advancing the implementation of the common core state standards a professional learning series for...
TRANSCRIPT
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ADVANCING THE IMPLEMENTATION OF THE
COMMON CORE STATE STANDARDS
A Professional Learning Series
For
School Development Council
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MOBILIZING FOR ACTION
September 30, 2013
Rutgers University and New Jersey ASCD
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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
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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
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PURPOSE
• Why the Common Core State Standards?
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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.
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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
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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.
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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
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MATHEMATICS: 3 SHIFTS
1. Focus: Focus strongly where the standards focus.
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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).
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K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
TRADITIONAL U.S. APPROACH
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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
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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
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MATHEMATICS: 3 SHIFTS
1.Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
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COHERENCE: LINK TO MAJOR TOPICS WITHIN GRADES
Example: data representation
Standard 3.MD.3
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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
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Conceptual understanding of place value…?
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Conceptual understanding of place value…?
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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
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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
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STATUS OF THE COMMON COREIN NEW JERSEY
• Presenter: Adele Macula, Consultant
Former Associate Superintendent, Jersey City Public Schools
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Implementing Common Core
Advancing Common Core Implementation
Assessment and Common Core
Accountability and
Common Core
Implementing the Common Core: Status Update
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What’s New from the
NJ Department of Education?
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New JerseyEducatorResourceExchange
Common Core Learning Engine
njcore.org
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What’s Happening in Districts and Schools?
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District
School
Classroom
PLANNING at EVERY LEVEL
District Administrators
PrincipalsAsst/Vice PrincipalsSupport Services Staff
TeachersStudents
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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
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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
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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
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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
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•
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
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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
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RESOURCES
• Sandra Alberti
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NEXT STEPS
• Presenter: Marie Adair, Executive Director, New Jersey ASCD
• Offerings in this Series
• Future Professional Learning Experiences
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