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For years there has been discussion about the merits of a national standard. States feared that such a move would be accompanied by meddling from the federal government, preferring to maintain control at the state level. There were also worries that a project of this magnitude would seek the lowest common denominator. The National Governors Association and Council of Chief State School Officers, however, were committed to avoiding the many pitfalls others identified.
By soliciting input from practitioners and other interested parties, the NGA and CCSSO garnered support for their plan. Eventually an overwhelming majority of states adopted the Common Core State Standards. As transition timelines were developed it became clear that educators faced a daunting challenge. Teachers would be asked to continue teaching existing standards while simultaneously moving to the Common Core.
Acknowledging that the changeover could not occur without adequate planning, district leadership sought options for educating and training their staffs on this most significant change. Many have turned to a trusted source for guidance—JBHM Education Group.
The Jackson, Mississippi based company was determined to adhere to its fundamental belief that deep implementation is the key to any instructional program. Consequently JBHM aligned its Common Core solutions to the company’s existing improvement processes, the foundation of which is job-embedded coaching of administrators and teachers.
The two resulting services—COREPOINT and Common Core Support—help schools reach a basic understanding of the new standards and how they compare to existing state objectives. Both services combine training with on-site coaching to move school personnel along the implementation continuum, although Common Core Support provides additional days of service and addresses more issues and strategies.
As many states begin implementation of common core for the 2011-12 school year, several schools in multiple states have committed to one, or both, of JBHM Education Group’s new offerings. And so far, so good.
Dr. Lynn Hanrahan, a JBHM specialist since 2008 is delivering COREPOINT in Arkansas’ Lead Hill School District. She has already seen a change in teacher practice.
Dr. Hanrahan knows that good teaching starts with deconstruction of the Common Core Standard. “This service shows teachers how to translate standards into student-friendly objectives. The result is clear learning targets, and that is critical to both teachers and students,” she said. “Only when students understand what they must know and be able to do, will they learn the critical skills and information they need for mastery.”
COREPOINT not only provides students with clear targets for learning but also gives teachers a laser focus on what is to be taught and the rigor at which it is to be taught and tested. “Lead Hill’s staff has embraced COREPOINT and its focus on the framework needed for designing instruction,” noted Dr. Hanrahan. “They will no doubt make a smooth conversion to the new standards.”
In addition to deconstruction of the standards, COREPOINT also addresses identification of essential vocabulary and effective use of assessments and learning tasks at the appropriate rigor.
Mississippi’s Louisville Municipal School District, among others, is utilizing JBHM’s Common Core Support in three schools this year. Superintendent Dr. Bill Wade sought assistance in development and implementation of a complete transition plan.
“We made the decision to tackle this now because it will help in all areas, including state accreditation issues,” stated Dr. Wade. He brought in JBHM to work with the district’s K-3 teachers this school year, which will set a foundation for the future.
Superintendent Wade also noted that the move to the Common Core should be welcomed. “At the end of the day, this is just good teaching and it will help everyone going forward,” he declared.
The company’s Common Core Support includes many of the components of COREPOINT plusstrategies for crosswalk of existing standards to the common core, lesson study and design, collaborative planning, data teams, and an element of mentorship for principals.
Located in St. Louis, Missouri, Bayless School District chose to combine JBHM’s two services in order to maximize the impact. “We are learning a process that we can replicate into the future. We are unwrapping the standards and helping teachers understand what students must know and be able to do,” explained Assistant Superintendent Ron Tucker.
“Dr. Piper (JBHM specialist Dr. Mary Piper) has been excellent. She considered where we are, our previous professional development, and our assessments in planning implementation,” Tucker said.
The results, according to Mr. Tucker, have been on the mark. “I’ve been from classroom to classroom and building to building to witness an improvement in the consistency of instructional delivery. Student engagement has increased significantly,” he concluded.
The debate will continue around many aspects of the move to Common Core. However, there is no disagreement that the shift requires planning and expertise. If early returns are any indication, JBHM Education Group is well prepared to assist schools in taking the steps necessary to pass this new test.
To learn how JBHM Education Group can help your school with Common Core State Standards, call 866-792-5879.
By Staci Curry
What do high expectations really mean?
When I was a teacher, I always started the school year reminding my students that they begin class with a 100 average, and their jobs were to maintain that high average as they completed their work. Sadly, I know now that I didn’t really expect every student to maintain a 100 average. And my students knew it. And they didn’t maintain that 100 average. Truly having high expectations goes way beyond verbalization—students, parents, teachers, and administrators must believe that every person in the school is capable of maintaining a 100 average at whatever that person endeavors to do.
Whatever that person endeavors to do, however, must first be clearly stated and thoroughly explained. Opportunity to learn means that every person in the school has the chance to gain all the information needed to learn every skill. So, as teachers and administrators, we must make sure that every person in the school has the opportunity to gain the information, in whatever format works best for him or her to learn the concept—at the level and depth of knowledge that meets proficiency for all. If a teacher or administrator, or even a student or parent, decides “this concept is just a little over this student’s head” and “waters down” the proficiency for that student, high expectations are watered down too.
High expectations are not just academic—strong parent involvement from parents who want the highest and best for their children further increases success. Parents send their “best child” to the school, and the school must provide the best instruction, both academic and extracurricular. The school climate for a school of high expectations creates a culture for learning—where students, parents, teachers, and administrators want to be at school. A culture of high expectations is centered in quality relationships—where students, parents, teachers, and leaders all know each other by name, care about each other, and want only the best for each other.
Just as high expectations go beyond what a student must know and be able to do, a safe climate goes beyond the physical security of the building. Schools must be safe havens, not only for personal security but also for the quest for knowledge. Students, parents, teachers, and administrators need a climate that promotes asking questions—and ensures that “no question is a dumb question” so everyone feels safe in learning new things and continuing growth.
Compassionate education—a culture of high expectations—may seem a bit pie-in-the-sky. But the school that provides every student with the best classroom—the best teacher, the best administrator, the best instruction—will yield the best results. Students will believe that they can maintain that 100 average, and success will breed success.
ABOUT THE AUTHOR:
At the time this piece was written, Staci Curry served as Administrative Operations Director for JBHM Education Group. She joined the company in 2002, filling many roles including Schoolwide Development Specialist, Director of Client Services, and Director of Operations. Prior to arriving at JBHM, Staci worked for the Mississippi Department of Education as Schoolwide Development Director and Title I Specialist. She also taught at the community college and secondary levels for several years. Staci earned a Master of Arts in English from Mississippi State University and Bachelor of Arts in English Education from Mississippi University for Women. She has since returned to the Mississippi Department of Education as School Improvement (1003a) Director.