Common Core Corner

CCSS Implementation in FUESD

Welcome to Common Core Corner!

The Common Core State Standards (CCSS) have been the adopted standards in California since 2010. The Fallbrook Union Elementary School District has taken an intentionally measured approach in implementing the new standards. It is important that all of our teachers have the knowledge, skills and training to effectively implement the Common Core. This year the district began its initial implementation in Mathematics. Training and curriculum planning will begin in English Language Arts during the Spring, 2014, with implementation during the 2014-15 school year.

The Common Core Corner will be updated every two weeks. It is intended to update parents and the community about what the new standards are, the rationale for their development, and how they are being effectively implemented in our classrooms.

What Are the Six Instructional Shifts in Mathematics?

What Teaching and Learning in Math Looks Like in FUESD Classrooms

1. FOCUS: Teachers narrow and deepen the scope of how time and energy is spent during the math block. Concepts have been prioritized in each grade level's standards so that students attain stronger foundational knowledge to transfer skills and understanding across concepts and grades.

2.COHERENCE: Teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels, building new understanding built onto foundations that have been learned in previous years. New standards are extensions of previous learning, not new events.

3. FLUENCY: Students are expected to have speed and fluency with simple calculations; teachers structure class time and homework for students to memorize, through repetition, arithmetic operations so that they are able to understand and manipulate more complex concepts.

4. DEEP UNDERSTANDING: Teachers expect more than "how to get the answer." They support students in approaching mathematics from a number of perspectives. Students are expected to apply what they learn to new situations, and demonstrate their learning through writing and speaking.

5. APPLICATION: Students are expected to use mathematics and choose the appropriate concept for application without being prompted to do so. Students apply mathematics concepts in real-world situations that include other contents areas, such as Science.

6. DUAL INTENSITY: Students are practicing and understanding. Teachers create opportunities for students to practice, and make use of those skills through their application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific math concept.