Common Core State Standards & PARCCMonday September 8, 20147:00 PMMOMS Club

Common CoreState Standards &PARCC

The AgendaDr. Chris Van Woert● Introduction to the CCSS

Jennifer Wnuk● ELA CCSS

Melissa Cosgrove● NGSS supports CCSS ELA

Michele Stanton● Math CCSS

Dr. Chris Van Woert● PARCC and Accountability● Conclusion

They are designed to set clear, consistent and high

learning goals.

*Originally adopted by 46 states across the country.

Where did theStandards come

from?The National Governors Association (NGA) and the

Council of Chief State School Officers (CCSSO) led the development of the

Common Core State Standards with the

participation of educators throughout the country.

The standards were adopted by the State of

New Jersey in 2010.

www.achievethecore.org

Common Core Across the Nation

*

www.achievethecore.org *

http://vimeo.com/51933492

The standards are NOT a curriculum. They identify what students should know and be able to do at the end of each grade level K - 12 in ELA and Math to ultimately be prepared for college and career readiness.

The Common Core State Standards prepare students to succeed in college course work and future employment.

The standards:

- Set clear and consistent standards for every student;

- Foster students development of critical thinking skills and ability to solve real-world problems rather than memorize facts;

- Are benchmarked to academic standards from the highest performing countries;

- Are the same standards that students will be tested on when they take the SAT or ACT college entrance exams.

ELA . . . K-5

Shifts in ELA:● Regular practice with complex text and its academic

language

● Reading, writing and speaking grounded in evidence from text, both literary and informational

● Building knowledge through content-rich nonfiction-Achieve the Core

A 6th Grade Example . . .

NJCCCS (2004): Produce written work and oral work that demonstrate comprehension of informational materials.

After CCSS (2010): Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Why Balanced Literacy?Balanced literacy makes the abstractness of literacy, concrete.

Why Balanced Literacy?

Balanced literacy cultivates this described analytical

thinking by engaging students in complex texts

and writing experiences, to meet the rigorous standards of the Common Core.

Why Balanced Literacy?

Balanced literacy is individualized

to meet the needs of every learner.

How balanced literacy aligns to PARCC . . .

How balanced literacy aligns to PARCC . . .

English: 6 - 12

The “stuff” of English...

Why Read Literature?

ELA Common Core State Standards

Reading Literature…● Determine a theme or central idea of a text and

analyze its development…● Analyze how complex characters (e.g. those with

multiple conflicting motivations) develop over the course of a text…

● Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States...

New Standards, New Stuff.

Reading Informational Texts…● Analyze how the authorunfolds a series of ideas… ● Analyze how an author’sclaims are developed…● Delineate and evaluatethe argument...

Curricular Upgrades!

PARCC

Synthesis!

The home connection . . .

Preview the Curriculum Website:Parent Friendly CurriculumParent ResourcesCCSS Roadmaps

Websites:http://www.corestandards.org/https://www.parcconline.org/http://achievethecore.org/

Adoption of Next Generation Science Standards...

Adopted by NJ on July 9th 2014; Implementation for grades 6-12 in 2016-17 School Year and for grades K-5 the 2017-18 SY.Resources available: Sept 2014

- Sample Classroom Assessment Tasks- NGSS Evidence Statements- Accelerated Model Course Pathways- State of Science Education Research- NGSS Data Portal- Alignment Institutes- Publishers’ Criteria- NGSS Model Content Frameworks- STEM Works (Spring 2015)

Currently available:- EQuIP Rubric for lessons & Units: Science- State Science Education Standards Comparison Tool

Next Generation Science Standards

The Three Dimensional Vision...

Science and Engineering PracticesAsking questions and defining problems.Developing and using models.Planning and carrying out investigations.Analyzing and interpreting data.Using mathematics, information and computer technology, and computational thinking.Constructing explanations and designing solutions.Engaging in argument from evidence.Obtaining, evaluating, and communicating information.

Blended Practices:One Mind One Practice

The Three Dimensional Vision...

Cross Cutting Concepts

PatternsCause and effectScale, proportion, and quantitySystems and system modelsEnergy and matterStructure and functionStability and change

The Three Dimensional Vision...

Disciplinary Core Ideas

Physical SciencesLife Sciences

Earth Space SciencesEngineering, Technology and Applications of

Science

How can I help at home….

* Select a variety of genres for reading time.

* Encourage questions and foster curiosity.

* Create a maker space to develop a love for building, creating and discovering.

* Apply learning in context; take advantage of “teachable-moments”.

Mathematics

Mathematics Overview

● The K-5 standards provide students with a solid foundation in whole numbers, fractions and decimals

● The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics

3 Shifts in Mathematics● Focus:

● Focus strongly on where the standards focus.

● Coherence: ● Think across grades and link to major

topics● Rigor:

● Require fluency, application and deep understanding

Standards in Mathematical Practice1.Make sense of problems and persevere in solving them2.Reason abstractly and quantitatively3.Construct viable arguments and critique the reasoning of others4.Model with mathematics5.Use appropriate tools strategically6.Attend to precision7.Look for and make use of structure8.Look for and express regularity in repeated reasoning

The Importance of Mathematical Practices

Priorities in Mathematics● K – 2: Addition and Subtraction,

measurement using whole number quantities● 3 – 5: Multiplication and division of whole

numbers and fractions● 6: Ratios and proportional reasoning; early

expressions and equations● 7: Ratios and proportional reasoning;

arithmetic of rational numbers● 8: Linear algebra

Domains, K-8

Addition & Subtraction of Whole NumbersKindergarten Understanding

Grade 1 Facts to 20Add with & without regrouping to 100

Subtract multiples of 10

Grade 2 Add up to four 2-digit numbersAdd & subtract up to 3 digits

Grade 3 Fluent within 1000

Grade 4 Fluency with standard algorithms

Multiplication and Division of Whole Numbers

Grade 2 Introduction to multiplication

Grade 3 UnderstandFacts

1 digit x multiple of 10

Grade 4 Using multiplication to compare1 digit x up to 4 digits

2 digits x 2 digitsUp to 4 digits divided by 1 digit

Grade 5 Fluency with multiplication – standard algorithm

Up to 4 digits divided by 2 digits

Grade 6 Fluency with division – standard algorithm

FractionsGrade 1 Partition circles & rectangles (2, 4)

Grade 2 Equal shares not always same shape;Number of pieces in whole (2, 3, 4)

Grade 3 Unit fractions, fractions on a number line, equivalence, comparison (2, 3, 4, 6, 8)

Grade 4 Equivalence, ordering, Build fractions from unit fractions

Add & subtract like fractions & mixed numbers Multiply fractions and whole numbersConvert fractions to decimals (simple)

(2, 3, 4, 5, 6, 8, 10, 100, 12)Grade 5 Add, subtract, & multiply fractions & mixed #s

Divide unit fractions and whole numbersGrade 6 Divide fractions & mixed numbers

RIGORConceptual Understanding:3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Procedural Skill and Fluency:5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Application:7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

-From AchieveTheCore.org

Conceptual Understanding● Teach more than “how to get the answer”

and instead support students’ ability to access concepts from a number of perspectives

● Students are able to see math as more than a set of mnemonics or discrete procedures

● Conceptual understanding supports the other aspects of rigor (fluency and application)

Conceptual Understanding● Amber didn’t know what 7 x 5 equals, but she does

know that 5x5 = 25 and 2 x 5 = 10. Use drawings, words, and/or equations to explain why Amber can figure out what 7 x 5 equals.

● Write 4 fractions that are all equal to 5

● Plot each on the number line● 2, 5/4, 3 x1/2, ¾ + ¾, 2 - 1/10

● What are two different equations with the same solution as 3(y-1)=8?

Procedural Skills and Fluency● The standards require speed and accuracy in

calculations● Teachers structure class time and/or

homework time for students to practice core functions such as single digit multiplication so that they are more able to understand and manipulate more complex concepts

Required Fluencies K-6

Procedural Skills and Fluency● Compute the following

● 357 + 17,999 + 1● 37 x 25 x 4

● Mark each true or false● 8 x 9 = 80 - 8● 54/9 = 24/6● 7x5=25

● If A = 356 x 618 and B = 2/4/0.1, what is A/B divided by 18?

Application● Students can use appropriate concepts and

procedures for application even when not prompted to do so

● Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations

● Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content

ApplicationSale Prices: Max bought 2 items that were on sale.

One item was 10% off. One item was 20% off.

Max says he saved 15% altogether.a) Could Max be right?b) Could Max be wrong?

Do they have to stop for gas? Explain your reasoning.

Suppose they do stop for gas and drinks. The stop takes 30 minutes. If they continue on at the same rate they are going now, what time will it be when they reach LosAngeles?

PARCC AssessmentsPARCC (Partnership for Assessment of Readiness for College and Careers) are aligned with the Common Core State Standards

● Many school districts throughout New Jersey piloted the PARCC assessments in the spring of 2014.

● Full administration of the PARCC will take place this spring 2015.

● Visit http://www.parcconline.org

PARCC Assessments continued● The PARCC Assessments are based on the new

Common Core State Standards● They will be given to all students in grades 3 – 8

with new EOC exams for high school students in a variety of subject areas.

● They are to happen two times a year in March and May with two summative assessments in literacy and math.

● They are to be administered entirely online.

Transition from NJASK to PARCC● The Transition Plan outlined from the State was to pilot

PARCC field test questions on the NJASK tests of 2012, 2013 and 2014.

● They are also surveying districts to ensure that they will be able to administer the tests online.

● Chester and Roxbury are ready right now.● BRMS piloted the Math Assessment in 8th grade.● Bragg has piloted the ELA Assessment in third grade.● Roxbury has participated in the field test from grade three to

high school level for either Math and/or ELA.● The assessments will be administered in March and May of

2015.

How will they measure student achievement?● Using Student Growth Percentiles (SGP)

● “Growth model” describes a method of measuring individual student progress on statewide assessments by tracking student scores from one year to the next. Each student with at least two consecutive years of NJASK scores will receive a Student Growth Percentile which measures how much the student changed relative to the other students statewide with similar scores in previous years.

Thank you for attending!