Transcript Getting Organized for the Transition to the Common Core What You Need to Know.

Getting Organized for the
Transition to the Common Core
What You Need to Know
What You Need to Know…
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Districts are at different levels of
implementation to the Common Core
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All districts must implement the Common
Core in 2014-15
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New Smarter Balanced
Assessments aligned to the
Common Core will begin in 2014-2015
New Challenges
 New
focus on career and college ready
performance
 New expectations for high school
achievement
 Cross curricular literacy standards
 The level rigor of remains the same but the CCSS
have new performance tasks that will affect all
student
 Professional development needs to be teacher
centered
Facts to Consider
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The STAR testing sunsets in 2014 and Smarter
Balanced Assessments begins in 2015
While getting ready to implement the CCSS,
the current CSTs will still be based on the
1997 standards until 2014
Aligning the CCSS with the CST is not
possible, since the current CSTs will still be
based on the 1997 standards
The CST tests knowledge of content; SBAC
will test application of skills to content
Education Code & Common Core
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Ed. Code 60208 – “It is the intent of the
Legislature to do both of the following:
Provide to local educational agencies a
process that involves teachers, and is
consistent with the implementation of
standards-based curricula”
The union and district should agree to the
principle of collaboration and shared
decision making that involves teachers for
the implementation of the Common Core
Creating a Shared Union and District Vision…
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Transition team with a
majority of Union
members, appointed by
the union
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Purpose: provide a
collaborative structure for
input and info for
transition
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Decide on transition team
goals, objectives and
responsibilities
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District level review
team for adoption of
textbooks and
supplemental materials
with union
representation
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Determine the process
for implementation,
transition, and
accountability
District Level Transition Teams
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Purpose and structure - what would this
look like?
Members – majority classroom teachers,
variety of grade levels, subject matter,
non classroom people
District Level Transition Teams
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How should they be
organized?
Grade level
 Subject matter
 Interdisciplinary
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What should they be
looking at?
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Text complexity, higher
order thinking skills,
performance tasks and
others
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Infusing common
core strategies into
current curriculum on
a trial basis without
having
predetermined
outcomes of
expected “product”
Using Readiness Tools
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What do teachers already know? – survey
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What are teachers professional
development needs? – survey
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What do parents and community members
need to know?
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Technology readiness?
The Educational Employment Relations
Act (Gov. Code 3543.2)
• The Exclusive Representative has the
right to bargain mandatory subjects of
bargaining:
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Wages
Hours of employment
Other terms and conditions of
employment
The Educational Employment Relations
Act (Gov. Code 3543.2)
The Exclusive Representative has the right
to consult on permissive subjects of
bargaining:
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Definition of educational objectives
Determination of course and curriculum
content
Modified schedules
Selection of text books and materials
Professional development activities
…and, the consultation process may expand
the “scope” of bargaining!
What is Consultable?
• Role of teachers on the transition to the
Common Core
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Joint Union & District Common Core
Committee
• Time to collaborate on the Common
Core
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Grade level
Interdisciplinary focus
Literacy focus
Developing performance tasks
What is Consultable?
• Function of Professional Learning
Communities
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Repurposed
• Professional development needs
• Supplemental curricular materials
• Textbook selection
Expanding the “Scope” of Bargaining
on the Common Core
• Bargain an article or MOU about the
Common Core or Curriculum
• Defining a decision making process
• Defining Professional Development
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Assessment of needs or gaps
Input from teachers or teacher led
How long
Standards for Professional
Development
Duration work day
Extra pay beyond the work day
Expanding the “Scope” of Bargaining
on the Common Core
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Funding Needs
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Professional development days
Textbooks or supplemental materials
Release days
Protocols for assessments
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Formative
Summative
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Teacher Evaluation
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Role of School Site Council and revisions in the
Single Plan for Student Achievement
Teacher Evaluation and High
Stakes Testing
44662. (a) The governing board of each school
district shall establish standards of expected pupil
achievement at each grade level in each area of
study. (b) The governing board of each school
district shall evaluate and assess certificated
employee performance as it reasonably relates to:
(1) The progress of pupils toward the standards
established pursuant to subdivision (a) and, if
applicable, the state adopted academic content
standards as measured by state adopted criterion
referenced assessments.
Teacher Evaluation:
Bargaining Implications
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Define what “progress of pupils towards the
standards” mean
Define what “as measured by state
adopted criterion referenced assessments”
mean
Are multiple measures of student growth
included?
Scores are going to be lower for at least first
two years
This might impact evaluation outcomes
Teacher Evaluation:
Bargaining Implications
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If interim assessments are used, bargain
language about its role in evaluation
Interim assessments are formative
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How will they be used in teacher evaluations?
Should they be included in the evaluation
procedures?
How will administrators be accountable for
the evaluation process used in the
collectively bargained language?
Teacher Evaluation
• When CA signed a MOU to be a SBAC
Governing State there are stakes for math in
2013-14
• What locals should be aware of:
 The evaluation timelines will have already started
prior to the adoption of the Math Frameworks
 Frameworks tell teachers what they are expected to
teach
 Question: how can teachers be evaluated on what
hasn’t been adopted yet?
 Teacher evaluation is still based on your current
contract
 Not recommended to include Common Core
standards
 Changes to the Evaluation Article needs to be
bargained
Governor’s 2014 Budget
Includes $1.25 billion one time funds distributed over
2 years for implementation of the Common Core
• Funds to be allocated based on based on prior year’s
enrollment at $200 per student
• $1 billion dollars for 2013-14 to be equally distributed in
August 2013 and October 2013
• $250million in 2014-15
• Must be spent by 2014-15
• Use of funds for instructional materials, technology, and
professional development
• Districts must develop a plan to spend the funds and hold a
public hearing on the plan
Union Considerations for the Governor’s
Funding for the Common Core
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Demand to bargain the use of these funds
Funds are considered one-time, single use funds
Don’t rush into purchasing textbooks
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Frameworks still have to be adopted
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2013 for math; 2014 for ELA
Governor’s budget extends flexibility for another two
years until 2015-16
The CDE has supplemental materials available for
purchase for state adopted textbooks for ELA and
math