A mile wide and a foot deep vs. A foot wide and a mile deep

1. A mile wide and a foot deep vs. A foot wide and a mile deep

2. Welcome to the Common core Freehold Borough Common Core Black Belt Team October 18, 2012

3. What is the Common Core? A nationally-developed set of standards designed to prepare all students for college and careers Common Core Black Belt Team • A team of teachers and administrators engaging in a year-long training program focused on strategies for successful transition to the Common Core State Standards

5. Right now, three-quarters of the fastest-growing occupations require more than a high school diploma. And yet, just over half of our citizens have that level of education.

6. The quality of our math and science education lags behind many other nations. America has fallen to 9th in the proportion of young people with a college degree.

7. Now take it to the next level:Think Globally In relation to other countries, where do you think we rate in English Language Arts? Compare the USA to Hungary? To Slovenia? To Estonia? To Austria?

9. How about Math? Compare the USA to the same countries from the slide before. Add some more – China Netherlands Canada

11. ACT Study – Schmeiser, 2006 Chance of later success Science Mathematics Unprepared in Reading Prepared in Reading 1% 32% 15% 67%

12. K-12 reading assignments have become much less demanding. • College reading assignments have moved in the opposite direction. • K-12 teachers commonly give students many kinds of support and coaching to help them figure out the material. • College teachers expect students to pull the knowledge from the text on their own.

13. Research Based Answers

14. Sustainable + + + + = Vision Skills Incentives Resources Action Plan Change + + + = Confusion Skills Incentives Resources Action Plan + + + = Anxiety Vision Incentives Resources Action Plan + + + = Resistance Vision Skills Resources Action Plan + + + = Frustration Vision Skills Incentives Action Plan + + + = Treadmill Vision Skills Incentives Resources Key Questions: Resources -- "Do we have tools, time, and training to map effectively?" Vision -- "Why are we doing this?" Action Plan -- "Over the next three years, do we have attainable Skills -- "How do we build effective maps?" timelines and goals? Who will be the responsible parties for Incentives -- "How will mapping improve implementations, monitoring, and feedback?" teaching and learning?" Conditions for Successful Implementation Knoster, T., Villa, R., & Thousand, J. (2000)

15. Common Core Vision – preparing our students for college and careers • Reduce the need for remedial courses • Increase students’ abilities to apply deep understanding of academic content to find solutions to 21st Century issues. Fewer Clearer Higher Narrowing down the amount of content covered in a year Clear language with examples of what students should know, understand, and be able to do Increased focus on developing a deeper understanding of academic content

16. Shifting Gears FEWER! Fewer, Clearer, Higher Common Core State Standards Nj Math standards (2008) Math – Grade 6 Ratios & Proportional Relationships (3) The Number System (8) Expressions & Equations (9) Geometry (4) Statistics & Probability (5) TOTAL = 29 Standards Math – Grade 6 4.1 Number & Number Operations (20) 4.2 Geometry & Measurement (21) 4.3 Patterns & Algebra (8) 4.4 Data Analysis, Probability, & Discrete Math (14) TOTAL = 63 CPI’s

17. Shifting Gears Fewer, Clearer, Higher CLEARER Common Core State Standards Nj Math standards (2008) 2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: • 100 can be thought of as a bundle of ten tens — called a “hundred.” • The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 4.1.2.A: “Demonstrate an understanding of whole number place value concepts.”

18. Shifting Gears Fewer, Clearer, Higher Common Core State Standards Nj LAL standards (2004) HIGHER! Reading for Literature (RL) 4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 3.1.4.A-2: Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

19. Common Core is cross-content… • In order for students to be successful, literacy skills must be addressed and infused in all content areas. • Language Arts and Mathematics are not the only areas that are affected. • We are all advocates for literacy.

20. Pair new, rigorous Non-Fiction with Existing lower-level Fiction (connection) • The goal is to create a balance between literature and informational texts

21. NOT JUST ANOTHER TREND • The Common Core Standards are the single largest enterprise wide initiative ever undertaken in American K-12 Schools. • This process has been funded by private business to assist the United States in cultivating a work force that can compete internationally. • These nationally developed standards have been voluntarily adopted by 46 states.

22. Sustainable + + + + = Vision Skills Incentives Resources Action Plan Change + + + = Confusion Skills Incentives Resources Action Plan + + + = Anxiety Vision Incentives Resources Action Plan + + + = Resistance Vision Skills Resources Action Plan + + + = Frustration Vision Skills Incentives Action Plan + + + = Treadmill Vision Skills Incentives Resources Key Questions: Resources -- "Do we have tools, time, and training to map effectively?" Vision -- "Why are we doing this?" Action Plan -- "Over the next three years, do we have attainable Skills -- "How do we build effective maps?" timelines and goals? Who will be the responsible parties for Incentives -- "How will mapping improve implementations, monitoring, and feedback?" teaching and learning?" Conditions for Successful Implementation Knoster, T., Villa, R., & Thousand, J. (2000)

23. Sustainable + + + + = Vision Skills Incentives Resources Action Plan Change + + + = Confusion Skills Incentives Resources Action Plan + + + = Anxiety Vision Incentives Resources Action Plan + + + = Resistance Vision Skills Resources Action Plan + + + = Frustration Vision Skills Incentives Action Plan + + + = Treadmill Vision Skills Incentives Resources Key Questions: Resources -- "Do we have tools, time, and training to map effectively?" Vision -- "Why are we doing this?" Action Plan -- "Over the next three years, do we have attainable Skills -- "How do we build effective maps?" timelines and goals? Who will be the responsible parties for Incentives -- "How will mapping improve implementations, monitoring, and feedback?" teaching and learning?" Conditions for Successful Implementation Knoster, T., Villa, R., & Thousand, J. (2000)

24. PARTING GIFTS Literacy Focus for all Freehold Borough teachers • Domain (content) specific vocabulary • Evidence-based writing • Text dependent questions • Increase Non-fiction

25. PARTING GIFTS • USA: • How can I teach my kids to get the answer to this problem? • Use what they already know. • Easy, reliable, works with bottom half, good for classroom management. Japan: How can I use this problem to teach the content of this unit?

26. Be that guy!

27. Questions & Comments • Please discuss today’s presentation with your colleagues and forward questions and comments to Rich Pepe.