About this site

I was a Governing Board Member of the San Carlos School District, elected November 2007 and again in November 2011. This site was originally used for the purpose of communicating with school district constituents, however now it is used for surfacing ideas and expressing opinions on various subjects in education, politics, business, or otherwise.

Please note that any opinion express here is purely personal and does not necessarily reflect the position or opinion of anyone else or any organization with which I am, or have been, associated.

I will not accept anonymous comments, and all persons who post comments must have a valid e-mail address. Note that I reserve the right to edit, reject, or delete posts based on spelling, grammar, readability, or my judgment of what is appropriate discourse.

 

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Adding Up the Common Core

As many of you know, next year our school district (along with every other in the state) will be fully implementing the new Common Core State Standards (CCSS) in language arts and mathematics. These new standards are designed to be fewer, deeper, and to better promote critical thinking and conceptual understanding. (The San Mateo County School Boards Association recently published a white paper reviewing the history of CCSS development and the benefits it will bring to public education.) Our district has embraced CCSS, and we have invested heavily in professional development for our staff around pedagogy based on these standards. Also, we are implementing the Smarter Balanced Assessments (SBAC), meant to gauge students’ progress on these standards (most parents may know that this is a “practice” year for SBAC where scores do not count, and these tests started in our schools last week). Most educators’ view is that CCSS is a marked improvement over the current “mile wide and inch deep” standards currently in use in California. If you’re interested in learning more about common core, I recommend this video which does a good job laying out the changes and the benefits.

One of the big complexities here is in the implementation of, and transition to, CCSS, specifically with respect to mathematics. CCSS creates pathways that will seem very unfamiliar to all of us who went to school in this country. Just one year ago, we made a significant change in how we approach math in our school district. We had a number of years of data that suggested we were being too conservative in how many kids were accelerated into higher math classes, and we had different approaches in our two middle schools. We changed the policy to make higher math eligible for more students, and we aligned the approach between the schools, including bringing geometry “in-house” at Tierra Linda. However, what we didn’t know at the time was what would be included in the general “Common Core” math standards in each grade.

Through this past year, there has been a lot more clarity in the specifics around Common Core math offerings in both middle school and high school. In general, the Common Core math standards are much more rigorous than both the current standards as well as what we had expected them to be. At last night’s School Board meeting, we spent a long time on this topic, hearing presentations from David Foster from the Silicon Valley Mathematics Initiative (SVMI) as well as from our own staff (administrators and teachers) who have been working on this problem throughout the school year. Although most of this work has not been visible to parents and students, our math teachers have been working a great deal with their counterparts at other elementary school districts as well as teachers at the high schools, and area superintendents have also been continually collaborating on this transition. This is a very complicated, multi-layered issue which took us quite a bit of time to unwrap. I’ll try to outline the highlights.

To best understand how Common Core is approaching math, we should start with the options for high school. High schools in California were given the option of one of two approaches to the pathway for math courses — “traditional” or “integrated.” Both choices would include the deeper learning inherent in CCSS, but they take different approaches to sequencing. The traditional approach is just that — it maintains a path we’re all familiar with — Algebra, Geometry, Algebra 2, Trigonometry, Calculus, etc (or some combination of those). The integrated approach is one which breaks down the walls of those traditional classifications and creates a sequence of courses, each of which teaches concepts inherent in all of these subjects, e.g. there are “calculus” concepts that would be taught in 9th, 10th, and 11th grade as well. Experts in the field (including SVMI) highly recommend the integrated approach as it better aligns with the deeper standards inherent in CCSS and has proven to work better as evidenced by the experience of high-performing countries around the world (that is why some refer to the integrated approach as an “international” approach). Different school districts within California have taken different approaches, and indeed whole states across the nation have chosen different paths. Over the objection of many (including many of the county’s elementary school districts), the Sequoia Union High School District (to which most of our students will matriculate) has chosen the traditional path.

For SCSD, there are a few levels of complication. The first is that the current courses at each grade level are not as rigorous as their Common Core analog. (Although this a gross simplification and not entirely accurate, it seems useful to think of the equivalent Common Core math course for any respective grade as being roughly one-half of a year ahead of the historical standard course for that grade. What is really happening is that these new standards are better addressing core conceptual mathematical principles. This in theory will address the superficial treatment and mastery of these concepts that often only become apparent in later courses — including in science — when students are called upon to “make use” of math to solve real world problems. So, the Common Core courses are more “advanced” without per se being “ahead of” the current ones.). Secondly, we have students who are currently taking Algebra (both in 7th and 8th grade) as well as some 8th graders taking Geometry. Particularly for the 7th graders taking Algebra this year and for 6th graders who would have gone into Algebra next year under the current system, there is a transition period where we may need to offer classes not entirely consistent with CCSS for a short period of time and/or perhaps “catch students up” to a course they can take next year. Lastly, we have to align our placements with the paths in high school. Notwithstanding the high school district’s choice of the traditional math pathway, there are still some adjustments and potential “compacting” that would need to happen, particularly to ensure that our higher-achieving students can have the option of taking calculus in high school. The presentation from last night’s meeting outlines some of the potential pathways through both middle school and high school (note that Carlmont and Sequoia will actually take different approaches to “compacting”).

So, there is still quite a bit of work to do, both with respect to the “transition” period over the next year or two as well as where we settle on the math offerings. For example, it’s very possible going forward we may offer only two course levels in 8th grade — “Common Core 8″ and “Common Core Algebra 1,” the latter being more advanced and richer than the algebra currently offered (note that in any case, we will offer Geometry next year for 7th grade students currently taking Algebra 1). But the board discussed two important concepts last night: (1) that we must provide support to students (identified by teachers) who need to “fill in the concept gap” between their current course and the following year’s accelerated course, and (2) we need to remain flexible in our future offerings, particularly for higher-achieving students. As this is still so new for all of us, we need a few years of data to better understand if we’re providing the right mix of classes and if we’re appropriately balancing being conservative or aggressive in the number of students at each level. Despite the changes in course names and sequences, what won’t change is the District’s overarching goal of creating the most appropriate path for each student and pushing each one to his/her potential.

The District will be communicating a lot more over the next couple of months about these pending changes. I encourage folks to read all correspondence on this topic and to attend any events that you can. The next local event will be Wednesday, May 7th at 7:00 PM in Mustang Hall at Central Middle School. This meeting will discuss the Common Core math progression and will include representatives from both Sequoia and Carlmont High School Math Departments. Bring all of your questions!

As parents and former students ourselves, we are inherently biased by our own experience with education, yet we are now entering an era where more and more things about our public schools will look very unfamiliar to us. This includes so many aspects of our Strategic Plan, our new 4th-5th grade schools, how we look at master scheduling, and certainly all of the curriculum changes inherent in the Common Core. I encourage everyone to embrace this unfamiliarity as symbols of real progress in a system that hasn’t changed much in a century. Despite all of the challenges and angst that will accompany this transitions (particularly with Common Core Mathematics), patience and persistence will ultimately yield great results for our students.

4 comments to Adding Up the Common Core

  • Seth

    UPDATE: Apparently we received incorrect information from Carlmont High School regarding “compacting” math classes for students. While Sequoia HS does indeed offer a compacted pathway that allows students who enter HS ready for Algebra to still get to an AP math course by 12th grade, Carlmont does not unless a student takes an accelerated summer course. So, the chart within my earlier post should have the following as the two paths:
    1) Algebra 1, Geometry, Algebra II/Trig, Analytic Geometry
    2) Geometry, Algebra II/Trig, Analytic Geometry, AP AB Calculus or AP BC Calculus.

    I understand that the school is “working on this issue,” but it’s frankly annoying that the two high schools don’t take a similar approach.

  • Marni Rubin

    Hello! Do you know if there is any information posted online or in writing from the May 7 meeting with Dr. Baker re: the New Math Pathways/Common Core Math Standards? Several of us were unable to go, but are keen on getting the information from the meeting. Thanks!

  • Seth

    Marni – not yet, but there will be. I spoke to Dr. Keating today, and the team is working on an FAQ based on last night’s meeting. I’m also sure there will be additional emails, information on the district website, and community meetings.

  • Marni Rubin

    Thank you, Seth, and for your terrific blog. It’s always very helpful in explaining the issues in our School District!