1. Sandra M. Alberti, Director Office of Math and Science Education NJDOE

2.  Data, Priorities, Initiatives  Math standards and assessments

3.  NJASK  HSPA  AHSA  Algebra I

4. grade spanSUBJ. 09-10 total valid tests 0910 total proficient 08-09 total valid tests 0809 total proficient DIFF elementaryM 275,97479.4272,80176.82.6 elementaryL 275,90962.4272,74165.6-3.2 MiddleM 274,63369.7275,67871.3-1.6 MiddleL 274,81873.7275,79476.2-2.5 HSPAM 94,44381.694,77081.8-0.2 HSPAL 94,47889.794,81588.21.5

6. 25,423 TOTAL Number of students participating % of total students participating Number of students not proficient % of total students not proficient White57,32358.4%9,34436.8% African American 15,37415.7%8,16432.1% Asian8,1948.3%6882.7% Hispanic16,58216.9%6,98127.5% Gen Ed81,39583%14,00055%

7. Percent Passed Standard 187% Standard 290% Standard 390% Standard 490% Students who took 4 stds Students who passed 4 stds Percent Passed Student Count 10,8168,49779%11,469

8.  Education Proficiency Plan  Common Core State Standards Implementation ◦ Curriculum ◦ Assessment transition  Common Core Assessment Consortia ◦ Choosing ◦ Participating ◦ Preparing

9.  Targeted Intervention, not general remediation  Communication  Diagnostic Tools - Topics  Formal appeal – NOT for students who are not proficient!  AHSA equivalent to HSPA 200  JPM

10.  Curriculum – in consortia ELAMathematics 2011-2012 K-2 2012-2013 K-123-5, HS 2013-2014 6-8

11. Number and Operations in Base Ten 5.NBT Understand the place value system. 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.  5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.  5.NBT.3. Read, write, and compare decimals to thousandths. C a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). C b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. C 5.NBT.4. Use place value understanding to round decimals to any place. C Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm. N

12. CCurrently required/very similar to required content in 2008 NJCCCS +New requirement, previously at a higher grade level -New requirement, previously at a lower grade level NNew content, not previously required

13.  2 Assessment Consortia to evaluate CCSS ◦ Smarter Balanced Assessment Consortium (SBAC) ◦ Partnership to Assess Readiness for College and Careers (PARCC) ◦ SYSTEM, not a test ◦ Professional Development ◦ Influence instruction with intention ◦ Consider SWDs and ELLs from the start ◦ Formative and Summative Resources ◦ ON LINE ◦ Operational 2014-15

16. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 C1917222011282218 N15022120 +14551114104 -00101012 What to do between implementation year and 2014-2015??