1. Draft / Confidential 1 Common Core and PARCC : NJPSA March 30, 2012

2. Draft / Confidential Curriculum & Assessment Foundation TeacherWho should decide what students need to learn in Chemistry? Agreement on learning objectives and the use of common assessments to share best practices is a powerful tool to improve student achievement Principal It is more efficient and potentially more effective for a district to develop standards-based curriculum District leader Quality implementation of the CCSS across all districts and schools requires the state to take on an enhanced role State leader

3. Draft / Confidential The Quiet Revolution: Why should the NJDOE develop a “Model” Curriculum? Common Core State Standards Fewer, clearer, more rigorous Internationally benchmarked Commonness Leverage state and nation-wide expertise (46 States and DC) PARCC (23 States and DC) Continuous improvement Model 1.0 followed by Model 2.0 3

4. Draft / Confidential Clearer … The CCSS Difference: Grade 7 ELA Before: NJCCCS (2004) 1. Produce written work and oral work that demonstrate comprehension of informational materials. After: CCSS (2010) 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

5. Draft / Confidential Before: NJCCCS (2004) 1.Understand and apply the Pythagorean Theorem. After: CCSS (2010) 1.Explain a proof of the Pythagorean Theorem and its converse. 2.Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 3.Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. The CCSS Difference: Grade 8 Math

6. Draft / Confidential The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and ideas Grade 3: Compare and contrast the most important points and key details presented in two texts on the same topic Grade 4: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably Grade 5: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. 6

7. Draft / Confidential College Readiness : Grade 11 ELA Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence. Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. 7

8. Draft / Confidential ELA/Literacy: 3 shifts 1.Regular practice with complex text and its academic vocabulary 2.Building knowledge through content-rich nonfiction and informational text 3.Reading and writing grounded in evidence from text Note: Beyond ELA

9. Draft / Confidential Text-Dependent or Not The novel Sarah Plain and Tall is a great book to illustrate what things were like in the past. Possible center activities: Put out a very simple pattern like an apron, or place mat and have the students trace, cut out and then sew (by hand) the item. My students said overwhelmingly "I can't imagine sewing all of my clothes like that!" Have a wheat grinder, which the kids use to grind wheat into flour. We then use it to make scones from scratch later on. We made butter to go on the scones by putting cream and salt into a jar and shaking it for a very long time.

10. Draft / Confidential Mathematics: 3 shifts 1.Focus: Focus strongly where the standards focus. 2.Coherence: Links major topics across grades 3.Rigor: Requires fluency, application, and deep understanding

11. Draft / Confidential Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding 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 Priorities in Mathematics

12. Draft / Confidential Key Fluencies GradeRequired Fluency KAdd/subtract within 5 1Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1000 4Add/subtract within 1,000,000 5Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7Solve px + q = r, p(x + q) = r 8Solve simple 2  2 systems by inspection

13. Draft / Confidential Model Curriculum 1.0 Version 1.0Version 2.0 Version 1.0 WHAT Students need to Learn HOW We can best Instruct WHEN do we know students have Learned Standard Student Learning Objectives Instruction Formative Assessments Summative/Formative CCSS Standard 1 SLO #1 SLO #2 Model Lessons Model Tasks Engaging Instructional Strategies Effective checks for understanding Teacher designed formative assessments Unit Assessment SLOs 1-5 CCSS Standard 2 SLO #3 SLO #4 SLO #5 General Bank of Assessment Items 2.0 Student level learning reports - Professional development - Resource reviews

14. Draft / Confidential Model Curriculum Grade 3 sample formative assessment items

15. Draft / Confidential Improved CCSS aligned unit-based SLOs Improved CCSS aligned 6-week unit assessments CCSS aligned model lessons Model and Teacher-developed formative assessments Instructional resource rating system School, Classroom, Student level assessment reports Unit level Item bank Professional Development: Content Area Instructional strategies Model Curriculum 2.0: Instructional Improvement System 15

16. Draft / Confidential Continued Learning & Support On-going release of unit SLOs for comment Release Unit 1 SLOs ASAP Release Unit 1 assessment by June Professional Development: Offered on-going by unit and content area

17. Draft / Confidential Common Core State Standards are critical, but just the first step Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom Quality Implementation of aligned curriculum is required for students to reap the benefits of new standards 17 The limits of Common Standards and Common Assessments

18. Draft / Confidential PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 End-of-Year Assessment Innovative, computer- based items Required Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Required Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Non-summative Speaking And Listening Assessment Locally scored Non-summative, required 2 Optional Assessments/Flexible Administration Mid-Year Assessment Performance-based Emphasis on hard- to-measure standards Potentially summative 18

19. Draft / Confidential 19 Goal #2: Build a Pathway to College and Career Readiness K-23-8 High School K-2 formative assessment being developed, aligned to the PARCC system Timely student achievement data showing students, parents and educators whether ALL students are on- track to college and career readiness ONGOING STUDENT SUPPORTS/INTERVENTIONS College readiness score to identify who is ready for college-level coursework SUCCESS IN FIRST-YEAR, CREDIT- BEARING, POSTSECOND ARY COURSEWOR K Targeted interventions & supports: 12 th -grade bridge courses PD for educators

20. Draft / Confidential 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 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. 20

21. Draft / Confidential 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 Express mathematical reasoning by constructing mathematical arguments and critiques Use the modeling practice to solve real world problems Demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Claims Driving Design: Mathematics Students are on-track or ready for college and careers 21

22. Draft / Confidential PARCC Timeline Through 2011-12 Fall 2011 Winter 2012 Spring 2012 Summer 2012 PARCC Assessment Implementation PARCC Tools & Resources Model Content Frameworks released (Nov 2011) Educator Leader Cadres launched Item & task prototypes released Item development begins 22 Updated Model Content Frameworks Released Fall 2012

23. Draft / Confidential Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & Resources College-ready tools released Partnership Resource Center launched Professional development modules released Diagnostic assessments released Pilot/field testing begins Expanded field testing of diagnostic assessment Optional Diagnostic and Midyear PARCC Assessments Spring 2013 Summer 2013 Winter 2014 Spring 2014 Summer 2014 Fall 2013 Fall 2014 PARCC Assessment Implementation 23 Expanded field testing Model Instructional Units Released K-2 Formative Tools Released Winter 2015 Spring 2015 Summative PARCC Assessments Standard Setting in Summer 2015

24. Draft / Confidential NJ ASK Transition to the Common Core

25. Draft / Confidential 25 Assessment Transition Timeline Spring 2012 NJ ASK Aligned to NJCCCS Spring 2013 NJ ASK Aligned to the CCSS Spring 2014 NJ ASK Aligned to the CCSS SY 2014-15 Full administration of PARCC assessments “Transitional Assessments”

26. Draft / Confidential NJ ASK Transitional Assessments Content on the NJ ASK will reflect, as closely as possible, the Common Core State Standards – Alignment – Depth We do not expect that our transitional assessments will be perfectly aligned to PARCC assessments Continually modify as more information from PARCC becomes available (i.e. content frameworks)

27. Draft / Confidential Willingness to listen, learn & reflect Quiet determination Persistence Resilience penny.maccormack@doe.state.nj.us “Be the change you wish to see in the world” Ghandi What you can expect of me… 27

28. Draft / Confidential Websites http://www.corestandards.org/about-the-standards http://www.achievethecore.org/student-achievement-partners DRAFT 28