A mile wide and a foot deep vs.
A foot wide and a mile deep
Welcome to the
Common core
Freehold Borough Common Core Black Belt Team
October 18, 2012
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
Right now, threequarters of the fastestgrowing occupations
require more than a high
school diploma. And yet,
just over half of our
citizens have that level
of education.
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.
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?
How about Math?
Compare the USA to the same
countries from the slide
before.
Add some more –
China
Netherlands
Canada
ACT Study – Schmeiser, 2006
Unprepared
in Reading
Prepared
in Reading
Chance of later success
Science Mathematics
1%
15%
32%
67%
• 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.
Research Based Answers
Conditions for Successful
Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
=
Anxiety
Resources
+
Action Plan
=
Resistance
Action Plan
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Key Questions:
Vision -- "Why are we doing this?"
Skills -- "How do we build effective maps?"
Incentives -- "How will mapping improve
teaching and learning?"
Resources
Resources -- "Do we have tools, time, and training to map effectively?"
Action Plan -- "Over the next three years, do we have attainable
timelines and goals? Who will be the responsible parties for
implementations, monitoring, and feedback?"
Knoster, T., Villa, R., & Thousand, J. (2000)
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.
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
Shifting Gears
FEWER!
Fewer, Clearer, Higher
NJ MATH STANDARDS (2008)
Math – Grade 6
COMMON CORE STATE STANDARDS
Math – Grade 6
4.1 Number & Number Operations Ratios & Proportional Relationships
(3)
(20)
4.2 Geometry & Measurement
(21)
The Number System (8)
4.3 Patterns & Algebra (8)
Geometry (4)
4.4 Data Analysis, Probability, &
Discrete Math (14)
Statistics & Probability (5)
TOTAL = 63 CPI’s
TOTAL = 29 Standards
Expressions & Equations (9)
Shifting Gears
Fewer, Clearer, Higher
CLEARER
NJ MATH STANDARDS (2008)
4.1.2.A: “Demonstrate an
understanding of whole
number place value
concepts.”
COMMON CORE STATE STANDARDS
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).
Shifting Gears
Fewer, Clearer, Higher
NJ LAL STANDARDS (2004)
3.1.4.A-2: Recognize
purposes and uses for
print conventions
such as paragraphs,
end-sentence
punctuation, and
bold print.
HIGHER!
COMMON CORE STATE STANDARDS
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).
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.
• Pair new, rigorous NonFiction with Existing lowerlevel Fiction (connection)
• The goal is to create a
balance between
literature and
informational texts
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.
Conditions for Successful
Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
=
Anxiety
Resources
+
Action Plan
=
Resistance
Action Plan
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Key Questions:
Vision -- "Why are we doing this?"
Skills -- "How do we build effective maps?"
Incentives -- "How will mapping improve
teaching and learning?"
Resources
Resources -- "Do we have tools, time, and training to map effectively?"
Action Plan -- "Over the next three years, do we have attainable
timelines and goals? Who will be the responsible parties for
implementations, monitoring, and feedback?"
Knoster, T., Villa, R., & Thousand, J. (2000)
Conditions for Successful
Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Action Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Action Plan
=
Confusion
Incentives
+
Resources
+
Action Plan
=
Anxiety
Resources
+
Action Plan
=
Resistance
Action Plan
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Key Questions:
Vision -- "Why are we doing this?"
Skills -- "How do we build effective maps?"
Incentives -- "How will mapping improve
teaching and learning?"
Resources
Resources -- "Do we have tools, time, and training to map effectively?"
Action Plan -- "Over the next three years, do we have attainable
timelines and goals? Who will be the responsible parties for
implementations, monitoring, and feedback?"
Knoster, T., Villa, R., & Thousand, J. (2000)
PARTING GIFTS
Literacy Focus for all Freehold
Borough teachers
• Domain (content) specific
vocabulary
• Evidence-based writing
• Text dependent questions
• Increase Non-fiction
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?
Be that guy!
Questions & Comments
• Please discuss today’s presentation with your
colleagues and forward questions and comments
to Rich Pepe.