Tricia Parker-Siemers Director of Language Arts Education Curriculum & Instruction Team

1. NDE Curriculum Update Tricia Parker-Siemers Director of Language Arts Education Curriculum & Instruction Team

2. Nebraska Academic Content Standards and the Common Core Language Arts and Mathematics Alignment Results

3. Standards Alignment Study • Contract with McREL • Nebraska / Common Core State Standards • Language Arts - Literacy • Mathematics

4. Things to Remember • The study compares the standards two different ways. • Starting with Nebraska • Starting with Common Core • The Results will be different! • The Organization of the Standards makes the difference

5. Scope of Work • Specific Study for Each Grade Level • Identify the Nature of Match for Each Standard • Strong • Partial • Weak • Not Addressed • Relative Rigor Also Identified where there is strong or partial match

6. Partial Rating - will Identify reasons • Specificity • Scope • Emphasis • Phrasing • Implied

7. Dates to Note • Nebraska Language Arts Standards – ApprovedApril 2009 • Nebraska Mathematics Standards – Approved October 2009 • Common Core Standards for LA and Math - Released June 2010

8. Wording is Different • The Nebraska Standards focus on what Students Should know and be able to do. • The Common Core Standards also emphasize an instructional approach

9. Wording is Different Nebraska Standard Common Core Standard 4.NBT.5 Multiply a whole number of up to four-digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations rectangular arrays and/or area models. MA 4.1.3.c Multiply two digit whole numbers

10. Common Core to Nebraska - LA Nebraska Standard Common Core Standards Matched W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section LA 2.2.2.C Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books) W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

11. Organized Differently Common Core Standard Nebraska Standard MA 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12/3 =4) OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. MA 3.1.3.a Compute whole number multiplication facts 0-100 fluently MA 4.1.3.a Compute whole number division facts 0-10 fluently

12. Things to Note - Language Arts • Nebraska Standards adopted prior to Common Core • The wording is different • Common Core Separates HS into 9-10, 11-12 • Common Core contains other subject matter • Science, Social Studies

18. Things to Note - Math • Nebraska Standards adopted prior to Common Core • The wording is different • Common Core contains (+) Standards beyond Algebra II • Content is located in different grade levels • The Common Core identifies 8 standards for mathematical practice that cross all grade levels

19. + Standards Considered additional mathematics that students should master who are focused on advanced mathematics courses or careers in the STEM fields Not necessarily meant for assessment by all students.

20. Example of a (+) Standard HSN-CN.B.4 (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. *HSN (High School: Number and Quantity Complex Number System)

21. Content at Different Grade Levels Nebraska Standard Common Core Standard 3.NF.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and its endpoint locates the number a/b on the number line. MA 4.1.1.h Locate fractions on a number line. Nebraska Standard Common Core Standard 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning. MA 4.1.3.b Add and subtract decimals to the hundredths place (e.g., money)

22. Mathematical Practices 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.

23. Let’s Look at the Results • When you start with the Nebraska Standards • Nebraska Standards will be on the left hand side of the report.

28. Goal - Nebraska Mathematics Standards College and Career Ready ACT Definition “The level of achievement a student needs to be ready to enroll and succeed—without remediation—in credit bearing first‐year postsecondary courses.

29. Proposed Timeline March – June 2013 Conduct an alignment study between the Common Core State Standards and the Nebraska Academic Standards in the areas of Language Arts and Mathematics. June – October 2013 Review the results of the alignment study and prepare a report for the State Board – Language Arts to be delivered in August. Mathematics to be delivered in September. Review Standards for ACT, SAT and the NAEP frameworks for changes that have been made since 2009. Review NeSA results to identify gaps in the current standards.

30. October 2013 Convene Higher Education representatives from all Nebraska universities, state colleges, and community colleges to review 2009 standards for college and career readiness. Identify areas for improvement. October – December 2013 Convene writing groups to review all data collected to this point and revise standards as needed. January 2014 Present 1st draft of College and Career Ready Language Arts Standards to the State Board. March 2014 Present 1st draft of College and Career Ready Mathematics Standards to the State Board.

31. Full Reports – NDE Website

32. Tools and Resources Nebraska Literacy Plan Student-Friendly Standards Early Childhood Calendar Read Aloud Nebraska

33. Nebraska Literacy Plan 7 Components Based on a foundation of Evidence-Based Practices and Programs Organized according to the steps of the Continuous Improvement Process Model

38. Student-Friendly Standards Process began in March, 2011 Aligned to the NE Language Arts Standards K-12 for all standards and indicators

39. Why Student Friendly Standards? Increase motivation and engagement Better define learning targets (Marzano and Stiggins) Help students set clear, achievable goals Better define standards for families

40. Early Childhood Calendar

41. Read Aloud Nebraska

42. Nebraska State Reading Association

43. NDE Website http://www.education.ne.gov http://www.education.ne.gov/read http://www.education.ne.gov/AcademicStandards/index.html

45. Contact Information Tricia Parker-Siemers Director of Language Arts Education Curriculum& Instruction Team Nebraska Department of Education tricia.parkersiemers@nebraska.gov (402)471-4336