ADVANCING THE
IMPLEMENTATION OF THE
COMMON CORE STATE
STANDARDS
A Professional Learning Series
For
School Development Council
MOBILIZING FOR ACTION
September 30, 2013
Rutgers University and New Jersey ASCD
AGENDA
• Greetings and Introductions
• Engaging Participants in the Common Core
• Purpose: Why the Common Core ?
• Implications for Instruction
~ Instructional Shifts
~ What’s in the Common Core?
• Status of the Common Core in New Jersey
• Resources
• Next Steps
ENGAGING PARTICIPANTS IN THE
COMMON CORE
• Presenter: Willa Spicer, Consultant
Former Deputy Commissioner, NJ Department of Education
•
What challenges and/or successes have you experienced with the Common Core?
•
Sharing of responses
PURPOSE
• Why the Common Core State Standards?
IMPLICATIONS FOR INSTRUCTION
• Presenter: Sandra Alberti, Director, Professional Development and State Alliances
and Partnerships, Student Achievement Partners
•
The Instructional Shifts
•
What’s in the Common Core?
IMPLICATIONS
• What implications do the CCSS have on what we teach?
• What implications do the CCSS have on how we teach?
This effort is about much more than implementing the next
version of the standards: It is about preparing all students
for success in college and careers.
7
ELA/LITERACY: 3 SHIFTS
1.
Building knowledge through content-rich nonfiction
2.
Reading, writing, and speaking grounded in evidence from text, both literary and
informational
NON-EXAMPLES AND EXAMPLES
Not Text-Dependent
In “Casey at the Bat,” Casey strikes out. Describe
a time when you failed at something.
Text-Dependent
What makes Casey’s experiences at bat
humorous?
In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest. Discuss, in writing,
a time when you wanted to fight against
something that you felt was unfair.
What can you infer from King’s letter about the
letter that he received?
In “The Gettysburg Address” Lincoln says the
nation is dedicated to the proposition that all
men are created equal. Why is equality an
important value to promote?
“The Gettysburg Address” mentions the year
1776. According to Lincoln’s speech, why is this
year significant to the events described in the
speech?
9
EXAMPLE?
• EXAMPLES
• James Watson used time away from
his laboratory and a set of models
similar to preschool toys to help
him solve the puzzle of DNA. In an
essay discuss how play and
relaxation help promote clear
thinking and problem solving.
10
ELA/LITERACY: 3 SHIFTS
1.
Building knowledge through content-rich nonfiction
2.
Reading, writing, and speaking grounded in evidence from text, both literary and
informational
3.
Regular practice with complex text and its academic language
MATHEMATICS: 3 SHIFTS
1. Focus: Focus strongly where the standards focus.
THE SHAPE OF MATH IN A+ COUNTRIES
Mathematics topics intended at each
grade by at least
two-thirds of A+ countries
1 Schmidt, Houang, &
Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
Mathematics topics intended at each
grade by at least two-thirds of 21 U.S.
states
TRADITIONAL U.S. APPROACH
K
Number and
Operations
Measurement and
Geometry
Algebra and
Functions
Statistics and
Probability
12
FOCUSING ATTENTION WITHIN NUMBER AND OPERATIONS
Operations and Algebraic Thinking

Number and Operations—Base Ten

1
2
3
4

Algebra

The Number
System
Number and
Operations—
Fractions
K
Expressions and
Equations

5
6
7
8
High School
PRIORITIES IN MATHEMATICS
Grade
Focus Areas in Support of Rich Instruction and Expectations of Fluency
and Conceptual Understanding
K–2
Addition and subtraction - concepts, skills, and problem
solving and place value
3–5
Multiplication and division of whole numbers and fractions –
concepts, skills, and problem solving
6
7
8
Ratios and proportional reasoning; early expressions and
equations
Ratios and proportional reasoning; arithmetic of rational
numbers
Linear algebra, linear functions
MATHEMATICS: 3 SHIFTS
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
COHERENCE: LINK TO MAJOR TOPICS WITHIN
GRADES
Example: data representation
Standard 3.MD.3
MATHEMATICS: 3 SHIFTS
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application
Conceptual
understanding of
place value…?
Conceptual
understanding
of place value…?
REQUIRED FLUENCIES IN K-6
Grade
Standard
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2.OA.2
Add/subtract within 20 (know single-digit sums from memory)
2.NBT.5
Add/subtract within 100
3.OA.7
Multiply/divide within 100 (know single-digit products from memory)
3.NBT.2
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
2
3
6
6.NS.2,3
Required Fluency
Multi-digit division
Multi-digit decimal operations
MATHEMATICAL PRACTICES
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
KEY CHARACTERISTICS OF LEADING
ORGANIZATIONS
 Systems Thinking
 Learning Organizations
 Know – Really Know – the expectations
24
STATUS OF THE COMMON CORE
IN NEW JERSEY
• Presenter: Adele Macula, Consultant
Former Associate Superintendent, Jersey City Public Schools
Implementing the
Common Core:
Status Update
Assessment
and Common
Core
Advancing
Common Core
Implementation
Implementing
Common Core
Accountability
and Common
Core
What’s New
from the
NJ Department of Education?
New Jersey
Educator
Resource
Exchange
Common Core
Learning Engine
njcore.org
What’s Happening
in Districts and Schools?
PLANNING at EVERY LEVEL
District Administrators
Principals
Asst/Vice Principals
Support Services Staff
District
School
Teachers
Students
Classroom
Common Core: VISION
Transition and Implementation
District administrators are creating and communicating a common vision among all
stakeholders to ensure widespread support. They are:
• Establishing a shared vision, goals and aspirations for all students
• Examining current status of student performance, disaggregated by
populations such as ethnicity, poverty, language development, disabilities
• Developing and ensuring effective implementation of a communication plan to
inform all stakeholders (parents, students, staff members, unions, school
board members, and community members)
• Seeking needed budget and other policy adjustments (i.e. school
schedules, staffing, etc.) from the school board to ensure the
necessary resources for CCSS implementation
• Establishing good working relationship re: CCSS with union representatives
• Keeping informed of the state’s CCSS efforts, policies and procedures that
impact the district/schools
Common Core:
PROFESSIONAL DEVELOPMENT
Transition and Implementation
District administrators are developing written plans for long-range, articulated
professional development for all staff in the district. They are:
• Building the capacity of principals to be the school’s instructional and learning
improvement leader
• Engaging in opportunities for their own professional learning, including
networks and alliances with colleagues in other districts
• Implementing mechanisms to evaluate the on-going impact of the
professional development on teaching practices and student learning, and
make adjustments to the original plans, as needed
• Focusing on the learning needs of every student in the district’s schools, with
attention to specific student populations
Common Core: ELA and MATH
Transition and Implementation
District and school administrators are leading efforts to implement strategies
that support an effective shift from prior NJCCCS standards (ELA and Math)
to the CCSS. They are:
• Developing plans and timelines for transitioning from former
NJCCCS to the CCSS that address:
• Changes in the state assessments
• Content standards that change grades
• ELA standards that apply to history/social studies, sciences
and other technical subjects
• Revising and creating a district curriculum framework that outlines
major learning targets at each grade level and provides a common
sequencing to facilitate teacher collaboration at the school level
Common Core: ELA and MATH
Transition and Implementation
• Gaining Knowledge about Design and Key Principles
• College and Career Readiness Standards
• K-12 Benchmark Performance Standards
• Focusing on Instructional Shifts
• English Language Arts
• Mathematics
• Discussing Plans for Integrating Literacy in History/ Social Studies,
Science, and Technical Subjects
• Planning for PARCC assessments: Discussing sample released items
Common Core: ELA and MATH
Transition and Implementation
• Implications for ELA Classroom Practices
• Close Reading Exemplars
• Text-based Evidentiary Questions
• Argument-based Writing
• Non-fiction Reading in Content Areas
• Academic Language and Vocabulary
• Implications for Math Classroom Practices
• Rigor
• Content Emphases – Grade/Course Level
•
• Fluencies
• High School Course Design
Common Core: ASSESSMENT
Transition and Implementation
District and school administrators are leading efforts to identify and implement multiple
and systemic transition strategies that support an effective shift from current standards
and assessments to the CCSS.
• Analyzing existing district assessments for appropriate use with CCSS and
make adjustments as needed
• Facilitating the identification of instructional materials that are coherent,
consistent and comprehensive and support effective learning of the ELA and
Mathematics standards
• Evaluating the district’s technology capacity for administering the new CCSS
assessments and make improvements as needed
• Reviewing the capacity of the district’s data system to support data-based
decision making and accurate and timely reporting to principals, teachers,
students, and parents
RESOURCES
• Sandra Alberti
NEXT STEPS
• Presenter: Marie Adair, Executive Director, New Jersey ASCD
• Offerings in this Series
• Future Professional Learning Experiences