Common Core Misconceptions

1. Common Core Misconceptions Principal’s Meeting October 3, 2012

2. English/Language Arts • “I have to do everything in the binder.” • The binder is intended to serve as a resource to support the implementation of the standards. Within the binder are NEGOTIABLE and NON-NEGOTIABLE components.

3. English/Language Arts • Non-negotiables • Standards • Appendix A • Appendix B • Appendix C • PARCC Model Content Framework • Negotiables • Theme Connections • Assessments • Rubrics • Curriculum Guides • Activities

4. English/Language Arts • “The standards must be taught for mastery by the end of each unit.” • The standards define end-of-year expectations.

5. English/Language Arts • “I have to have a certain number of weekly grades!” • School Board Policy states that grades should be updated bi-weekly. Any other details regarding grades are school-based decisions.

6. English/Language Arts • “I must read every page of every book listed in the curriculum guide!” • The curriculum guide is intended to serve as a resource. It is negotiable. If teachers choose to use a different text, three measures of evaluating text complexity should be used – quantitative, qualitative, and reader and task. Books chosen should reflect the same genre to ensure students have a balanced reading diet.

7. English/Language Arts • “We should have a class set of the books mentioned in the curriculum guide.” • It is not necessary for every student to have a copy of the book being read in class. Depending on the purpose and structure, students may benefit from having their own copy. What is the intent of the lesson?

8. English/Language Arts • “There are so many books included in the units, can’t we just use one novel?” • Many different titles were suggested in the curriculum guides to provide teachers with a wide selection, rather than limiting the material to fewer texts. Once again, what is the intent of the lesson and how does it align with the PARCC Model Content Framework?

9. English/Language Arts • “I must use every assessment in the binder.” • The assessments display a variety of means for determining mastery of skills. Teachers are not required to use the tests provided; however, assessments should be varied throughout the units.

10. English/Language Arts • “The unit references informative writing for two weeks, but the rubric included is for narrative writing.” • Various modes of writing are paced throughout each unit. The units focus on one main mode of writing, which is why only one rubric can be found in the assessment packet.

11. ELA Grades • Kindergarten – Second • Comprehension – 50% • Language – 30% • Phonic/Spelling – 10% • Performance-based Activities – 10% • Third – Fifth • Comprehension – 50% • Language – 40% • Performance-based Activities – 10%

12. Mathematics • “Are my students supposed to hit all 8 mathematical practices in every activity?” • Logistically, this is not possible. However, students should be able to hit all practices throughout the instruction of a standard.

13. Mathematics • Does the county office decide on the weights of classwork, daily grades, assessments, etc.? • No. This decision is site-based.

14. Mathematics • Do the assessments (performance tasks vs. standard assessments) count differently? • No. They are weighted equally.

15. Mathematics • Are teachers required to assess using both the performance tasks and the standard assessments? • No. Each standard can be assessed using either assessment.

16. Mathematics • Is it mandatory that we use only the resources in the binder? • No. You may supplement with additional materials aligned with the 8 mathematical practices.

17. Upcoming Events • November 6, 2012 – High ELA Launch – HPAC • December 8, 2012 – Kelly Gallagher- DCHS Performing Arts Center • January 3, 2012 – Middle School ELA Launch - TBA

18. Website • www.desotocountyschools.org • Departments – Academic Education