Collaborating on the Core: Reading and Math

Over the past three years, Anderson School District 4 has participated in professional development in preparation for implementing Common Core State Standards. Through our efforts in technology integration and project-based learning, teachers are equipped with the knowledge and tools to make the classroom both engaging and interactive. Along with the rest of South Carolina and many other states, we are focusing on specific strategies for building student literacy across all curriculum area, enhancing student understanding of math concepts, not just the procedures, and elevating the rigor for all students. Many of the skills in CCSS are similar to the standards previously adopted by the state of South Carolina. What’s different? How we teach.

Building student literacy
The Common Core State Standards have established 10 reading comprehension standards for each grade level. The standards involve more than just reading poems, stories, novels, and plays. A quick glance at a high school or college curriculum (or the reading demands of the typical workplace), and all can easily see that literature makes up a small portion of what most people must read. All content area teachers must teach reading.

During the first nine-weeks of the 2013-14 school year, Anderson School District 4 teachers have participated in a number of collaborative sessions on literacy. Whether it was the elementary gifted and talented training session on William and Mary units, the CCSS Learning Series on Pathways to Common Core, or the Literacy Design Collaborative (a Southeastern Regional Education Board initiative), we have heard from our participants, “This is what good teachers have always done in the classroom.” CCSS respects the professionalism of the teacher and makes clear what is best for student learning. All teachers can use literary and informational (science, social studies, career and technology, etc.) texts to guide students to higher order thinking and application.

Enhance student understanding of math concepts
Common Core State Standards for Mathematics allows us to focus student learning on fewer key topics, building the foundation of success in operations, fractions, geometry, algebra, and beyond. For example, students enrolled at Pendleton High School this year have an additional period for understanding and applying the concepts of Algebra 1. With the CCSS Math Learning Series and Mentoring Mathematical Minds training for teachers of elementary gifted and talented programs, we are working to build skills within and across grades, develop speed and accuracy, and make sure students really know how to use math in the real world. In short, we want them to be able to think fast AND solve problems.

Increased rigor
CCSS increases the rigor for all students; our gifted and talented (GT) students are no exception. Anderson School District 4 is offering a course to ensure that all teachers of honors and gifted and talented courses are endorsed. Through the University of South Carolina Aiken, 25 teachers are engaged in a 2-course sequence to learn more about meeting the needs of academically gifted students. Teachers of Advanced Placement (AP) courses will participate in workshops provided by the College Board.

Like our students, teachers are life-long learners! We will continue to update our skills, refine our talents, and master the art of teaching in a global society.