Contents contributed and discussions participated by M. Kahealani Nae`ole-Wong - KSH Common Core Resources

hared understanding and we calibrate with one another on the use and interpretation of the rubric, then the rubric becomes truly effective in informing our instruction and improving student learning
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Closely read and examine the same exact lesson materials and associated texts, graphics, tasks, rubrics, etc
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EQuIP rubric dimensions and criteria
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Assign a facilitator
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Re-read the lesson materials and make initial evidence based evaluations for all the criteria in the four dimensions
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each member of the team state aloud, one at a time, a score for each of the rubric dimensions — without explanation, elaboration, or justification (the facilitator makes note of all the scores)
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Discuss any differences in the scores
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If you have areas with larger gaps, the best thing to do is go back to the Common Core Standards
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Have group members explain and justify scores by pointing to specific evidence in the lesson
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Discuss any issues centered on differing interpretations of the rubric and how the criteria are applied
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Come to consensus on overall ratings for each dimension, as well as on an overall rating for the entire lesson or unit
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shifted toward more product-based assessments that go beyond the literary es-say and require student engagement by completing what Amy Benjamin calls a “nontraditional task requiring imagination and creative thinking
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Change means loss for so many teachers.
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We have designated leaders in each department area who lead and support teachers
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support and challenge for teachers and students.
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ongoing, con-tinual approach to teaching toward these standards by en-gaging teacher content teams with standards consultants throughout the school year.
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But the standards alone will not ensure improvement in student learning
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“The primary purpose of Principles to Actions is to fill the gap between the adoption of standards—Common Core, state or provincial standards—and the enactment of practices, policies, programs and actions required for successful implementation of those standards,
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materials available to support teachers, including technology-based resources,
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providing adequate PD is one of the greatest challenges of implementing Common Core.
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www.youtube.com/watch CCSS jay mctighe

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www.scboces.org/663 CCSS

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Linda Darling-Hammond on the Common Core Standards By dianerav October 24, 2013 //
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My view about what we should be doing re: curriculum and assessments can be found in the last chapter of my book, The Flat World and Education, where I describe how many other countries create thoughtful curriculum guidance as part of an integrated teaching and learning system
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educators are regularly convened over several years to revise the national or state curriculum expectations
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Then there is an equally careful process of developing curriculum materials and assessments
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initial implementation process takes about the same amount of time and deeply involves educators all along the way.
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The development process takes at least 3 years
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What we should do is take time – at least the next 3 years – to develop curriculum resources that teachers can select, adapt, try out, and refine together in collegial professional development settings within and across their schools. We should use the standards as guideposts and not straitjackets. And we should develop robust performance-based assessments of the kind I describe in my book that provide exciting opportunities for students to demonstrate their learning and for teachers to be engaged in development and scoring – used for information and improvement, not for sanctions and punishments
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1: Common Core is a set of standards, not a curriculum
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The Common Core provides a destination, and schools and teachers are free to chart their own course there. This illustrates an important distinction between standards and curriculum. If you imagine standards as a destination, the curriculum is the map to get there. A curriculum outlines the sequence of topics that teachers will cover on their way to the final goal of the standards, building from simpler tasks to more difficult and complex ones.
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2: Common Core began as a bipartisan effort born out of No Child Left Behind
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3: There is more to the Common Core than just standards
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4: The Common Core has become politicized
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5: The Common Core may or may not ultimately affect your child
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