COMMON CORE CORNER
CCSS Implementation in FUESD
Parents Want to Know!
With the adoption and initial implementation of new standards, parents and community members have questions about the changes. Listed below are the questions principals and district staff have been asked most often, and the answers to those questions.
Why were new standards needed?
The Common Core State Standards (CCSS) in English language arts and mathematics were designed to prepare students for the academic challenge and performance expectations of college and the workplace.
How will the new standards affect teachers?
Just like the previous California State Content Standards, CCSS describe what students need to know and be able to do at each grade level and in specific classes. For years, teachers have worked individually and collaboratively, designing lessons that support students learning the standards. That same process is underway as we implement the new standards, and is supported with structured planning and collaboration time in FUESD on early release Wednesdays. Teachers will continue to work as teams at their schools to create and deliver high quality lessons. CCSS provides more opportunities for teachers to collaborate with colleagues in grades below and above them. All teachers in FUESD receive a minimum of two days of CCSS-based training in both ELA and Mathematics.
How do the new standards differ from a student's perspective?
CCSS encourages teachers to take a focused set of standards and teach them in depth. With the new standards, students in mathematics will learn how to consider multiple ways to solve a problem and how to explain their rationale behind their answer. Students will learn mathematics through a balance of procedural (basic facts and math fluency), conceptual and problem solving strategies. In English language arts, students will learn how to gather evidence from multiple sources to support a position orally or in writing.
Do new standards come with new materials?
In standards-based classrooms, a variety of curricula and instructional materials are used. In 2012, the state superintendent recruited teachers and content experts to review current textbooks and instructional materials and how they align with CCSS. The California Department of Education has just released an approved list of core and supplementary textbooks and curricular materials in mathematics, with a similar list expected soon in English language arts. Districts, including FUESD, will purchase new materials as funding permits, and will use the established processes and procedures outlined in Board policy.
What assessments will students take?
Since 1998, students in grades 2-11 have taken the California Standards Test (CST) each spring. New tests currently being designed by the Smarter Balanced Assessment Consortium (SBAC) will replace the CST beginning in spring 2015. This spring students in Grades 3-8 in our district will participate in field testing, to "test the test." No individual, school, or district level scores will be available or reported. The new tests are intended to be taken on computers or mobile devices, and they ask students to explain their answers and apply their knowledge more than previous multiple-choice tests could. When individual reports are available, parents will have accurate information about whether students are on-track to graduate from high school, ready for college and the workplace.
If the tests are changing, how will that affect reporting?
CCSS test results should not be compared with previous CST test results, as they are completely different assessments that test different skills. As our teachers and students transition to these more rigorous requirements, we need to be prepared for students' scores and schools' Academic Performance Index (API) numbers to be assessed using different measures.
Do districts and schools receive funding to support the transition to new standards?
California has budgeted $1.25 billion to help implement CCSS. The Fallbrook Union Elementary School District has received approximately $1,180,100, based on its 2012-13 student enrollment. The money will be spent on the three areas designated by the CDE: staff development, instructional materials and technology.
How can parents support their student with a transition to new standards?
Learning doesn't end in the classroom, and parents can continue to provide the support and environment that children need to succeed at school. The National Parent-Teacher Association (PTA) offers recommendations that include: (1) creating a quiet place for your child to study; (2) setting aside uninterrupted time every day for your child to concentrate on reading, writing, and math; and (3) sitting down with your son or daughter at least once a week for 15-30 minutes while he or she works on homework.
There are many resources available for parents who what to learn more about instruction and assessment under the new standards. These resources include practice tests and guides to student success. Take advantage of the link at the end of this edition of Common Core Corner to assess these resources.
Will I see changes in my child's report card?
Yes, at the K-6 level. Revisions were made this year to reflect the district's initial implementation of mathematics. Revisions will be made this spring in English language arts, for implementation in 2014-15. The changes include a revision from a five to a four point rubric. This aligns with both current best practice and the rubric scale used in Smarter Balanced. The eight Standards for Mathematical Practice have been included in the Mathematics portion of the report card.