South Lewis Central School District

1. South Lewis Central School District “RttT Mini-Series 2” January 2014 Faculty Meeting

2. Purpose… • Learn what modules will be available for ELA UPK-12 and mathematics UPK-12 • Read “Common Core Curriculum” or “Frequently Asked Questions about Common Core Curriculum” • Practice a Deep Reading Jigsaw Activity

3. What companies are writing the modules/domains? • The companies that were awarded the contracts to write this curriculum are: • K-2 ELA “Core Knowledge” • Domains, Skill Work • 3-8 ELA “Expeditionary Learning” modules • 9-12 ELA “Public Consultant Group” modules • UPK – Pre-Calc (math) “Common Core Inc” • modules

4. Curriculum Maps • Scavenger Hunt with a Partner – 4 minutes • How many days are spent on teaching “Inferences and Conclusions from Data” in Algebra II? • How many modules are taught in 7th grade math? • Is the module for “Multi-Digit Multiplication and Division” in 4th grade ready yet? • What type of writing is the final performance task in module 3 (3rd-5th grade), no matter if we choose module 3A or 3B? • In what grade do students read Frightful’s Mountain? • What grades have “Domains” and “Skill” work?

5. Jigsaw Activity – Deep Reading • Partners – one of you will be reading “Frequently Asked Questions about the Common Core” and one will be reading “Common Core Curriculum” – 4 minutes of quiet reading time, annotating • Hand out “Evidence Collection Chart” – now take 4 minutes to re-read the article, collecting “evidence” for each box • 4 minutes will now be spent sharing with your partner what you found for each box

6. “Common Core Curriculum” • In order to assist schools and districts with the implementation of the Common Core, NYSED has provided curriculum modules and units in P-12 ELA and math that can be adopted or adapted for local purposes. For grades K-9, all remaining modules and units necessary for the first semester of the 2013-14 school year will be posted by the fall, and modules and units necessary for the second semester will be posted by early winter. For Grades 10-12, Modules and units necessary for the first and second semester will be posted by winter.  • Guidance on Integrating Curricular Materials into the Classroom • The optional curricular materials on EngageNY are designed to be adopted or adapted. Educators will find both PDF and Word versions available for their use. Some lessons provide detailed instructions or recommendations but it is important to note that the lessons are not scripts and rather they should be viewed as vignettes so that the reader can imagine how the class could look. • Lessons are adaptable and allow for teacher preference and flexibility so that what is happening in the classroom can both meet students' needs and be in service to the shifts and the standards. If you do choose to make significant changes to lessons, the Tristate/EQuIP rubric is available to help you evaluate the quality, rigor, and alignment of your adapted lessons. • Also, please note that the Math modules include a significant number of problem sets so that students have ample opportunity to practice and apply their knowledge. Educators can help students to achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order. It is not expected that all the problems in a problem set be administered, but rather educators can choose from the ample amount of problems provided. Educators may certainly adapt this curriculum using their own judgment regarding student needs and pace of the semester and/or year. • These optional curriculum materials will: • Support teaching and learning in Pre-Kindergarten (Pre-K) through Grade 12 classrooms across New York State and provide access to sequenced, spiraled, content-rich statewide curriculum programming and instructional practices that support the attainment of the CCLS and align to the Board of Regents’ strategic goals.  • Include teaching and learning experiences that scaffold P-12 grade levels, are focused on P-12 learning progressions, and project a trajectory of learning standards in each content area (English Language Arts & Literacy and Mathematics).  • Incorporate curriculum maps, lesson plans, performance tasks, scaffolding materials, samples of student work, and other classroom artifacts. Newly developed modules will provide curriculum and instructional resources targeted to address all learners within any classroom setting.   • Emphasize resources that are planned and developed according to the principles of Universal Design for Learning (UDL), and are able to be used by all students, including:      • English language learners (ELL) • Students with disabilities (SWD) • Accelerated learners • Students achieving and performing below grade level (up to two grade levels behind through grade 8, and up to four grade levels behind in high school, grades 9-12).  • Curriculum modules will include: • Year-long scope and sequence documents • Module framing/overview documents • Performance tasks (for administration in the middle and at the end of each module) • Lesson plans • Lesson plan supporting materials (class work, homework, etc.)

7. “Frequently Asked Questions about Common Core Curriculum” • Are the modules mandated? • The curricular and instructional resources on EngageNY may be adopted or adapted by schools and districts for local use. Some lessons in the modules provide detailed instructions or recommendations, but it is important to note that the lessons are not scripts. Rather, the lessons should be viewed as vignettes to help the reader imagine how the class could look. These resources are optional and supplemental, and school districts are free to develop or purchase other materials for local use. • Lessons are adaptable to allow for teacher preference and flexibility so that classroom instruction can meet students' needs while maintaining alignment with the Common Core learning standards. If you choose to make significant changes to lessons, the Tristate/EQuIP rubric is available to help you evaluate the quality, rigor, and alignment of your adapted lessons. • Also, please note that the Math modules include a significant number of problem sets so that teachers can provide students with plenty of opportunities to practice and apply their knowledge. Educators can help students achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order. It is not expected that all the problems in a problem set be administered, but rather educators can choose from the problems provided. Educators are free to adapt this curriculum using their own judgment regarding student needs and pace of the semester and/or year. • How can I provide feedback on the curriculum modules? • If you have any feedback while using the curriculum modules, let us know by accessing the “contact us” form on EngageNY: http://www.engageny.org/content/contact-us • We will work to make any improvements based on feedback received as soon as possible. • Although educators realize that the modules are meant to serve as a guide, they are concerned that the exact methods and wording used in the modules for teaching concepts will be adopted for the state assessments, thus putting students at a disadvantage if the modules are not followed exactly. Is this a valid concern? • Any overlap between the modules and the state assessments would be derived from the appropriate and deliberate instructional application of the Common Core assessment design resources on EngageNY, resources that both the developers of the modules and the general public have access to. There are specific suggestions on the use of these design documents to design assessments and modify instruction for Mathematics and for English Language Arts. • In addition, the assessments in the English Language Arts and Mathematics modules for grades 3-8 use the same rubrics used to evaluate student responses on the 3-8 NYS assessments. Use of these rubrics in conjunction with the instructional application of the Common Core assessment design resources is in strong alignment with the Common Core Learning Standards and the state assessments. The rubrics can be found within the Test Guides for English Language Arts and Mathematics. • Finally, please note that the Mathematics modules include a significant number of problem sets so that students have ample opportunity to practice and apply their knowledge. Educators can help students to achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order. It is not expected that all the problems in a problem set be administered, but rather educators can choose from the ample amount of problems provided. Educators may certainly adapt this curriculum using their own judgment regarding student needs and pace of the semester and/or year. • Are the modules available in hard copy for a fee? • We currently do not have an option available to purchase hard copies of curricular materials. Districts that choose to reproduce the New York State Common Core ELA/Literacy and Mathematics curriculum modules may claim the expenditures for reproduction for State Textbook Aid. More information about state textbook aid is available here: http://www.engageny.org/content/state-textbook-aid-for-the-reproduction-... • I've noticed that not all modules are available for all grades. When will the rest of modules be available? • We are actively working with our curriculum vendors to complete the remaining curriculum modules in both Mathematics and ELA as soon as possible. Status updates will be posted regularly at: http://www.engageny.org/resource/curriculum-module-updates • Are the modules available in Spanish (or other languages)? • The English Language Arts and Mathematics modules are currently only available in English, but NYSED is working on an initiative to translate the Mathematics curriculum modules into the top 5 languages spoken in New York State, including Spanish, Chinese, Arabic, Bengali, and Haitian Creole. • To support teachers in ensuring that ELLs meet the high demands of the New York State Common Core Learning Standards, the New York State Education Department (NYSED) is developing a blueprint for ELL success. This blueprint includes guiding principles that will support teachers in addressing the academic language and content needs required by the Common Core Learning Standards. • In addition, NYSED has been working on several initiatives to create resources and supports for schools and districts as they implement the Common Core with ELLs. These initiatives include, but are not limited to: • Working with the American Institute for Research on a project led by Diane August to enhance and build on scaffolds for ELLs in the P-12 Common Core ELA and Math Curriculum. • Developing the New York State Bilingual Common Core Progressions, which address each Common Core standard and demonstrate how ELLs at all levels of language development can reach the Common Core standards. • Developing new resources for parents of ELLs to enable them to make informed decisions about their child's education. • Developing Native Language Arts exemplars in the top 5 languages spoken in NYS, including Spanish, Chinese, Arabic, Bengali and Haitian Creole that complement the P-12 Common Core ELA Modules. • Aligning the NYSESLAT to the Common Core and developing a new identification exam, NYSITELL, aligned to the Common Core.

8. Evidence Collection

9. Any new insights to share? • Whole group discussion of the articles.