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

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

Freehold Borough Common Core Black Belt TeamOctober 18, 2012

Welcome to the Common core

What is the Common Core?A nationally-developed set of

standards designed to prepare all students for college and careers

Common Core Black Belt TeamA 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, 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.

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 GloballyIn 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 – ChinaNetherlandsCanada

ACT Study – Schmeiser, 2006

Unprepared in Reading

Preparedin Reading

Chance of later success

1%

32%

Science15%

67%

Mathematics

• 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

Knoster, T., Villa, R., & Thousand, J. (2000)

Vision Skills+ + Incentives + Resources + Action Plan =SustainableChange

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision Skills+ + Resources + Action Plan = Resistance

Vision Skills+ + Incentives + Action Plan = Frustration

Vision Skills+ + Incentives + Resources = Treadmill

Key Questions: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 forimplementations, monitoring, and feedback?"

Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improve

teaching and learning?"

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

Fewer Clearer

HigherClear language with examples

of what students should

know, understand,

and be able to do

Increased focus on developing

a deeper understanding of academic

content

COMMON CORE STATE STANDARDS

Math – Grade 6Ratios & Proportional Relationships

(3)The Number System (8)Expressions & Equations (9)Geometry (4)Statistics & Probability (5)

TOTAL = 29 Standards

NJ MATH STANDARDS (2008)

Shifting GearsFewer, Clearer, Higher

FEWER!

Math – Grade 64.1 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


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).

NJ MATH STANDARDS (2008)


CLEARER

4.1.2.A: “Demonstrate an understanding of whole number place value concepts.”


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).

NJ LAL STANDARDS (2004)


HIGHER!3.1.4.A-2: Recognize

purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

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 Non-Fiction with Existing lower-level 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.

























PARTING GIFTS

Literacy Focus for all Freehold Borough teachers

• Domain (content) specific vocabulary

• Evidence-based writing• Text dependent questions• Increase Non-fiction

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?

PARTING GIFTS

Be that guy!

Questions & Comments• Please discuss today’s presentation with your

colleagues and forward questions and comments to Rich Pepe.

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