Common Core Standards and the Edmonds School District
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Transcript Common Core Standards and the Edmonds School District
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