LANGUAGE ARTS LITERACY

Frequently Asked Questions

Q. The State Board adopted the revised Language Arts Literacy Core Curriculum Content Standards (CCCS) in April 2004. When will they be reviewed for update?

A. The CCCS are to be reviewed every five years from their implementation. The revised language arts literacy, mathematics, science, visual and performing arts, comprehensive health and physical education, world languages, technological literacy, and career education and consumer, family and life skills standards will be reviewed for update in 2009.

Q. How will teachers have an opportunity to become informed about the standards and frameworks?

A. Several copies of the standards and frameworks documents were provided to the building administrator in each public school. In addition, chief school administrators, education associations, and institutions of higher education have received copies. All standards and frameworks documents are on the department’s Web site.

Q. The Standards and Assessment proposal expands the statewide testing. How do you justify taking up so much of the students’ time with testing?

A. It is generally recognized that whatever is emphasized in testing is the material that will be emphasized in instruction. It is critical for New Jersey's future that the level of learning in the state’s public schools be academically rigorous and internationally competitive for all students. New Jersey's Core Curriculum Content Standards set the content-specific goals for that learning, but it is the statewide assessment system that both encourages teachers and students to aim for those standards and also measures our progress in achieving them. New Jersey’s statewide assessment system is consistent with federal guidelines which support high state standards.

Q. What is the purpose of the curriculum frameworks?

A. The curriculum frameworks serve as a bridge between the general goals stated in the Core Curriculum Content Standards and the greater specificity required by district curricula. More specifically, the frameworks do the following:

• Illustrate how to teach the content standards and indicators at various levels through high- quality instructional activities that can also assist districts to align curriculum;
• Provide a guide to implementing the standards for teachers and administrators;
• Help translate a vision of exemplary education into practice; and
• Provide guidance on the major issues of standards-based reform, on the process of systemic change, and on the areas of content, instruction, and assessment.

Q. Are the framework documents useful for teachers of students with special needs?

A. Yes, the frameworks will have separate chapters discussing specific ways the content can be modified and/or adapted for students with disabilities, students of limited English proficiency, and gifted and talented students.

Q. What is the Report of the NJ Task Force on Middle Grade Literacy Education?

A. The Task Force was created to:

• Initiate a statewide conversation about literacy education in grades 4-8
• Produce a consensus document that provides background information to guide policy and practice along with specific recommendations for action
• Improve the quality of literacy instruction in grades 4-8.

The recommendations, presented in May 2004, center on Implementing Effective Practices, Professional development, Pre-service Teacher Education and Certification, and Assessment. For more information, go to: http://www.state.nj.us/njded/genfo/midlteracy.htm

Q. Why were the Language Arts Literacy Core Curriculum Standards changed in 2004?

A. The driving force was the required testing in Language Arts each year in grades 3 through 8 by 2005-2006. As a result, the changes focused on developing individual grade-level Cumulative Progress Indicators (CPIs) for the 5 Language Arts Literacy Core Curriculum Content Standards at grades 5, 6, 7, and 8. Previously, those grade-levels were clustered at grades (5 and 6) and at grades (7 and 8).