What does "significantly different" look like?

These Standards are not intended to be new names for

old ways of doing business. They are a call to take the next step. (CCSS Initiative 2012)

One of the presenters at the recent conference said, "Math teachers have to stop what we are currently doing and start something new." Last week; PUHSD Algebra teachers and students began their “something new” on their common core journey.  With the new curriculum roll out, the teachers are working diligently to present the content in a manner that develops students' mathematical practices.  The teachers have created engaging lessons and are looking at creative ways to engage students in the course.  Recently, I was asked, “What does common core look like"? My quick response was it looks "significantly different" than a traditional high school math course.  This is a common phrase you will hear from the Algebra teachers.  The curriculum, instruction and assessments are "significantly different"! 

Curriculum:  There are only 6 units in Algebra 1-2 this year.  Teachers will reference units of instruction, not chapters.  There are fewer standards for the course that are more focused and coherent.  Students are expected to master the conceptual understanding of the standards AND procedural fluency.  The CCSS Algebra course is "significantly different" as lessons are sometimes focused on developing parts of multiple standards and the mathematical practices. 

Instruction:  The Algebra team spent time this summer working on lessons utilizing the ACT framework and the lessons are focused on developing the rigourous standards.  Teachers are facilitators of learning and creating lessons that are inquiry-based to cement student understanding. They are finding a balance between procedural fluency AND conceptual understanding.  This is "significantly different" from a traditional high school math class. 

Assessment and learning-focused grading practices:  In years past, campuses were responsible for creating their own unit assessments. This year, the unit assessments are created by the district Algebra PLC and the progress of these assessments are reported out in a "significantly different" manner.  No longer will students be given a grade that trumps learning.  When a review/test is given back to the students, teachers are working with students to take action with the results. The curriculum team created a structure for the unit assessments that the progress of learning is recorded by standards versus a unit score.  The team wants a student’s grade to mean much more to the student than, “I got a 73% or a C".  Algebra teachers will be using grading practices that support student learning and motivation. Through the use of AFL strategies and learning contracts, the Algebra teachers will engage students in the assessment cycle.  The students will monitor their own learning progress with the new assessments.  Teacher teams are creating plans on how to measure progress over time utilizing multiple measures to assess student understanding. 

Parents will also notice a difference with the new assessment procedures.  In Synnergy, progress on each assessed standards will be recorded and teams are finalizing plans for recording learning over time. 

CCSS Algebra standards are not a one-shot deal.  The Algebra teachers are thinking about the standards in a "significantly different" way.  Just because on Day 10, a student hasn't mastered a particular standard, that does not  mean that on Day 26 they won't have an opportunity to demonstrate their learning.  This is what "significantly different” looks like! 

Watch for upcoming blogs on THE "significantly different” assessment to measure the full range of the Common Core Math standards...PARCC.