Final Proposal for EDF 615

Policy concerning the Common Core

How Well Do YOU Know the Common Core?

Why We Need Common Core: "I Choose C."

Why We Need Common Core: "I choose C."

Overview of Common Core

CCSS is the abbreviation for Common Core State Standards
CCRS is the abbreviation for College and Career Readiness Standards (Alabama)

  1. The conversation about the Common Core arose as a means to alleviate the accountability issues of the No Child Left Behind (2001) Act.
  2. Currently, forty-three states have adopted the Common Core.
  3. After adoption states are required to start the transition in four phases: adoption, transition, awareness, and implementation

Common Core in Alabama

  • Alabama adopted CCSS in 2011.
  • Alabama is changed the name of the standards because certain standards were added to match the unique history of our state.
  • The vision of CCRS is expressed as Plan 2020:

"Every Child a Graduate, Every Graduate Prepared"

  • Alabama is currently in the implementation phase

Implementation in Alabama

  1. Quarterly meetings facilitated by members of the State Department, ARI, AMSTI
  2. Meetings address key shifts between Alabama Course of Study and Common Core
  3. Meetings are from 8am to 3pm; Small Group Settings; Method of Delivery: PowerPoint
  4. Team members are responsible for turn-around in their school system

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Teacher Reward initiative to Perpetuate Standards (T.R.I.P.S)

Rationale: While some teachers, parents, and administrators were included in the original production of the standards, the mass of this population does not understand the framework of CCSS. Discontentment is stemming more so from the lack of understanding, than true disdain for the new policy.


Train teachers to:

i. Focus on learning the standards

ii. Finding innovative ways to teach the information

iii. Creating assessments that match the rigor of the instruction

iv. Serve as a liaison between schools and the community for student achievement

v. Bridging the gap for students as they transition from the Alabama Course of Study to the College and Career Readiness Standards


Title I

i. Part A: Provides funds for teachers and principals as they prepare for professional development

ii. Federal Funding that is provided to the State to send to Local Agencies

iii. Funding can be used for any type of professional development

iv. Funding varies at each agency across the state

Title II

i. School Improvement Funds: Preparing teachers to match the rigor of Common Core will increase student achievement as marked by National Assessments

ii. Federal Funding that is provided to schools for school improvement

iii. Funding varies at each agency across the state

Race to the Top Grant

i. Four Year Grant that allows states to implement programs that will better prepare students

ii. Currently $3.4 billion in funding available

iii. Alabama is in Category 4 (along with 15 other states) and there are $60-$175million available for our category

iv. Governor Bentley must send in the official application

v. Grant money will provide salaries for three years, additional funds will be used to purchase materials and resources


a. The Alabama State Department of Education teams with ARI (Alabama Reading Initiative) and AMSTI (Alabama Mathematics, Science, and Technology Initiative) to push the Implementation of CCRS

b. TRIPS will use the same team to facilitate training

c. ALSDE is already paying for transportation, salaries, etc. So TRIPS will only cover the stipends, materials, and resources necessary for the summer institute and the embedded school visitations


a. Schools with low income, disadvantaged students (as evidenced by the School Lunch Program) will receive the first available spots.

b. The program will pilot for 2 years in three locations to make any corrections before the full launch

Program Layout

a. Summer Institute

i. Participants will attend a summer institute for a total of three years

1. Year 1: Two Weeks

2. Year 2: One and Half Weeks

3. Year 3: One Week

ii. During the institutes participants will:

1. Peer Review fellow colleagues

2. Work with Pacing and the Standards

3. Create Modifications for Difficult Concepts

4. Learn how to teach the “Application” that the CC demands

5. Learn how to match the Rigor of the CC to regular instruction

b. Embedded School Visitations

i. Designed to provide ongoing professional development during the academic year

Participants will be assigned a mentor, who will visit the classroom at least 4 times (This number coincides with the quarterly meetings the ALSDE currently

Affecting the Key Players

a. Teachers

i. Teachers will understand what is expected from CC so that a clear representation of those standards is presented to students.

b. Parents

i. Parents will see the confidence that their child’s teacher has in teaching the CCRS. Parents are generally swayed by the performance of their children. (Student Performance indicates Parental Satisfaction)

c. Students

i. Students will rise to the expectations of the teacher. So, the level of rigor and the amount of “application” will increase. Students will be thinking critically and able to analyze complex text.

d. Community

i. Students will fulfill the expectations of Plan 2020 and will graduate ready to enter the workforce or a two-four year institution without remediation.

Evidence from Other Countries


  • Consistently High Performing Country as listed by the Center for International Benchmarking
  • Focuses on teacher quality and the protection of instructional time, in an attempt to visualize the goal of increased student achievement
  • Teachers are required to attend a specific amount of professional development opportunities yearly
  • Teachers must attend specific training programs five, ten, and twenty years into their careers
  • Experienced Japanese teachers also participate in lesson studies


  • Consistently High Performing Country as listed by the Center for International Benchmarking
  • Teacher Induction Program for new teachers to complete during their first year of teaching
  • Experienced teachers attend a Performance Appraisal Program, designed to aid in developing in the content knowledge necessary to teach the curriculum
  • According to the 2012 per capita report, high-quality Canadian teachers are paid well above the OECD average, while high-quality American teachers are paid slightly below that average.
  • Fair compensation tends to motivate teachers as they move forward in the profession.


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