Next Steps for NJ Integration and Implementation Common

Next Steps for NJ: Integration and Implementation Common Core PARCC Educator Evaluation

Building Mastery through Meaning Rethinking the “or” in the Common Core 2

F. Scott Fitzgerald once said… “The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function. ” 3

Tyranny of the OR Collins & Porras “Views decisions as being made between seemingly contradictory choices… it pushes people to believe things must be either A or B, but not both. ” In business: “You can have change or stability. ” “You can either be conservative or bold. ” “You can either have low cost or high quality. ” “You can either invest in the future or do well in the short-term. ” 4

The Genius of the AND Collins & Porras Mastery ____ Meaning Teaching ____ Testing Creativity ____ Common Core Good for students ____ Good for teachers 5

CCSS: 3 Shifts in ELA/Literacy 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 6

How should the shifts influence instruction? From… To… Teaching content knowledge primarily through teacher-led lecture Teaching content knowledge through a balance of reading, writing, lecture, and hands-on experience

That was then… The principal has just proposed that we cancel field day to provide more time for test preparation. § Write a letter expressing your position on the proposal. § Use facts, examples and other evidence to support your opinion. 8

Gr 3 – Determine how local and state communities have changed over time and explain the reasons for changes. RH. 3. 76. 1. 4. D. 11 http: //www. trentonmillhill. org/history. html 1789 http: //farm 9. staticflickr. com/8300/7947441986_bbc 24 aa 97 e_b. jpg 2010 Mill Hill, Trenton, NJ http: //www. trentonmillhill. org/history 20 th. html 1916 11

Gr 6 – Analyze the impact of triangular trade on multiple nations and groups. 6. 1. 8. C. 2. c http: //www. trinityhistory. org/Am. H/images/6 Triangluar%20 trade. jpg 12

High School – Draw evidence from informational texts to support analysis, reflection and research. Were the achievements and growth of the RH. 9 -10. 7 6. 1. 12. D. 6. a Industrial Revolution Era worth the cost to society? Primary Sources: Quote from a business owner Machinery and the price of goods Quote from a Pullman laborer, 1883 1896 Election Map Growth of mill between 1881 and 1901 Catalog advertisement for new cotton planter Immigration and the standard of living Costs of manual and machine labor http: //www. smithsoniansource. org/display/dbq/viewdetails. aspx? Topic. Id=1003&Dbq. Id=1032 13

The CCSS: 3 Shifts in Mathematics 1. 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. 14

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Shift #3: Rigor • The CCSS require a balance of: § Solid conceptual understanding § Procedural skill and fluency § Application of skills in problem solving situations • Pursuit of all three requires equal intensity in time, activities, and resources. 18

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The Answer IS the Questions “The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer. ” - Paul Bambrick-Santoyo

Standards, Instruction AND Assessment PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. What kind of instruction is rewarded by local assessments? 26

How are local assessments developed? Claims Evidence Design begins with the inferences (claims) we want to In order to support make about claims, we must students gather evidence Tasks are designed to elicit specific evidence from students in support of claims PARCC utilizes Evidence-Centered Design

Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Reading Literature 28 Reading Informational Text Vocabulary Interpretation and Use Students write effectively when using and/or analyzing sources. Written Expression Conventions and Knowledge of Language Students build and present knowledge through research and the integration, comparison, and synthesis of ideas.

Claims Driving Design: Mathematics Students are on-track or ready for college and careers Solve problems involving the major content for their grade level with connections to practices Solve problems involving the additional and supporting content for their grade level with connections to practices Use the modeling practice to solve real world problems 29 Express mathematical reasoning by constructing mathematical arguments and critiques Demonstrate fluency in areas set forth in the Standards for Content in grades 3 -6

Mathematical Practices 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make sense of structure. Look for and express regularity in repeated reasoning.

“On Their Own” “Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types of disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. ” - Common Core ELA Standards

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The CCSS support Critical Citizenship “The adoption of the Common Core suggests that America’s image of what it means to be educated will change. The Common Core document asks us to bring up a generation of young people who listen to or read a claim and ask, §Who is making this claim? §What is that person’s evidence? §What other positions are being promulgated? §How can I compare and contrast these different views, think about the biases and assumptions behind them, weigh their warrants, and come to an evidence-based, well -reasoned stance? ” Calkins, Ehrenworth, Lehman

Stephen L. Pruitt, Ph. D. , Senior Vice President, Achieve, NGSS Development Coordinator “New Jersey has already proven itself as a national leader in providing its students with science standards consistent with the research that informed the Framework for K-12 Science Education in its previous standards. The adoption of the Next Generation Science Standards is a natural next step in that tradition of leadership and excellence. ” 35

Bruce Alberts, Ph. D. , Professor Emeritus, University of California, San Francisco; Past President, National Academy of Sciences “A focus on these practices, rather than on content alone, leads to a deep, sustained learning of the skills needed to be a successful adult, regardless of career choice. ” 36

Jonathan Osborne, Ph. D. , Professor, Stanford University, PISA Science Framework Director, Science Education Researcher “The Next Generation Science Standards represent a quantum leap in our idea of what it means to teach science. By placing an emphasis on the teaching of practice and content, they offer a better conception of what matters in science and what is worth learning. This is an exciting vision which should be challenging, rigorous and engaging for students. ” 37

Liberty Science Center - BOE Presentation 38

July 9, 2014 Dr. Tracey Severns Chief Academic Officer NJDOE tracey. severns@doe. state. nj. us www. achievethecore. org