Common Core Standards and the Edmonds School District

Report
COMMON CORE
STANDARDS AND THE
EDMONDS SCHOOL
DISTRICT
October 7, 2013
Sarah
Schumacher,
Manager of
Secondary
E d u c a t io n
COMMON CORE STATE STANDARDS
 National standards
 Math
 English Language Arts – Reading, Writing, Language, Speaking &
Listening
 Includes History/Social Studies, Science, and other Technical Subjects
 Focus on Career and College Readiness
 Articulated K-12
 Assessments aligned with the standards are being created by
the Smarter Balanced Assessment Consortium
 Math and English Language Arts are assessed
 These assessments begin in 2014-15 at 3 rd -8 th and 11 th grades
WHAT ARE THE BIG SHIFTS? – ENGLISH
LANGUAGE ARTS
 Building content knowledge through content -rich nonfiction
 Balance of literary and informational (non-fiction) text
 Literacy in the content areas
 Reading, writing, and speaking grounded in evidence from
text, both literary and informational
 Text-based questions and answers
 Writing using evidence
 Regular practice with complex text and its academic language
 Academic vocabulary
 Increased complexity of text
WHAT WILL THIS LOOK LIKE IN THE
CLASSROOM?
 Students reading more non -fiction texts in Science, Social
Studies, Health, etc.
 Pairing of literary and informational texts, which can include
artwork, film, etc.
 Shifts in writing – opinion/argumentation, narrative,
informative/explanatory
 Short research projects
WHAT ARE THE BIG SHIFTS? - MATH
 Focus – Teachers significantly narrow and deepen the scope
of how time and energy is spent in the classroom
 Coherence – Teachers carefully connect the learning within
and between grades so that students can build new
understanding onto foundations built in previous years.
 Rigor – Students deeply understand and can operate easily
within a math concept before moving on. They learn more
than the ‘trick’ to get the answer right; they learn the math.
 Mathematical Practices – Students in all grades are expected
to reason and explain, make sense of problems, persevere in
problem solving, model using tools, and see structure and
generalize.
WHAT WILL THIS LOOK LIKE IN THE
CLASSROOM?
 Deeper focus on certain concepts and skills
 More opportunities for students to explain their thinking
 Students engaged in discussion around concepts and
problems
 Real-world problems that require students to use various
skills and strategies
WHAT DOES TEACHER LEARNING LOOK
LIKE?
 Teachers learning via a train -the-trainer model – learning
takes place on building days or during other collaborative
opportunities
 Job-embedded learning alongside elementary coaches and
secondary coordinators
 Ongoing learning opportunities throughout the year, going
deeper into certain topics
COMMUNICATION WITH PARENTS AND
COMMUNIT Y
 Developing plans for next year – district-wide and schoolbased
 This year, conducting a review of the elementary progress
report
 Will be done with a representative group of teacher leaders
 Public process in the spring

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