New York State Revised

English Language Arts and Mathematics Learning

Standards

July 18th, 2017

English Language Arts and Mathematics Standards Review Con1mittees

Teachers= 94 Administrators= 2 1 library Media Specialists= 3 College Professors= 4 Parents= 1 6

= English language arts

Long Island= 17 ~YC= 27 Hudson Valley= 15 F apital= 15

<:/ = Mathematics

r'orth Country= 12 F e ntral= 13 Western= 26 f outhern Tier= 13

2

3

The Math and ELA Leadership Teams plan the logistics for the standards review process including developing materials and providing guidance for the Standards Review Committees.

BOCES/SCDN

NYSED

NYC DOE

NYSUT

Standards Review

Leadership Team

Each Grade Band Committees include:

Facilitator Content Advisory Member

Both Math and ELA Committees are split into grade band subcommittees; and into course subcommittees for high school math.

Teachers P-12; ENL; Special Education; Library Media Specialists; Reading

Administrators Instructional Coaches, Building Level, District Level

College Professors SUNY;CUNY; Community College

Parents Urban; Suburban; Rural; ENL;SWD

The Power of Collaboration

• The Mathematics and English Language Arts Leadership teams include members of Staff and Curriculum Network (S/CDN), BOCES, NYSUT, and the NYCDOE.

• The PTA worked closely with the NYSED teams to select the parent representatives.

• The work of the standards review continues to be a collaborative effort.

4

ELA Review Process

• July 2016: Initial Educator review • Fall 2016: Public survey • January-April 2017: Revisions and researcher

review • May 2017: Board of Regents review and public

survey • June-present: Additional revisions • September 2017: Board of Regents discussion

5

Highlights of ELA Revisions

• Added Practices to Foster Lifelong Readers and Writers to ensure students become lifelong learners who can effectively communicate. The BOCES Staff and CurriculumDevelopment Network drafted these practices to helpstudents exemplify and foster strong reading and writing habits from the early years through adulthood.

• Merged the Reading for Information and Reading forLiterature Standards to reduce repetitive standards,streamline classroom instruction and curriculum development,and ensure a healthy balance of reading across all grades.The standards also encourage the use of a variety of texts tobalance literary and informational reading and to ensurestudents read both full-length texts and shorter pieces.

6

Highlights of ELA Revisions

• Convened the New York State Early Learning TaskForce to discuss concerns around the P-2 grades, includingstandards, program decisions, social emotional needs, andhow the content areas/domains work together in the earlygrades. In June, the Task Force reviewed and providedfeedback on the P-3 standards.

• Revised Every Grade’s Reading Expectations for TextComplexity to clarify expectations over multiple grades. Atext complexity section is also added to the introduction tounderscore the importance of reading different types of textswith varying levels of difficulty.

7

Highlights of ELA Revisions

• Revised the Writing Standards so they are more user-friendly for educators to use for curriculum and instruction. In addition to omitting some standards, there are grade-specific changes across the grades to clarifylanguage and ensure writing expectations are clear.

• Created a NY-Specific Introduction on How to Usethe Standards to help inform local curriculum and instruction. The introduction provides information on howto use the new Lifelong Practices for Readers and Writers, strategies for using the new standards in the classroom, and strategies and supports for applying the standards to students with disabilities and Englishlanguage learners.

8

The Mathematics Standard Review Committee

based its work and recommendations upon the following guiding principles1:

Focus: Provides depth and breadth of content while being focused on the big idea, essential content and cognitive demand.

Coherence: The standards should convey a unified vision of the big ideas and supporting concepts and reflect a progression that is meaningful and appropriate at all grade levels.

Clear and Specific: Standard should provide sufficient guidance and clarity so that they are teachable and learnable. Standard is precise and provide sufficient detail to convey the level of performance expected without being overly prescriptive (The what, not the how).

Rigor: Promote depth of understanding through the application of content knowledge and skills to new situations. Balance can be found with respect to conceptual understanding, procedural skill/fluency, and application.

1. Common Core Standards Initiative Standards Setting Criteria http://www.corestandards.org/assets/Criteria.pdf 9

The Review Process Continues…

• Facilitators meet end of July 2016 to review sub-committee work, checking on vertical alignment/coherency amongst grade levels.

• Fall Public Survey 2016

• December 2016 Survey trends reviewed by MCAP, necessary modifications made as reflected by survey.

• Statistics sub-group formed to closely look at the statistics progression grade 6-8, Algebra I and Algebra II.

10

The Review Process Continues…

• January 2017: Seven member committee from BOCES Staff and Curriculum Development Network reviewed standards checking on vertical alignment, clarity and consistent use of language.

• January-March 2017: Revised standards were reviewed by experts in cognitive research.

• March 2016: Department and MCAP review cognitive research feedback and incorporate any necessary changes into the drafts. 11

The Review Process Continues…

• May 9th-June 2nd 2017: Revised standards presented to the BOR for review. Spring AIMHighNY Public Survey.

• Tentatively revised standards going to BOR for Adoption at the September BOR meeting. • 238 responses

• Further clarification • Progression of skills • Pacing/focus • Assessment considerations • Grade level intros

12

Highlights of Math Revisions

• Move Standards to Different Grade Levels to improve thefocus of major content and skills for each grade-level andcourse; providing more time for students to develop deep levels of understanding of grade-level appropriate content.Based on public and expert comments, major grademovements occurred in statistics and probability at the middlelevel and in Algebra at the high school level.

• Provide for Students to Explore Standards to ensure standards are grade-level appropriate. Exploring a standard allows students to be introduced to and learn a conceptwithout the expectation of mastering the concept at that gradelevel. Exploring the topic recognizes the importance ofbuilding a foundation toward mastering the concept in subsequent grades.

13

Highlights of Math Revisions

• Clarification of Standards so that educators, students andparents more clearly understand the expectation, withoutlimiting instructional flexibility. For example, modificationswere made to better define the progression of skills and thetransition of some of the 18 shared standards between Algebra I and Algebra II.

• Add and Consolidate Standards to improve coherence,focus and reduce redundancy among grade levels. Forexample, one additional standard at the Kindergarten levelhelps solidify pattern recognition and creation from Pre-K toGrade 2. In addition, standards regarding time and moneywere added and changed to smooth the transition of building these skills at the PreK-Grade 4 level.

14

Highlights of Math Revisions

• Maintain the Rigor of the Standards by balancing the needfor conceptual understanding, procedural skill andapplication. For example, clearly identify the fluencystandards at the high school level.

• Create a Glossary of Verbs associated with the mathematics standards. This glossary contains a list of verbs that appearthroughout the revised standards recommendations. For example, the term “explore” is now utilized in some standardsto alleviate grade-level appropriateness concerns.

15

Next Steps

• Resources/training/professional development • Supporting resources for guidance. For example, a glossary of

terms for ELA and grade by grade crosswalks of what is different in the revised standards

• Guidance for students with disabilities and English language learners

• Ongoing discussions with S/CDN and ELA and Mathematics Professional Development groups to provide resources and guidance to ensure successful implementation

16

Questions?

17