Hicksville Public Schools Common Core State Standards Parent Workshops

Transcription

1 Hicksville Public Schools Common Core State Standards Parent Workshops I. Elementary Common Core Frequently Asked Questions (FAQ) Elementary Q: Where can parents get extra help for the Common Core? A: There are a number of resources available to support parents in understanding the Common Core. The State Education Department maintains the engageny.org website that provides links to various resources, many of which were distributed during the December 3 rd parent workshop. Additional copies are available at your school and can be requested by calling the main office. Information on the Common Core can also be found on the district website on the home page, under parent resources, and on individual teacher web pages. Q: What training has been provided for teachers on the implementation of the Common Core? A: The district has a comprehensive plan for professional staff development. Teachers attend workshops during monthly after school staff development sessions, monthly faculty, grade level and department meetings, as well as workshops during September Orientation and Superintendent s Conference Day. These workshops provide opportunities for teachers to work with curriculum supervisors and consultants on various topics aligned to the Common Core. In addition, teachers have participated in embedded professional development in the Teacher s College Writing Project, the English language arts curriculum modules, foundational literacy skills and the Go Math! program. Teachers also attend conferences outside the district, provide turn-key presentations to colleagues, and share best practices. Of note, Hicksville Public Schools has its own Network Team Equivalent (NTE) that participates regularly in State Education Department professional staff development workshops on the Common Core. This provides a direct relationship and understanding of the State Education Department goals and expectations. Additionally, it provides opportunities for timely turnkey staff development in our district. The District has utilized State Education Department curriculum consultants, who developed the State curriculum modules, to provide direct professional staff development for Hicksville Public School teachers. Q: Does the Common Core give teachers more freedom and time to be creative or is it a struggle to finish a certain amount of predetermined tasks in a day? A: The Common Core focuses on a deep understanding of concepts. The scope of the curriculum has been minimized but the concepts are studied in depth. This promotes critical thinking as students learn to apply, understand, and synthesize what they have learned. There are reading and math blocks built into the elementary schedules to provide students the time to learn concepts. Each block is 80 minutes in length. Teacher lessons are designed to be completed within a specific block of time based upon the teacher s understanding of the individual learning needs of the students in the class. Q: Can the Common Core State Standards be "scrapped" or can we "opt out" of this initiative? A: The State Education Department has adopted the Common Core State Standards, as have 47 states in the country. All school districts in New York State are required to implement these new standards. Districts may develop and adopt curriculum aligned to the Common Core Standards. Using State Education curricular resources, Hicksville Public Schools has developed Common Core aligned curriculum.

2 Q: How is instruction differentiated for special needs students? A: Teachers use a variety of strategies to address individual student needs which is called scaffolding. Strategies include guided support to help students better understand the skills. As a student becomes more adept at understanding concepts, support is gradually removed to assist students in gaining independence. Instruction is differentiated for all students, not just students with special needs. Differentiated instruction includes, but not limited to, use of leveled texts, tiered tasks that vary in the level of difficulty, flexible student grouping, targeted instruction, visual aids, and the use of technology, such as SMART Boards and ipads. Q: Does all of this collaboration in the classroom create more discipline problems and interfere with the student learning? A: Students are less distracted in the classroom because they are more actively engaged in learning. Students no long wait their turn to answer a question as there are numerous opportunities for peer collaboration and student opinions are voiced in a variety of ways. Teachers circulate and monitor group discussions, providing support as needed. Classroom instruction is no longer teacher centered. Rather, it is focused on student engagement and student learning. Students are expected to take ownership of learning through teacher guided group discussions and experiences. With the think, pair, share procedure, students are more engaged and accountable for participation. They analyze, synthesize, compare and evaluate information. This provides students with greater opportunities for indepth discussion and participation. This enables students to develop a deeper understanding of concepts, critical thinking skills, self-confidence, independent learning and the ability to self-assess. Q: Now that we have had this presentation, how will the upcoming workshops be different? A: The upcoming workshops will focus more deeply on Go Math! and the Eight Mathematical Practices, the close reading of text, and preparation for State assessments. The workshops are designed to inform parents about the State expectations of the Common Core within the content areas. Specific workshops are intended to provide parents with an understanding of classroom instruction, student learning, and strategies for working with their children at home. On January 14 th and 15 th, elementary parent workshops will present information on the interactive online resources of the Go Math! elementary math program. On January 21 st, a workshop will be presented at each school building K-12, to present the Eight Mathematical Practices, what they look like in the classroom, and how parents can help at home. On February 25 th, parent workshops K-12 will go into more detail about close reading. Parents will be provided with examples of close reading of text and instructional strategies utilized in the classroom. II. Elementary English Language Arts Q: Does the District have an online program for English language arts like the one for Go Math!? A: The Go Math! textbook series provides an online component for students to work with at home. For English language arts, teachers use a variety of resources to support literacy development and complement the English language arts program and these include Lexia, a systematic learning program to enhance foundational reading skills for students of all abilities, Inspiration and Kidspiration, used to support students with conceptual understanding through the creation of graphic organizers, and WYNN, a literacy software program used to enhance reading success for students. Teachers use these programs at their discretion and the needs of individual learners within their classroom. Q: How are reading levels determined? A: Beginning each year, all students are assessed using the Measures of Academic Progress (MAP) Assessment which provides a RIT (Rausch Unit) score and a Lexile reading range for each student. This

3 test is also administered in the spring and used to measure student growth. Literacy skills are also assessed through the use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment which is administered to all students three times during the year as a universal screening tool and used to assess identified students whose scores indicate the need for progress monitoring to ensure students receive targeted support. Benchmark tests that accompany the Scott-Foresman reading program are administered throughout the school year. Q: What materials are used for English Language Arts instruction? A: Hicksville Public Schools has developed a Common Core aligned English language arts curriculum which incorporates the New York State English language arts curriculum modules and used in coordination with the Scott Foresman reading program. Teachers use leveled texts and classroom libraries to support literacy instruction. The Teachers College Writing Project is implemented in K-5 providing students with an opportunity to learn various strategies for opinion, information and narrative writing. The Wilson Language Program, Fundations, is used at the primary level to develop foundation skills, the building blocks necessary for reading proficiency. Q: What resources are used to support non-fiction literacy? A: Students read a variety of non-fiction books including those recommended by the Common Core English language arts curriculum modules and the Common Core State Standards exemplar texts lists, in addition to a wide range of texts. The Teachers College Writing Project includes units to assist students in developing informational writing skills. The Ready New York Common Core Learning Standards instructional resource is used to target specific reading and writing strategies of both fiction and nonfiction text. A district recommended reading list is available on the district website under parent resources. This reading list provides a compilation of titles to support parents in helping their child with book selection. Q: How much do you encourage students to write in their own words than using the actual facts from the text? A: The district has implemented the Teachers College Writing Project to support student writing for a variety of purposes and across the content areas. These units of study include lessons in Opinion, Information and Narrative Writing. Each of these units allows students to write in their own words, while informational writing requires students to incorporate factual information gathered from sources. Q: How are lessons in the library and computer lab coordinated with classroom instruction? A: School librarians confer with teachers on specific topics being taught in the classroom. Lessons are developed and texts are selected to support these topics. The classroom teacher plans and directs all lessons and activities utilized by students in the computer lab. In both the library and the computer lab, students engage in gathering written and digital resources to support research of primary and secondary source documents, informational writing, use of presentation software, and software to support English language arts and mathematics. III. Elementary Math Q: If 80 minutes is now being devoted to math each day, what is being cut out? A: Nothing is being cut out of the instructional program. Daily schedules have been examined to maximize instructional time in the classroom, ensuring that 80 minutes is devoted to both English language arts and Math each day. Multidisciplinary units, which incorporate more than one discipline such as English language arts, social studies, science, and math, are developed so that separate instructional periods are not required for each subject each day.

4 Q: Can students use any strategy in math to get an answer on a test? A: All students are asked to show their work that leads to the answer. All strategies that represent a viable solution to a problem are acceptable. Explanations are required and students must explain their use of that strategy. Q: What if my child doesn t master a concept? Is it too late if the teacher moves on to the next topic? A: Assessment of student understanding occurs daily. Students are provided with additional supports to reinforce previously taught content. Topics and concepts are spiraled throughout the curriculum, or presented repeatedly throughout the school year, allowing students to make connections and apply concepts to new learning. Q: How are English Language Learners supported in understanding Common Core math? A: English Language Learners are supported through the use of manipulatives, strategies, visual supports, and peer collaboration. These supports help students to grasp concepts and skills while developing both social and academic vocabulary. The Go Math! program includes real world and demonstration videos to support learning which are also available to students and parents through the Think Central online component. The program also includes an online glossary, available in both English and Spanish, which provides models and pictures. Q: Why do students have to solve math problems the new, longer way rather than the faster way we have been taught? A: While students are expected to have speed and accuracy with simple calculations, they are also expected to demonstrate a deep understanding of a math concept. Students learn and apply multiple strategies for solving problems so that they not only arrive at a correct answer, but understand why the math works. This helps students to operate easily within a math concept and apply their understanding to new situations. Q: How do teachers assess students use of different strategies? A: Students are taught a variety of strategies over a period of time, learn multiple ways to solve problems, and explore alternate solutions. Students are expected to be able to apply a viable solution to a problem and support it with written explanation. Assessment rubrics account for all acceptable strategies and credit is given to solutions that are reasonable. Q: If fewer topics are taught at each grade level, what happened to those topics that used to be taught? A. The implementation of the Common Core State Standards required shifts in curriculum so that topics could be explored in greater depth. Rather than covering a greater amount of topics, students and teachers focus their time and energy on fewer topics, in order to form deeper understandings, gain greater skill and fluency, and apply what is learned. IV. Elementary Homework and Extra Help Q: What is the best way to help my child with the math homework? A: The online Go Math! component is an excellent resource that provides clear explanations for the concepts taught in daily lessons. Reteach worksheets are used to reinforce skills and provide clear explanations and visuals to help students solve the problems. Students and parents are encouraged to use this valuable resource. Teachers include additional resources on individual teacher webpages.

5 Q: What is the purpose of homework? A: Homework is assigned to reinforce daily lessons. It provides students with another opportunity to practice concepts and it provides teachers with another means to assess student learning. Parents play an important and supportive role in helping with homework beginning with building the child s sense of responsibility in completing homework assignments and providing an organized study area that is free of distractions. Parents can make sure the child understands the assignment and has all necessary materials. Parents may also help their child by breaking the homework down into manageable tasks and providing encouragement and support. Q: Is it communicated to the child that it is ok to not answer question that is too difficult? A: If your child has difficulty with a question on the homework, your child should do his or her best and communicate to the teacher that he or she experienced difficulty with a particular problem. Parents are also invited to write a note to the child s teacher to communicate struggles the child may have experienced at home. Nonetheless, your child should try to solve the problem. This will provide the teacher with information regarding approximations the child is making and the possible cause of errors. Q: When is extra help provided? A: All teachers provide extra help throughout the school week either before or after school. Each teacher s extra help schedule can be found posted on the individual teacher s web page. V. Elementary Assessments Q: Why are there so many tests? A: Testing is one form of assessment that provides teachers with information about student progress. Assessments are administered throughout the year in the form of tests and quizzes to identify students strengths and weaknesses so that teachers can plan appropriate instruction to meet the needs of all learners, such as flexible student grouping, differentiated instruction, and the re-teaching of concepts. Q: How are students identified for Academic Intervention Services (AIS)? A: Students who are at-risk for not achieving proficiency of the Common Core State Standards are identified for Academic Intervention Service. Students are identified using a number of factors including performance on the Measures of Academic Progress assessment, performance on the NYS English language arts and math assessments, and class performance. We anticipate the State Education Department to provide additional guidance on the requirements of school districts to provide AIS based on specific cut scores on the 2014 NYS Grades 3-8 ELA and Math Assessments. Q: How are students assessed during a lesson? A: Students are assessed during lessons in a variety of ways which include, but not limited to, written and verbal explanations, collaborative discussions, completed assignments, exit cards, and other informal assessments. Q: How does the Common Core prepare students for the State assessments? A: The New York State Assessments for English language arts and mathematics are directly aligned to the Common Core. In English language arts, the implementation of the Common Core State Standards provides students with fluency, comprehension, analytic and communication skills necessary to be on track for college and career readiness. Common Core instruction enables students to undertake the close attentive reading necessary for understanding complex text and building content knowledge. Common Core instruction ensures that students can demonstrate reasoning and use of evidence. In mathematics, Common Core instruction ensures that students deeply understand and can operate easily within a math concept, as well as apply operations and concepts to solve real world problems.

6 Secondary Q: Will there still be Regents exams? A: The State Education Department has plans to transition to Common Core aligned Regents exams with the first administration of the Common Core Algebra I scheduled for June 2014; Common Core Geometry scheduled for June 2015; and Common Core Algebra II scheduled for June This year s 9 th grade students will be the first cohort to participate in the English language Arts Common Core Regents exam when they reach 11 th grade in June Q: Will eighth grade students take both the Algebra I Regents exam and the Common Core Regents exam in June? A: Students enrolled in the Algebra I course are required to take the Common Core Algebra I Regents in 8 th grade. The administration of the Algebra I Regents exam, based upon the 2005 Learning Standards, may be administered, for this school year only, at the discretion of school districts. Q: If eighth grade students take both the Algebra I Regents exam and the Common Core Regents exam, which score will be applied to final course grades? A: For this school year only, if both exams are taken, the higher of the two grades will count toward final course grades. Q: Will students be getting new Common Core textbooks for math? A: Currently, teachers in grades 6-8 are piloting three Common Core aligned textbooks from which they are using Common Core aligned strategies, as well as components of the New York State mathematics curriculum modules. After a review of the three textbooks, the Middle School Math Textbook Committee will make a recommendation to the Board of Education for the purchase of a math textbook for each grade 6-8. Q: Are students prepared throughout the year for the assessments? A: Throughout the school year, all classroom instruction, assignments and materials are aligned to the Common Core State Standards and prepare students to meet the demands of the Common Core State Assessments. Q: We (parents) were taught in a totally different way how do we help our children with their math? A: Teachers have created packets that include explanations for current topics and concepts that are introduced each day and include model problems. These packets serve as a resource for parents in helping their child. Individual teacher webpages include additional resources to help parents at home. Q: What if the teacher grading the assessment taught a different math strategy than the one used by the student will the student lose credit? A: Students are taught a variety of strategies over a period of time, learn multiple ways to solve problems, and explore alternate solutions. Students are expected to be able to apply a viable solution to a problem and support it with written explanation. Assessment rubrics account for all acceptable strategies and credit is given to solutions that are reasonable. Q: Sixth graders were reading Steve Jobs commencement speech are all New York State sixth grade students reading the same? A: Districts can choose texts to include in local curriculum. As recommended by the exemplar texts and materials provided by the State Education Department, the reading and analysis of Steve Job s 2005 Commencement speech to the graduates of Stanford University is part of our sixth-grade Making Evidence-Based Claims unit utilized by all students in our school district and may be utilized by other New York State school districts.

7 Q: Are there any changes in the length or format of the Grades 3-8 NYS ELA and Math assessments? A: The allotted time for the administration of the NYS English Language Arts assessment remains the same for all grades. However, the format of the assessment has changed as the 2013 assessment included two testing books on Day 2 and the 2014 assessment includes 1 book on Day 2. When compared to the 2013 NYS ELA Assessment, the length of the 2014 NYS ELA remains the same for grades 3 and 4. For grades 5-8, the length of the ELA assessment has been reduced by 2 passages and 14 multiple choice questions. The allotted time for the administration of the NYS Mathematics assessment has been reduced by 10 minutes for days 1 and 2 for each grade 3-8, and remains the same for day 3 for each grade. The length of the NYS Mathematics Assessment has been reduced by 13 multiple choice questions for each grade 3-8. Q: Does extra help count as a grade in PowerSchool? A: Teachers maintain attendance for extra help sessions which may be viewed in PowerSchool but not calculated as a part of a student s overall average. Q: What training has been provided for teachers on the implementation of the Common Core? A: The district has a comprehensive plan for professional staff development. Teachers attend workshops during monthly after school staff development sessions, monthly faculty, grade level and department meetings, as well as workshops during September Orientation and Superintendent s Conference Day. These workshops provide opportunities for teachers to work with curriculum supervisors and consultants on various topics aligned to the Common Core. Teachers also attend conferences outside the district, provide turn-key presentations to colleagues, and share best practices. Of note, Hicksville Public School has our own Network Team Equivalent (NTE) that participates regularly in State Education Department professional staff development workshops on the Common Core. This provides a direct relationship and understanding of the State Education Department goals and expectations. Additionally, it provides opportunities for timely turnkey staff development in district. The District has also utilized State Education Department curriculum consultants who developed the State curriculum modules to provide direct professional staff development for Hicksville Public School teachers. Q: Are all teachers embracing the Common Core? A: All of our teachers are expected to embrace the Common Core. All staff receives professional staff development on the Common Core. Curriculum supervisors and building and district administrators observe and evaluate teachers on the alignment of classroom instruction to the Common Core. It is our expectation that all students are provided quality education and rigorous curriculum. Q: What assistance is provided for students who experience difficulty with the challenges of the Common Core? A: The Common Core State Standards challenge all students, some more than others. Assistance and support is delivered in a variety of ways. All teachers provide extra help throughout the school week, either before or after school. Each teacher s extra help schedule can be found posted on the individual teacher s web page. During the school day, high school teachers provide extra help tutoring sessions for which students are scheduled, based upon individual student needs, and additional support is available in the high school math lab. Peer tutoring is provided by student members of the Math Honor Society. Guidance counselors assist in the coordination of tutoring and extra help sessions. Students are scheduled for Academic Intervention Services for English language arts and math, during the school day, to provide support for student success on State assessments. In addition, Regents Review classes are also available to students before and after school.