SPRING 2012 UPDATE Common Core Standards

The headlines “Common Core Raises PD Opportunities, Questions,” Teacher PD Sourcebook, Spring 2012 “Common Core Work Must Include Teacher Development,” Education Week, 2/1/12 “Educators in Search of Common Core Resources,” Education Week, 2/24/12 “The Pace of Educational Change Quickens,” Education Week, 3/7/12 “States Loosening ‘Seat Time’ Requirements,” Education Week, 3/7/12 “Common Core Standards Drive Wedge in Education Circles,” USA Today, 4/28/12

Our challenge “Successful implementation of the CCSS requires strong instructional leadership in every school and well-prepared teachers in every classroom. In order for any standards-based system to be successful, educators must possess a thorough understanding of what students are expected to know and be able to do, as well as an array of instructional strategies designed to support every student in meeting those expectations.” From CA Implementation Guide March 2012

New vocabulary and skills for teachers English Language Arts  Close reading  Text complexity  Balanced literacy  Text-based answers Math  Deep understanding, coherence  Applications General  Academic rigor  Depth of Knowledge  Mindset/expectations

Areas that will be impacted by CCS Curriculum Instructional practice Assessment Staff development/PD Programs, textbooks, instructional materials Staffing Grading Scheduling Graduation requirements

How “school is done” Student learning not teacher coverage Strategies and skills precedes content  Goal of instruction is how to approach a task or problem, not master a fixed body of knowledge or facts Many possible correct answers/responses Application of knowledge not repeat back facts Student centered not standardized  What does the student need?  Choices and multiple options available to connect student and content

Major anticipated changes In Math, many topics are changing grade levels In ELA, huge shift from literature to teaching of non- fiction literacy skills especially at the secondary level Less whole group instruction and more customization through reader/writer workshop models Less teacher presentation and coverage of facts and more project-based, application of learning Greater flexibility in what is taught, how, for how long—instructional decisions are driven by formative assessments

What has been done this year? Administration and teacher leaders have attended conferences and workshops on the CCS and implementation strategies Teachers have examined the content of the CCS and mapped to current practices (what to keep, what needs to change) Instructional leaders have assembled model lessons, units, curriculum items to share with teachers (What does this look like in practice?) Instructional leaders have assembled teacher and instructional resources to align with CCS expectations (What will we use to deliver instruction?)

More concrete steps K-2 Math topics have been updated to align with CCS Teachers have been piloting new materials and practices such as use of Math Centers Teachers have been meeting to better understand CCS expectations and re-align topics at secondary level Grade 6 Reading and Writing courses combined to address ELA goals

Continuing needs Need to decide on K-Geometry sample curriculum maps for math to serve as anchors or models for work being done Professional development on new instructional strategies—this is not the way teachers were prepared to teach in their teacher prep programs Continued capacity building of classroom teachers so they deeply understand their content and options for delivering instruction Time to “make sense” of standards and understand what teachers can keep doing and what must change