NUSD Moving to Common Core Standards - Far from Common - Part 2

The first Parent Education Night on the Common Core State Standards is being held on March 11, 6 pm, at the District Office.  The evening is designed to inform parents of the upcoming shift to Common Core State Standards from the California State Standards.  Information for both English Language Arts and Mathematics pertinent to all grades will be shared.  Amanda Langford, Elementary Curriculum Coordinator, will give a brief presentation followed by questions and answers.  Spanish translation will be provided.

In order to support teachers with the transition to CCSS, it is important that we look at the changes these standards have on our current practices in the classroom and how they will impact instruction. There are six major shifts in the design of both the English Language Arts and Mathematics standards. For example, in English Language Arts, there is an important shift from reading large amounts of fictional literature to an emphasis on reading informational text. Therefore, by the time students graduate from high school they will have learned to read more complex informational text in order to be prepared for the rigor of college and career courses. On the other hand, the shifts in math were created to have a clear focus on teaching students foundational knowledge and deep conceptual understanding of our number system. These important elements will provide students with standards that are connected to previous learning and real world situations.

Shifts in English Language Arts:

• Information/Literacy Balance – Great emphasis on information text.
• Knowledge in Disciplines – Emphasis on language literacy outside of English classrooms.
• Complexity Staircase – Time for close and careful reading and scaffolding for those with reading levels below grade level.
• Text-based Answers – Students make evidentiary arguments in both conversation and writing.
• Writing from Sources – Writing that emphasizes the use of ideas, events, facts and arguments.
• Academic Vocabulary – Building vocabulary by focusing on pivotal and commonly found words.
• Technology – Students demonstrate ability to collaborate, create content and effectively research with the use of technology.   

Shifts in Mathematics:

• Focus – Focus on strong foundational knowledge and deep conceptual understanding.
• Coherence – Each standard is connected to previous learning.
• Fluency – Expectation of speed and accuracy with simple calculations.
• Deep Understanding – Access concepts by being able to apply them to new situations.
• Application – Opportunities to apply math in “real world” situations at all grade levels.
• Dual Intensity – Both practice and understanding are emphasized.
• Technology – Students use technology to manipulate data to create mathematical models that teach them how to make predictions, compare results with assumptions and explore consequences.

Next month, we will share information on our progress toward implementation.

NUSD Curriculum & Instruction Department