1. Common Core
State Standards
& PARCC
Monday September 8, 2014
7:00 PM
MOMS Club
Common
Core
State
Standards
&
PARCC

2. The Agenda
Dr. 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

3. Where did the
Standards come
from? The National Governors
Association (NGA) and the
Council of Chief State
School Officers (CCSSO)
led the development of the
They are designed to set
clear, consistent and high
learning goals.
*Originally adopted by 46
states across the country.
Common Core State
Standards with the
participation of educators
throughout the country.
The standards were
adopted by the State of
New Jersey in 2010.

4. Common Core Across the Nation
www.achievethecore.org
*

5. http://vimeo.com/51933492
www.achievethecore.org *

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

7. 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

8. 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.

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

10. 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.

11. Why Balanced Literacy?
Balanced literacy is
individualized
to meet the needs of
every learner.

12. How balanced literacy aligns to
PARCC . . .

14. How balanced literacy aligns to
PARCC . . .

16. English: 6 - 12
The “stuff” of English...

17. Why Read Literature?

18. 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...

19. New Standards, New Stuff.
Reading Informational Texts…
● Analyze how the author
unfolds a series of ideas…
● Analyze how an author’s
claims are developed…
● Delineate and evaluate
the argument...

20. Curricular Upgrades!

21. PARCC

22. Synthesis!

23. The home connection . . .
Preview the Curriculum Website:
Parent Friendly Curriculum
Parent Resources
CCSS Roadmaps
Websites:
http://www.corestandards.org/
https://www.parcconline.org/
http://achievethecore.org/

24. 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

25. The Three Dimensional Vision...
Science and Engineering Practices
Asking 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.

26. Blended Practices:
One Mind One Practice

27. The Three Dimensional Vision...
Cross Cutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

28. The Three Dimensional Vision...
Disciplinary Core Ideas
Physical Sciences
Life Sciences
Earth Space Sciences
Engineering, Technology and Applications of
Science

29. 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”.

30. Mathematics

31. 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

32. 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

33. Standards in Mathematical Practice
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

34. The Importance of
Mathematical Practices

35. 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

36. Domains, K-8

37. Addition & Subtraction of
Whole Numbers
Kindergarten Understanding
Grade 1 Facts to 20
Add with & without regrouping to 100
Subtract multiples of 10
Grade 2 Add up to four 2-digit numbers
Add & subtract up to 3 digits
Grade 3 Fluent within 1000
Grade 4 Fluency with standard algorithms

38. Multiplication and Division of
Whole Numbers
Grade 2 Introduction to multiplication
Grade 3 Understand
Facts
1 digit x multiple of 10
Grade 4 Using multiplication to compare
1 digit x up to 4 digits
2 digits x 2 digits
Up 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

39. Fractions
Grade 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 numbers
Convert 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 numbers
Grade 6 Divide fractions & mixed numbers

40. RIGOR
Conceptual 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

41. 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)

42. 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?

43. 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

44. Required Fluencies K-6

45. 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?

46. 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

47. Application
Sale 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?

48. 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?

49. PARCC Assessments
PARCC (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

50. 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.

51. 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.

52. 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.

53. Thank you for attending!