Getting Organized for the Transition to the Common Core

California Teachers Association

What You Need to Know

What You Need to Know… Districts are at different levels of

implementation to the Common Core

All districts must implement the Common Core in 2014-15

New Smarter Balanced Assessments aligned to the Common Core will begin in 2014-2015

California Teachers Association

New ChallengesNew focus on career and college ready

performanceNew expectations for high school

achievementCross curricular literacy standards The level rigor of remains the same but the CCSS

have new performance tasks that will affect all student

Professional development needs to be teacher centered

California Teachers Association

Facts to Consider The STAR testing sunsets in 2014 and

Smarter Balanced Assessments begins in 2015

While getting ready to implement the CCSS, the current CSTs will still be based on the 1997 standards until 2014

Aligning the CCSS with the CST is not possible, since the current CSTs will still be based on the 1997 standards

The CST tests knowledge of content; SBAC will test application of skills to content

California Teachers Association

Education Code & Common Core Ed. Code 60208 – “It is the intent of the

Legislature to do both of the following: Provide to local educational agencies a process that involves teachers, and is consistent with the implementation of standards-based curricula”

The union and district should agree to the principle of collaboration and shared decision making that involves teachers for the implementation of the Common Core

California Teachers Association

Creating a Shared Union and District Vision… Transition team with

a majority of Union members, appointed by the union

Purpose: provide a collaborative structure for input and info for transition

Decide on transition team goals, objectives and responsibilities

District level review team for adoption of textbooks and supplemental materials with union representation

Determine the process for implementation, transition, and accountability

California Teachers Association

District Level Transition Teams

Purpose and structure - what would this look like?

Members – majority classroom teachers, variety of grade levels, subject matter, non classroom people

California Teachers Association

District Level Transition Teams How should they be

organized? Grade level Subject matter Interdisciplinary

What should they be looking at? Text complexity, higher

order thinking skills, performance tasks and others

California Teachers Association

Infusing common core strategies into current curriculum on a trial basis without having predetermined outcomes of expected “product”

Using Readiness Tools What do teachers already know? –

survey

What are teachers professional development needs? – survey

What do parents and community members need to know?

Technology readiness?

California Teachers Association

The Educational Employment Relations Act (Gov. Code 3543.2)

• The Exclusive Representative has the right to bargain mandatory subjects of bargaining:

Wages Hours of employment Other terms and conditions of

employment

California Teachers Association

The Educational Employment Relations Act (Gov. Code 3543.2)The Exclusive Representative has the right to consult on permissive subjects of bargaining:

• Definition of educational objectives• Determination of course and curriculum

content• Modified schedules• Selection of text books and materials• Professional development activities• …and, the consultation process may

expand the “scope” of bargaining!

California Teachers Association

What is Consultable?• Role of teachers on the transition

to the Common Core Joint Union & District Common Core

Committee• Time to collaborate on the

Common Core Grade level Interdisciplinary focus Literacy focus Developing performance tasks

California Teachers Association

What is Consultable?• Function of Professional Learning

Communities Repurposed

• Professional development needs

• Supplemental curricular materials

• Textbook selection

California Teachers Association

Expanding the “Scope” of Bargaining on the Common Core

• Bargain an article or MOU about the Common Core or Curriculum

• Defining a decision making process• Defining Professional Development

Assessment of needs or gaps Input from teachers or teacher led How long Standards for Professional

Development Duration work day Extra pay beyond the work day

California Teachers Association

Expanding the “Scope” of Bargaining on the Common Core

• Funding Needs Professional development days Textbooks or supplemental materials Release days

• Protocols for assessments Formative Summative

• Teacher Evaluation

• Role of School Site Council and revisions in the Single Plan for Student Achievement

California Teachers Association

Teacher Evaluation and High Stakes Testing

44662. (a) The governing board of each school district shall establish standards of expected pupil achievement at each grade level in each area of study. (b) The governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: (1) The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments.

California Teachers Association

Teacher Evaluation: Bargaining Implications

• Define what “progress of pupils towards the standards” mean

• Define what “as measured by state adopted criterion referenced assessments” mean

• Are multiple measures of student growth included?

• Scores are going to be lower for at least first two years

• This might impact evaluation outcomes

California Teachers Association

Teacher Evaluation: Bargaining Implications

• If interim assessments are used, bargain language about its role in evaluation

• Interim assessments are formative How will they be used in teacher evaluations? Should they be included in the evaluation

procedures?• How will administrators be accountable

for the evaluation process used in the collectively bargained language?

California Teachers Association

Teacher Evaluation• When CA signed a MOU to be a SBAC Governing

State there are stakes for math in 2013-14• What locals should be aware of:

The evaluation timelines will have already started prior to the adoption of the Math Frameworks

Frameworks tell teachers what they are expected to teach

Question: how can teachers be evaluated on what hasn’t been adopted yet?

Teacher evaluation is still based on your current contract

Not recommended to include Common Core standards Changes to the Evaluation Article needs to be bargained

California Teachers Association

Governor’s 2014 Budget Includes $1.25 billion one time funds distributed over 2 years for implementation of the Common Core • Funds to be allocated based on based on prior year’s enrollment

at $200 per student• $1 billion dollars for 2013-14 to be equally distributed in August

2013 and October 2013 • $250million in 2014-15• Must be spent by 2014-15• Use of funds for instructional materials, technology, and

professional development• Districts must develop a plan to spend the funds and hold a

public hearing on the plan

California Teachers Association

Union Considerations for the Governor’s Funding for the

Common Core • Demand to bargain the use of these funds• Funds are considered one-time, single use funds• Don’t rush into purchasing textbooks

Frameworks still have to be adopted 2013 for math; 2014 for ELA

• Governor’s budget extends flexibility for another two years until 2015-16

• The CDE has supplemental materials available for purchase for state adopted textbooks for ELA and math

California Teachers Association