Tricia Parker-SiemersDirector of Language Arts EducationCurriculum & Instruction Team

NDE Curriculum Update

Nebraska Academic Content Standards and the Common Core

Language Arts and Mathematics Alignment Results

Standards Alignment Study•Contract with McREL

•Nebraska / Common Core State Standards

Language Arts - Literacy

Mathematics

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

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

Partial Rating - will Identify reasons

▫Specificity▫ Scope▫ Emphasis▫ Phrasing▫ Implied

Dates to Note

•Nebraska Language Arts Standards – Approved April 2009

•Nebraska Mathematics Standards – Approved October 2009

•Common Core Standards for LA and Math - Released June 2010

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

Wording is Different

Nebraska Standard Common Core Standard

MA 4.1.3.c Multiply two digit whole numbers

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.

Common Core to Nebraska - LA

LA 2.2.2.C Write considering typicalcharacteristics of a selected genre(e.g., variety of poems, friendlyletter, how-to books)

Nebraska Standard Common Core Standards MatchedW.2.1 Write opinion pieces in which they introduce the topic or book theyare writing about, state an opinion,supply reasons that support theopinion, use linking words (e.g.,because, and, also) to connectopinion and reasons, and provide aconcluding statement or section

W.2.2 Write informative/explanatorytexts in which they introduce atopic, use facts and definitions todevelop points, and provide aconcluding statement or section.

W.2.3 Write narratives in which theyrecount a well-elaborated event orshort sequence of events, includedetails to describe actions,thoughts, and feelings, usetemporal words to signal eventorder, and provide a sense ofclosure.

Organized Differently

Common Core Standard Nebraska Standard

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 3.1.2.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)

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

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

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

+ 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.

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)

Content at Different Grade Levels

MA 4.1.1.h Locate fractions on a number line.

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.

Nebraska Standard Common Core Standard

Nebraska Standard Common Core Standard

MA 4.1.3.b Add and subtract decimals to the hundredths place (e.g., money)

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.

Mathematical Practices1. 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.

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.

K 1 2 3 4 5 6 7 8 HS0%

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% of NE Math Standards Addressed by CCSS

NE Math K 1 2 3 4 5 6 7 8 HS Total# Standards 23 42 37 44 49 51 38 44 46 78 452Not Addressed by CCSS 2 7 6 3 3 3 5 1 4 4 38Addressed by CCSS 21 35 31 41 46 48 33 43 42 74 414

K 1 2 3 4 5 6 7 8 HS0%

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Rigor of NE Math Standards Compared to CCSS

Rigo

r Com

paris

on

K 1 2 3 4 5 6 7 8 HS Alg 1 Geo Alg 2 Adv0%

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% of CCSS Addressed by NE Math Standards

CCSS Math K 1 2 3 4 5 6 7 8 HSAlg

1 Geo Alg 2 Adv Total# Standards 22 21 25 25 28 26 29 24 27 156 47 34 37 45 546Addressed by NE 19 21 24 25 28 26 29 23 27 95 39 30 25 6 417Not Addressed by NE 3 0 1 0 0 0 0 1 0 61 8 4 12 39 129

K 1 2 3 4 5 6 7 8 HS0%

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Rigor of CCSS Compared to NE Math StandardsRi

gor C

ompa

rison

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.

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.

• 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.

Full Reports – NDE Website

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

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

Evidence-Based

Practices and

Programs

Informed and

Effective Leadershi

p Standards-Aligned Curriculum (PreK–

12)

Ongoing, Focused Professio

nal Developm

ent

Universal Instructio

nal Design

High-Quality,

Balanced System of Assessme

nts

Multi-Tiered

System of Support

Family, Communi

ty, and School

Collaboration

Student-Friendly Standards•Process began

in March, 2011•Aligned to the

NE Language Arts Standards

•K-12 for all standards and indicators

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

Early Childhood Calendar

Read Aloud Nebraska

Nebraska State Reading Association

NDE Website•http://www.education.ne.gov•http://www.education.ne.gov/read•http://

www.education.ne.gov/AcademicStandards/index.html

Contact Information

Tricia Parker-SiemersDirector of Language Arts EducationCurriculum & Instruction TeamNebraska Department of Educationtricia.parkersiemers@nebraska.gov(402)471-4336