanding of what quality teaching looks like aligned to the Danielson Framework
    • Conduct frequent formative observations and provide feedback and professional development to support improved practice in identified competencies
  • Families
    • Teachers and school leaders share students’ Common Core work and progress toward college and career readiness with families

 

  •  
  • 2012-13
  • THIS YEAR, COMMON CORE WORK WILL REQUIRE ALL GRADES TO SHIFT INSTRUCTION
  • In math
  • In English Language Arts, social studies, and science
  • Require fluency, application, and conceptual understanding
  • These units will focus on shifts in instruction that align to the Common Core:
  • TEACHERS OF GRADES PK-8 WILL ADJUST PRACTICE TO ACCOMMODATE CHANGES
  • In math
  • In literacy across content areas
  • Reorganize the sequence of math content across the year to reflect the major work of the grade that will be assessed by the 2013 State tests
  • Infuse opportunities to read and respond to a balance of literary vs. informational texts in light of the distribution assessed by the 2013 State tests
  • In grades PK-8, schools will use guidance from the DOE to review the full school year and:
  • 2012-13

Resources to support implementation

  • Since launch:
  • 160,000+ unique users
  • 1,750,000+ page views
  • Monthly usage continues to grow
  • Resources to support implementation
  • of instructional expectations:
  • Exemplary instructional materials
  • Tools for analyzing quality and alignment
  • PK-8 scope and sequence samples in math
  • Guidance for implementation of the shifts in literacy
  • Professional learning materials to increase teacher effectiveness
    • Modules and videos, including an introduction to text complexity
    • Protocols and other teacher team resources
  • Resources for families
  • Links to State and other resources
  • IN MARCH 2011, NEW YORK CITY LAUNCHED THE COMMON CORE LIBRARY TO SHARE RESOURCES ONLINE
  • A new searchable database allows educators to find tasks using keywords, grade, subject and CCLS
  • 55 instructional resource bundles are currently available across all grades in ELA, math, social studies and science
  • An instructional resource includes:
    • Task
    • Rubrics
    • Annotated student work
    • Universal Design for Learning guidance
    • Annotated tasks (for English language learners and students with disabilities)
    • Other instructional supports

THE STANDARDS ASK TEACHERS TO FOCUS IN MATH; WE PROVIDED DAY-BY-DAY CURRICULA

  • Teachers should prioritize use of instructional time to support students in building conceptual understanding, fluency, and the ability to apply important mathematical concepts
  • Worked with teachers to examine current materials and create guides for their use across the year: what to use, what to omit, and where to supplement

35 schools across all five boroughs, serving K-12

  • 35 schools across all five boroughs, serving K-12
  • Use a structured framework for assessment, common rubrics, and high-quality tools to generate a normed understanding of quality instruction aligned to the Common Core
  • Piloting Text and Task Sets, with intensive, direct support provided to a sub-group of 10 schools and their librarians
  • Offer opportunities for intensive professional learning throughout the year via differentiated support from Lab Coaches and Network Lab Leads, Innovative Online and face-to-face PD, and at 6 cross-school convenings
    • August-October
      • 2 -day August Launch
      • 1 full-day PD to Look at Teacher and Student Work
      • 70 school visits by Lab Coaches
      • Opportunity for schools to participate in conferences in Virginia and Kentucky
  • COMMON CORE LAB SCHOOLS ARE DEVELOPING A DEEP UNDERSTANDING OF QUALITY INSTRUCTION ALIGNED TO THE COMMON CORE

THE STANDARDS SPECIFY A BALANCE OF LITERARY AND INFORMATIONAL TEXTS

  • Sample 8th Grade English Language Arts Task:
  • After researching the articles "The American Dream" and "An Itinerant Life Weighs on Farmworkers' Children" and what we’ve read from Of Mice and Men on migrant workers, write an essay that argues your position on which of the following obstacles is the most insurmountable for migrant workers to achieve the American Dream: poverty, lack of consistent education, or the difficulty of putting down roots. Support your position with evidence from your research.

Established in 2011-12 with 60 Fellows, representing teachers and coaches from across the City

  • Established in 2011-12 with 60 Fellows, representing teachers and coaches from across the City
  • Grew to 300 Fellows in 2012-13
  • Goals of the program include:
    • Giving feedback to educators across the system on the quality of their Common Core standards-aligned work by:
      • Reviewing instructional tasks and units
      • Advising on strengths and next steps in terms of quality of task and alignment to the Common Core
    • Building an understanding of what the Common Core looks like in teacher and student work across the system
    • Establishing a team of Common Core experts across the City
    • Collecting exemplars of instructional resources aligned to the Common Core
  • COMMON CORE FELLOWS ARE HELPING TO LEAD IMPLEMENTATION ACROSS THE CITY

EARLY EFFORTS HAVE BEEN SUCCESSFUL: TEACHERS UNDERSTAND THE STANDARDS AND RECEIVE FEEDBACK ON THEIR PRACTICE

  • Percentages may not sum to one hundred due to rounding. District 75 school data is not included here.

2012-13 NY STATE TESTS WILL ALIGN TO THE COMMON CORE IN 3-8 ELA AND MATH

  • In 3-8 ELA, tests will focus on:
    • Comparing two or more texts, including listening passages, writing passages, and graphics;
    • Reading and analyzing informational passages without narrative structure, dialogue, or characters, and discussing arguments, evidence, and claims;
    • Requiring students to engage with a 50/50 split of literary and informational texts; and
    • Responding to prompts that are more text-dependent: 35% of prompts will require students to convey an opinion/argue, 35% to explain, and 30% to convey experience.
  • In math:
    • In keeping with the Common Core’s emphasis on depth over breadth, tests will emphasize the major work of the grade, a set of key concepts that helps teacher prioritize where to spend most of their instructional time. Concepts may be assessed at different grade levels from those in the past.
    • Tests will include more questions that require students to take multiple steps in order to solve them;
    • Questions that in the past have focused on testing mathematical vocabulary will instead require students to apply skills based on their understanding of that vocabulary;
    • Questions using tools like rulers or protractors will include prompts that require students to both choose the appropriate tool and apply mathematical concepts in using the tool.

IN OTHER STATES, MORE RIGOROUS STATE TESTS HAVE LED TO DROPS IN SCORES

  • Kentucky was the first state to adopt the Common Core standards and to administer assessments aligned to the Common Core
  • When measured by this higher bar, students’ scores dropped:
    • KENTUCKY STATE TEST SCORES, 2010-11 AND 2011-12
  • Elementary Reading
  • Elementary Math
  • Middle School Reading
  • Middle School Math
  • 2010-11
  • 76.0%
  • 73.0%
  • 70.0%
  • 65.0%
  • 2011-12
  • 48.0%
  • 40.4%
  • 46.8%
  • 40.6%


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