We just had a lovely (...) staff day this past week discussing the coming tsunami that is the common core interstate standards.
I guess my tone is pretty snarky here, so I should say that in principle I think the "idea" of standards is fine. What I am skeptical about is the implementation. Recalling all the hoopla around Maine's failed attempt to institute the learning results and the accompanying set of assessments, I am apprehensive that this new process will be any more successful.
Anyone else dealing with this in their school? Any insights on how to weather the transition smoothly? Any implications for writing?
I actually printed out the common core writing standards and started highlighting. I highlighted in green the kinds of writing I already do, and in orange what I don't so much. That's not to suggest that writing is an all or nothing thing - this was just to give me a rough idea of how my approach lines up with the core. Not surprisingly, I found that I'm very much in line with the core, except that I don't have students do any writing that is solely geared towards describing a process or reporting/ summarizing an idea. I lump those kinds of explication in with other writing I suppose, in the sense that students need to summarize certain points before they move to argument or analysis, but I always thought that summary on it's own wasn't terribly useful a skill to develop. Anyone else taking a look at these standards???
I've looked at the standards at the 7/8 grade level. I found the same as Jon, we're already doing most of this in my district. I've spent a few afternoons this school year at common core standards workshops. The powers that be are determined that some of us become familiar with this. It seems that every workshop has fewer and fewer "required" participants. I'm not sure what the message is here.
ReplyDeleteJon,
ReplyDeleteWe are knee deep in re evaluating our core curriculum due to the implementation of the response to intervention model. The buzz words or concepts include the fact that if 75% or less of your students are not meeting the standard then your school has a core curriculum problem and no amount of intervention will help until you shore up the core. I have to say that while it does feel familiar to the work we did in the late 90's , I do like the vertical alignment of standards in the elementary level. Our writing curriculum is the Lucy Calkins Units of Study with a scope and sequence that we must follow. That I do find a bit overwhelming as I like my 8 year old writers to have choice when it comes to writing. At this age we are building stamina and a sense of themselves as writers.
Jon,
ReplyDeleteWe are just about to have our second pull out day for the entire ELA team to align our curriculum to the NECAP standards, knowing that in 2014 we have to be aligned with the Common Core State Standards. It can be a really, really frustrating process I agree. But, I think it's incredible that you went through your curriculum and did the color exercise. If we could all be so reflective about our process!
I like the appendices-have you checked those out?
Here is my standardized test bias (for lack of a better term): there are several articles and even some studies (somewhere!) that show that all standardized tests really test is how well you have learned to take a test. Damn...do we have time for THAT? Only 30% of the general population 'test well' and yet we insist on putting all kids through this. Why, I ask? Also, do test results really demonstrate knowledge and skills? I say no. I think this would make a great "yes" "no" debate forum. Anyone? Having worked with language learning disabled kids for 30 years and now English Language Learners, I see evidence, over and over, that indicates that the test is more about first understanding the question than it is about the right answer. This pushes ALL my buttons!
ReplyDelete