Oct. 17, 2011—The implementation of Common Core Learning Standards has Schalmont teachers focused on working together this year to improve instruction and student achievement.

Learning about new federal requirements is a primary focus for faculty during their  professional development days scheduled throughout the year.

The new federal standards will replace the former math and English language arts standards in grades K-12. They are designed to better align what is being taught in the classroom with college and work experience. There are also new standards designed to supplement the curriculum for history/social studies, science and technical subjects in grades 6-12.

They will ultimately replace the learning standards that all state assessments and classroom curricula are currently based on in the 2013-14 school year.

These changes are just one part of the Race to the Top (RttT) federal education initiative, which is designed to equip students with 21st century skills, such as critical thinking, problem solving, collaboration, communication, creativity and innovation in the coming years.

“Students will be able to better apply these skills to the world in which they live and work in,” said Schalmont Teachers Institute (STI) Director Bronson Knaggs. “This is important for students whether they’re entering college or the workforce.”

In addition to incorporating more rigorous standards, the new federal requirements call for the implementation of a new student data reporting system, adoption of a new evaluation system for teachers and principals (dubbed the Annual Professional Performance Review) and the creation of school-based inquiry teams to focus on improving instruction.

“This is a massive undertaking,” said Superintendent Dr. Valerie Kelsey. “We’re facing change at all different levels of our organization.”

Schalmont is fortunate to have a teachers’ institute, which is largely responsible for professional development. Rolling out the new standards will become its primary focus.

“Turn-key training is what the STI is all about,” said Knaggs. “It creates and maintains a professional conversation around instruction. It’s not a one-time event.”

The larger school community will be trained by their peers and receive valuable information during professional development days and other appropriate times throughout the year.

“As a professional learning community, we have often expected students to learn, but we haven’t always focused on our learning,” said Knaggs. “This is truly a shift to a deeply reflective practice.”

Schalmont received a portion of federal funds to help implement all of the changes. However, the amount—just $6,500 per year for four years—is hardly enough to cover the costs for compliance.

To that end, the district pooled its funding with 21 districts to establish a regional Network Team—consisting of experts in the areas of curriculum, data analysis and instruction who are responsible for overseeing implementation of the changes.

The team is working directly with members of recently formed school-based inquiry teams in each school building who will become experts in accessing, understanding, and using data to facilitate changes in instructional practice to accelerate learning for underperforming students.

“The whole idea behind this is to look at individual student data to help inform instruction,” said Kelsey. “It’s all about students and why they may or may not be learning.”

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