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?

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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.

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

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

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.

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?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

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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.

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.

Mathematics topics intended at each grade by at least

two-thirds of A+ countries

Mathematics topics intended at each grade by at least two-thirds

of 21 U.S. states

THE SHAPE OF MATH IN A+ COUNTRIES

1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

TRADITIONAL U.S. APPROACH

FOCUSING ATTENTION WITHIN NUMBER AND OPERATIONS

Operations and Algebraic Thinking Expressions and Equations

Algebra

Number and Operations—Base Ten

The Number System

Number and Operations—Fractions

K 1 2 3 4 5 6 7 8 High School

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 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra, linear functions

PRIORITIES IN MATHEMATICS

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 Required Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)

Add/subtract within 100

33.OA.7

3.NBT.2

Multiply/divide within 100 (know single-digit products from memory)

Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3Multi-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.

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KEY CHARACTERISTICS OF LEADING ORGANIZATIONS

Systems Thinking

Learning Organizations

Know – Really Know – the expectations

STATUS OF THE COMMON COREIN NEW JERSEY

• Presenter: Adele Macula, Consultant

Former Associate Superintendent, Jersey City Public Schools

Implementing Common Core

Advancing Common Core Implementation

Assessment and Common Core

Accountability and

Common Core

Implementing the Common Core: Status Update

What’s New from the

NJ Department of Education?

New JerseyEducatorResourceExchange

Common Core Learning Engine

njcore.org

What’s Happening in Districts and Schools?

District

School

Classroom

PLANNING at EVERY LEVEL 

District Administrators

PrincipalsAsst/Vice PrincipalsSupport Services Staff

TeachersStudents

Common Core: VISIONTransition 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 bypopulations 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, schoolboard members, and community members)

•Seeking needed budget and other policy adjustments (i.e. schoolschedules, staffing, etc.) from the school board to ensure thenecessary resources for CCSS implementation

•Establishing good working relationship re: CCSS with union representatives

•Keeping informed of the state’s CCSS efforts, policies and procedures thatimpact the district/schools

Common Core: PROFESSIONAL DEVELOPMENTTransition 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, includingnetworks 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 MATHTransition 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 MATHTransition 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 MATHTransition 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: ASSESSMENTTransition 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 CCSSassessments 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