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. >>> EDUCATIONAL REFORM IS UPON
>>> EDUCATIONAL REFORM IS UPON US IN ARIZONA AND THE MAIN
US IN ARIZONA AND THE MAIN VEHICLE FOR IT IS THE COMMON
VEHICLE FOR IT IS THE COMMON CORE CURRICULUM.
CORE CURRICULUM. >> I WANT TO EMPHASIZE THAT THIS
>> I WANT TO EMPHASIZE THAT THIS IS SUCH A SIGNIFICANT SHIFT AND
IS SUCH A SIGNIFICANT SHIFT AND FOCUS IN OUR EDUCATION SYSTEM
FOCUS IN OUR EDUCATION SYSTEM THAT WE ALL NEED TO UNDERSTAND
THAT WE ALL NEED TO UNDERSTAND THAT THIS IS AN IMMEDIATE
THAT THIS IS AN IMMEDIATE PROJECT, BUT IT'S ALSO A
PROJECT, BUT IT'S ALSO A FIVE-YEAR PROJECT AND IT'S A
FIVE-YEAR PROJECT AND IT'S A 10-YEAR PROJECT.
10-YEAR PROJECT. >> TONIGHT WE EXPLAIN COMMON
>> TONIGHT WE EXPLAIN COMMON CORE AND HOW IT IS AFFECTING THE
CORE AND HOW IT IS AFFECTING THE STATE'S 1 MILLION PLUS STUDENTS,
STATE'S 1 MILLION PLUS STUDENTS, THEIR TEACHERS AND ALL OF US.
THEIR TEACHERS AND ALL OF US. IT'S "ARIZONA WEEK."
IT'S "ARIZONA WEEK." >> ARIZONA WEEK IS BROUGHT TO
>> ARIZONA WEEK IS BROUGHT TO YOU BY A GRANT OF THE STONEWALL
YOU BY A GRANT OF THE STONEWALL FOUNDATION.
FOUNDATION. THANK YOU FOR YOUR CONTINUED
THANK YOU FOR YOUR CONTINUED SUPPORT.
SUPPORT. >>> ONCE AGAIN YOUR MODERATOR.
>>> ONCE AGAIN YOUR MODERATOR. >> IF A THIRD GRADER IS TELLING
>> IF A THIRD GRADER IS TELLING YOU SCHOOL IS HARD HER YEAR,
YOU SCHOOL IS HARD HER YEAR, HERE'S WHY, ARIZONA IS ONE OF 40
HERE'S WHY, ARIZONA IS ONE OF 40 STATES THAT HAVE MORE RIGOR
STATES THAT HAVE MORE RIGOR INTENDED TO IMPROVE RESULTS.
INTENDED TO IMPROVE RESULTS. FIRST THE BASICS FROM KATHY
FIRST THE BASICS FROM KATHY ROBLER.
ROBLER. SHE'S ASSOCIATE SUPERINTENDENT
SHE'S ASSOCIATE SUPERINTENDENT OF PUBLIC INSTRUCTION AT THE
OF PUBLIC INSTRUCTION AT THE ARIZONA DEPARTMENT OF EDUCATION
ARIZONA DEPARTMENT OF EDUCATION WHERE SHE'S OVERSEEING THE STATE
WHERE SHE'S OVERSEEING THE STATE WIDE ROLLOUT OF COMMON CORE.
WIDE ROLLOUT OF COMMON CORE. IS IT SIMPLE ENOUGH TO ASK YOU
IS IT SIMPLE ENOUGH TO ASK YOU TO EXPLAIN COMMON CORE STANDARDS
TO EXPLAIN COMMON CORE STANDARDS BRIEFLY?
BRIEFLY? >> VERY BRIEFLY, THE COMMON CORE
>> VERY BRIEFLY, THE COMMON CORE STANDARDS ARE COLLEGE AND CAREER
STANDARDS ARE COLLEGE AND CAREER ALIGNED.
ALIGNED. MEANING THAT OUR STANDARDS K-12
MEANING THAT OUR STANDARDS K-12 ARE INTENDED TO HAVE STUDENTS
ARE INTENDED TO HAVE STUDENTS FULLY PREPARED FOR A POST
FULLY PREPARED FOR A POST SECONDARY LEARNING OPPORTUNITY.
SECONDARY LEARNING OPPORTUNITY. THEY ARE INTERNATIONALLY
THEY ARE INTERNATIONALLY BENCHMARKED, MEANING THAT THE
BENCHMARKED, MEANING THAT THE COMMON CORE STANDARDS ARE
COMMON CORE STANDARDS ARE ALIGNED TO STRONG STANDARDS
ALIGNED TO STRONG STANDARDS INTERNATIONALLY.
INTERNATIONALLY. AND THAT THE STANDARDS ARE
AND THAT THE STANDARDS ARE DESIGNED TO BUILD DEEP THINKING
DESIGNED TO BUILD DEEP THINKING AND CRITICAL THINKING SKILLS IN
AND CRITICAL THINKING SKILLS IN OUR STUDENTS.
OUR STUDENTS. >> HOW DOES THAT MANIFEST AT
>> HOW DOES THAT MANIFEST AT GRADE LEVELS, LET'S START WITH
GRADE LEVELS, LET'S START WITH FIRST GRADERS, HOW IS THAT
FIRST GRADERS, HOW IS THAT DIFFERENT FROM HOW THEY HAVE
DIFFERENT FROM HOW THEY HAVE BEEN LEARNING AND HOW THEY HAVE
BEEN LEARNING AND HOW THEY HAVE NOW LEARNING.
NOW LEARNING. >> IN OUR ENGLISH LANGUAGE ARTS
>> IN OUR ENGLISH LANGUAGE ARTS STANDARDS, THERE IS A
STANDARDS, THERE IS A SIGNIFICANT SHIFT IN THE TYPE OF
SIGNIFICANT SHIFT IN THE TYPE OF TEXT THAT WE ARE PRESENTING
TEXT THAT WE ARE PRESENTING CHILDREN WITH.
CHILDREN WITH. ESPECIALLY IN THE PRIMARY
ESPECIALLY IN THE PRIMARY GRADES, WE TENDED TO GIVE OUR
GRADES, WE TENDED TO GIVE OUR STUDENTS NARRATIVES OF FICTION
STUDENTS NARRATIVES OF FICTION TO READ AND NOW THERE IS A
TO READ AND NOW THERE IS A SIGNIFICANT INCREASE UP TO 50%
SIGNIFICANT INCREASE UP TO 50% OF THE TEXTS IN THE PRIMARY
OF THE TEXTS IN THE PRIMARY GRADES NEEDS TO BE INFORMATIONAL
GRADES NEEDS TO BE INFORMATIONAL TEXT.
TEXT. THAT'S A VERY BIG SHIFT.
THAT'S A VERY BIG SHIFT. ALSO, VERY SIGNIFICANT FOCUS ON
ALSO, VERY SIGNIFICANT FOCUS ON THE TEXT, WHERE WE TEND TO HAVE
THE TEXT, WHERE WE TEND TO HAVE CHILDREN MAKE CONNECTIONS TO
CHILDREN MAKE CONNECTIONS TO THEIR LIFE EXPERIENCES OR OTHER
THEIR LIFE EXPERIENCES OR OTHER THINGS THEY KNEW, THERE'S NOW A
THINGS THEY KNEW, THERE'S NOW A VERY DELIBERATE INTENT TO BRING
VERY DELIBERATE INTENT TO BRING STUDENTS TO THE TEXT THEY ARE
STUDENTS TO THE TEXT THEY ARE READING.
READING. IN MATHEMATICS, THERE IS A
IN MATHEMATICS, THERE IS A SIGNIFICANT FOCUS, EVEN DOWN IN
SIGNIFICANT FOCUS, EVEN DOWN IN THE PRIMARY GRADES IN HAVING
THE PRIMARY GRADES IN HAVING STUDENTS HAVE SUCH A DEEP
STUDENTS HAVE SUCH A DEEP UNDERSTANDING, LET'S SAY, OF
UNDERSTANDING, LET'S SAY, OF ADDITION, THAT THEY ARE ABLE TO
ADDITION, THAT THEY ARE ABLE TO NOT ONLY EXPLAIN WHAT THEY ARE
NOT ONLY EXPLAIN WHAT THEY ARE DOING, BUT SHIFT WHERE THE END P
DOING, BUT SHIFT WHERE THE END P POINT IS, FOR INSTANCE, INSTEAD
POINT IS, FOR INSTANCE, INSTEAD OF TWO PLUS THREE EQUALS FIVE,
OF TWO PLUS THREE EQUALS FIVE, FIRST GRADERS WILL NEED TO
FIRST GRADERS WILL NEED TO DETERMINE TWO PLUS WHAT EQUALS
DETERMINE TWO PLUS WHAT EQUALS FIVE, OR WHAT PLUS THREE EQUALS
FIVE, OR WHAT PLUS THREE EQUALS FIVE.
FIVE. >> THAT'S ALGEBRA.
>> THAT'S ALGEBRA. >> EXACTLY.
>> EXACTLY. >> THAT EARLY IN THE SCHOOL
>> THAT EARLY IN THE SCHOOL PROCESS?
PROCESS? >> YES.
>> YES. AND THE INTENT OF THAT IS TO BE
AND THE INTENT OF THAT IS TO BE SURE THAT OUR STUDENTS HAVE A
SURE THAT OUR STUDENTS HAVE A DEEP UNDERSTANDING OF PLACE
DEEP UNDERSTANDING OF PLACE VALUES AND OF ADDITION AND
VALUES AND OF ADDITION AND SUBTRACTI
SUBTRACTI SUBTRACTION, MULTIPLICATION AND
SUBTRACTION, MULTIPLICATION AND DIVISION.
DIVISION. >> AND IN EIGHTH GRADE, WHAT ARE
>> AND IN EIGHTH GRADE, WHAT ARE THE EXPECTATIONS THERE?
THE EXPECTATIONS THERE? >> AGAIN, MULTIPLICATION AND
>> AGAIN, MULTIPLICATION AND DIVISION AND THE SOLUTIONS TO
DIVISION AND THE SOLUTIONS TO ENCOURAGE STUDENTS TO THINK OF
ENCOURAGE STUDENTS TO THINK OF MULTIPLE WAYS TO SOLVE, LET'S
MULTIPLE WAYS TO SOLVE, LET'S SAY A DOUBLE DIGIT
SAY A DOUBLE DIGIT MULTIPLICATION QUESTION.
MULTIPLICATION QUESTION. WHEREAS IN SCHOOL, YOU OR I
WHEREAS IN SCHOOL, YOU OR I PROBABLY EXPERIENCED INSTRUCTION
PROBABLY EXPERIENCED INSTRUCTION WHERE THERE WAS ONE WAY TO DO IT
WHERE THERE WAS ONE WAY TO DO IT AND THAT'S WHERE YOU GOT POINTS
AND THAT'S WHERE YOU GOT POINTS FOR IT ON THE WEEKEND TESTS.
FOR IT ON THE WEEKEND TESTS. THIS TIME IN COMMON CORE,
THIS TIME IN COMMON CORE, STUDENTS ARE EXPECTED TO LEARN
STUDENTS ARE EXPECTED TO LEARN MULTIPLE WAYS OF PROVIDING A
MULTIPLE WAYS OF PROVIDING A SOLUTION, TO LISTEN TO THEIR
SOLUTION, TO LISTEN TO THEIR PEERS, AND HOW THEY SOLVED IT,
PEERS, AND HOW THEY SOLVED IT, TO ASK QUESTIONS, TO CRITIQUE
TO ASK QUESTIONS, TO CRITIQUE AND ALSO TO EXTEND THEIR OWN
AND ALSO TO EXTEND THEIR OWN LEARNING.
LEARNING. SO, AGAIN, THESE TIMES SPENT ON
SO, AGAIN, THESE TIMES SPENT ON PROCESS.
PROCESS. >> AND FINALLY IN HIGH SCHOOL,
>> AND FINALLY IN HIGH SCHOOL, THE HOMESTRETCH BEFORE THEY GET
THE HOMESTRETCH BEFORE THEY GET TO CAREER OR COLLEGE, WHAT KIND
TO CAREER OR COLLEGE, WHAT KIND OF CHANGES WILL WE SEE THERE AT
OF CHANGES WILL WE SEE THERE AT THAT VERY CRITICAL TIME IN THE
THAT VERY CRITICAL TIME IN THE EDUCATIONAL PROCESS?
EDUCATIONAL PROCESS? >> AGAIN, VERY INTENTIONAL MOVES
>> AGAIN, VERY INTENTIONAL MOVES TO TAKE THE PROCESS THAT THEY
TO TAKE THE PROCESS THAT THEY HAVE BEEN LEARNING TO APPLY IT
HAVE BEEN LEARNING TO APPLY IT TO REAL WORLD APPLICATIONS AND
TO REAL WORLD APPLICATIONS AND THEN WHAT WE REFER TO AS
THEN WHAT WE REFER TO AS INTEGRATED LEARNING OR PROJECT
INTEGRATED LEARNING OR PROJECT BASED LEARNING.
BASED LEARNING. SO TAKING THE MATHEMATICAL
SO TAKING THE MATHEMATICAL CONCEPTS THAT THEY SHOULD HAVE A
CONCEPTS THAT THEY SHOULD HAVE A STRONG FOUNDATION IN AND
STRONG FOUNDATION IN AND DETERMINING THEMSELVES WHERE
DETERMINING THEMSELVES WHERE THEY NEED TO USE THOSE
THEY NEED TO USE THOSE PARTICULAR MATH SKILLS LET'S SAY
PARTICULAR MATH SKILLS LET'S SAY IN A ROBOTICS CLASS TO SOLVE
IN A ROBOTICS CLASS TO SOLVE REAL WORLD PROBLEMS.
REAL WORLD PROBLEMS. >> THE ASSESSMENT ASPECT OF THIS
>> THE ASSESSMENT ASPECT OF THIS IS ENTIRELY DIFFERENT THAN WHAT
IS ENTIRELY DIFFERENT THAN WHAT WE HAVE SEEN IN PUBLIC
WE HAVE SEEN IN PUBLIC EDUCATION, AS WELL, ESPECIALLY
EDUCATION, AS WELL, ESPECIALLY HERE IN ARIZONA.
HERE IN ARIZONA. THE AMES TEST WILL GO AWAY SOON,
THE AMES TEST WILL GO AWAY SOON, IF NOT VERY SOON AND BE REPLACED
IF NOT VERY SOON AND BE REPLACED WITH ANOTHER KIND OF ASSESSMENT.
WITH ANOTHER KIND OF ASSESSMENT. WILL YOU TALK ABOUT THAT A
WILL YOU TALK ABOUT THAT A LITTLE BIT?
LITTLE BIT? >> IN SPRING OF 2015, ARIZONA
>> IN SPRING OF 2015, ARIZONA STUDENTS IN GRADES THREE THROUGH
STUDENTS IN GRADES THREE THROUGH GRADE 11 WILL BE EXPERIENCING A
GRADE 11 WILL BE EXPERIENCING A NEW ASSESSMENT WHICH IS COMMON
NEW ASSESSMENT WHICH IS COMMON CORE STANDARDS.
CORE STANDARDS. PREVIOUSLY OUR AMES STANDARD WAS
PREVIOUSLY OUR AMES STANDARD WAS A MULTIPLE CHOICE TEST.
A MULTIPLE CHOICE TEST. WHEN YOU PRESENT A MULTIPLE
WHEN YOU PRESENT A MULTIPLE CHOICE TEST, YOU BRING DOWN A
CHOICE TEST, YOU BRING DOWN A VERY FINEIT TEST STANDARDS.
VERY FINEIT TEST STANDARDS. SO FOR INSTANCE, OUR READING
SO FOR INSTANCE, OUR READING ASSESSMENT, WILL IN THE UPPER
ASSESSMENT, WILL IN THE UPPER GRADES PRESENT STUDENTS WITH UP
GRADES PRESENT STUDENTS WITH UP TO THREE READING PASSAGES THAT
TO THREE READING PASSAGES THAT WILL BE DIFFERENT AND DIVERSE.
WILL BE DIFFERENT AND DIVERSE. STUDENTS WILL BE EXPECTED TO
STUDENTS WILL BE EXPECTED TO READ AND COMPREHEND ALL THREE
READ AND COMPREHEND ALL THREE PASSAGES TO ANALYZE, EVALUATE,
PASSAGES TO ANALYZE, EVALUATE, CRITIQUE AND HAVE A WRITTEN
CRITIQUE AND HAVE A WRITTEN RESPONSE THAT WILL INDICATE
RESPONSE THAT WILL INDICATE THEIR CLEAR COMPREHENSION OF
THEIR CLEAR COMPREHENSION OF WHAT WAS ON THE TEST.
WHAT WAS ON THE TEST. >> THE AMES STANDARD WAS THAT
>> THE AMES STANDARD WAS THAT TEACHERS TAUGHT TO THE TEST AND
TEACHERS TAUGHT TO THE TEST AND THE STUDENTS LEARNED TO THE
THE STUDENTS LEARNED TO THE TEST.
TEST. WHAT WILL BE THE NEW ASSESSMENT?
WHAT WILL BE THE NEW ASSESSMENT? >> THE NEW ASSESSMENT WILL BE TO
>> THE NEW ASSESSMENT WILL BE TO REQUIRE STUDENTS TO DEMONSTRATE
REQUIRE STUDENTS TO DEMONSTRATE MASTERY IN A -- TEACHERS WILL
MASTERY IN A -- TEACHERS WILL NEED TO BE MAKING SURE THAT
NEED TO BE MAKING SURE THAT STUDENTS ARE IMMERSED IN LOTS OF
STUDENTS ARE IMMERSED IN LOTS OF OPPORTUNITIES TO THINK DEEPLY,
OPPORTUNITIES TO THINK DEEPLY, TO LISTEN TO DIVERSE THINKING,
TO LISTEN TO DIVERSE THINKING, TO VALUE EVIDENCE, TO BE ABLE TO
TO VALUE EVIDENCE, TO BE ABLE TO COMPREHEND AND CRITIQUE AND THEN
COMPREHEND AND CRITIQUE AND THEN BE ABLE TO ARTICULATE THEIR OWN
BE ABLE TO ARTICULATE THEIR OWN UNDERSTANDING.
UNDERSTANDING. >> MORE FROM ROBLER IN A MINUTE,
>> MORE FROM ROBLER IN A MINUTE, AND HER ADVICE TO PARENTS WHO
AND HER ADVICE TO PARENTS WHO ARE EXPERIENCING COMMON CORE
ARE EXPERIENCING COMMON CORE CHANGES IN THEIR CLASS ROOMS.
CHANGES IN THEIR CLASS ROOMS. HERE'S A LOOK AT THE TEACHER
HERE'S A LOOK AT THE TEACHER TRAINING MANUAL JUST FOR THE
TRAINING MANUAL JUST FOR THE TEACHER TRAINING STANDARDS.
TEACHER TRAINING STANDARDS. IT'S FILLED WITH GUIDELINES AND
IT'S FILLED WITH GUIDELINES AND EXPLANATIONS AND CHARTS TO BRING
EXPLANATIONS AND CHARTS TO BRING ABOUT THE SHIFT THAT EDUCATIONAL
ABOUT THE SHIFT THAT EDUCATIONAL REFORMERS ARE TALKING ABOUT.
REFORMERS ARE TALKING ABOUT. THERE'S ANOTHER ONE LIKE THAT
THERE'S ANOTHER ONE LIKE THAT FOR MATHEMATICS.
FOR MATHEMATICS. NOW BACK TO MY INTERVIEW WITH
NOW BACK TO MY INTERVIEW WITH KATHY ROBLER.
KATHY ROBLER. >> HOW IS THIS BEING ROLLED OUT
>> HOW IS THIS BEING ROLLED OUT STATE WIDE?
STATE WIDE? >> IT DEFINITELY IS A WORK IN
>> IT DEFINITELY IS A WORK IN PROGRESS, BUT WE HAVE BEEN VERY
PROGRESS, BUT WE HAVE BEEN VERY BUSY IN ROLLING OUT PROFESSIONAL
BUSY IN ROLLING OUT PROFESSIONAL DEVELOPMENT.
DEVELOPMENT. WE HAVE PROFESSIONAL DEVELOPMENT
WE HAVE PROFESSIONAL DEVELOPMENT INTO THREE PHASES.
INTO THREE PHASES. SO PHASE ONE, PROFESSIONAL
SO PHASE ONE, PROFESSIONAL DEVELOPMENT IS ALL ABOUT
DEVELOPMENT IS ALL ABOUT DECONSTRUCTING STANDARDS WHICH
DECONSTRUCTING STANDARDS WHICH IS BASICALLY INFORMATION FOR
IS BASICALLY INFORMATION FOR GRADE LEVEL TEACHERS ON WHAT THE
GRADE LEVEL TEACHERS ON WHAT THE NEW STANDARDS ARE REQUIRING OF
NEW STANDARDS ARE REQUIRING OF THEM AND THEIR STUDENTS.
THEM AND THEIR STUDENTS. PHASE TWO TRAINING, IS ABOUT
PHASE TWO TRAINING, IS ABOUT BEST AND EFFECTIVE INSTRUCTIONAL
BEST AND EFFECTIVE INSTRUCTIONAL PROCESS IN BASIC LANGUAGE ARTS
PROCESS IN BASIC LANGUAGE ARTS AND MATHEMATICS.
AND MATHEMATICS. AND PHASE THREE IS INTEGRATED
AND PHASE THREE IS INTEGRATED STRUCKATION.
STRUCKATION. PROFESSIONAL DEVELOPMENT IN A
PROFESSIONAL DEVELOPMENT IN A LINEAR FASHION BECAUSE THEY'RE
LINEAR FASHION BECAUSE THEY'RE ALL IN DIFFERENT PLACES, ALL OF
ALL IN DIFFERENT PLACES, ALL OF THOSE THREE AREAS ARE EXTREMELY
THOSE THREE AREAS ARE EXTREMELY IMPORTANT.
IMPORTANT. IN PROVIDING TEACHERS WITH
IN PROVIDING TEACHERS WITH SUPPORT.
SUPPORT. SO WE HAVE TRAINED APPROXIMATELY
SO WE HAVE TRAINED APPROXIMATELY 360 TRAINERS ACROSS THE STATE
360 TRAINERS ACROSS THE STATE WHO ARE WORKING REGIONALLY AND
WHO ARE WORKING REGIONALLY AND LOCALLY TO SHARE AT LEAST THE
LOCALLY TO SHARE AT LEAST THE PHASE ONE TRAINING.
PHASE ONE TRAINING. >> WHEN WOULD ARIZONANS EXPECT
>> WHEN WOULD ARIZONANS EXPECT TO SEE ACTUAL RESULTS FROM THIS
TO SEE ACTUAL RESULTS FROM THIS IN TERMS OF THE KIND OF YOUNG
IN TERMS OF THE KIND OF YOUNG PEOPLE WHO ARE GRADUATING HIGH
PEOPLE WHO ARE GRADUATING HIGH SCHOOL, GOING INTO COLLEGE AND
SCHOOL, GOING INTO COLLEGE AND GOING INTO THE WORKPLACE?
GOING INTO THE WORKPLACE? >> THAT'S A GREAT QUESTION
>> THAT'S A GREAT QUESTION BECAUSE IT'S -- AND I'LL GIVE
BECAUSE IT'S -- AND I'LL GIVE YOU A TIERED ANSWER.
YOU A TIERED ANSWER. OUR FIRST INDICATION OF WHERE WE
OUR FIRST INDICATION OF WHERE WE ARE IN THIS PROCESS OF REFORM
ARE IN THIS PROCESS OF REFORM WILL BE AFTER THE SPRING OF
WILL BE AFTER THE SPRING OF 2015.
2015. SO THAT'S THE FIRST TIME OUR
SO THAT'S THE FIRST TIME OUR STUDENTS WILL RESPOND TO A VERY
STUDENTS WILL RESPOND TO A VERY DIFFERENT TYPE OF ASSESSMENT.
DIFFERENT TYPE OF ASSESSMENT. BUT I WANT TO EMPHASIZE THAT
BUT I WANT TO EMPHASIZE THAT THIS IS SUCH A SIGNIFICANT SHIFT
THIS IS SUCH A SIGNIFICANT SHIFT AND FOCUS IN OUR EDUCATION
AND FOCUS IN OUR EDUCATION SYSTEM THAT WE ALL NEED TO
SYSTEM THAT WE ALL NEED TO UNDERSTAND THAT THIS IS AN
UNDERSTAND THAT THIS IS AN IMMEDIATE PROJECT, BUT IT'S ALSO
IMMEDIATE PROJECT, BUT IT'S ALSO A FIVE-YEAR PROJECT AND IT'S A
A FIVE-YEAR PROJECT AND IT'S A TEN-YEAR PROJECT.
TEN-YEAR PROJECT. THE COMMON CORE STANDARDS ARE
THE COMMON CORE STANDARDS ARE BRINGING A VERY IMPORTANT AND AS
BRINGING A VERY IMPORTANT AND AS I SAID SIGNIFICANT SHIFT IN OUR
I SAID SIGNIFICANT SHIFT IN OUR FOCUS, BUT WE'RE GOING TO
FOCUS, BUT WE'RE GOING TO CONTINUE TO LEARN HOW TO DO THIS
CONTINUE TO LEARN HOW TO DO THIS BETTER.
BETTER. AND SO AS WE ARE IMPLEMENTING
AND SO AS WE ARE IMPLEMENTING TEACHERS AND PRINCIPALS,
TEACHERS AND PRINCIPALS, SUPERINTENDENTS AND CERTAIN
SUPERINTENDENTS AND CERTAIN OTHERS OF THE DEPARTMENT WILL
OTHERS OF THE DEPARTMENT WILL CONTINUE TO REFINE HOW WE
CONTINUE TO REFINE HOW WE IMPLEMENT THESE STANDARDS.
IMPLEMENT THESE STANDARDS. SO I AM FULLY CONFIDENT THAT THE
SO I AM FULLY CONFIDENT THAT THE RESULTS WILL CONTINUE TO IMPROVE
RESULTS WILL CONTINUE TO IMPROVE AS WE MOVE FORWARD.
AS WE MOVE FORWARD. >> THE CYNICS MIGHT SAY THAT
>> THE CYNICS MIGHT SAY THAT THIS IS A ONE SIZE FITS ALL
THIS IS A ONE SIZE FITS ALL SOLUTION.
SOLUTION. HOW DOES IT ACCOUNT FOR THE
HOW DOES IT ACCOUNT FOR THE STUDENT WHO CAN'T LEARN AS
STUDENT WHO CAN'T LEARN AS QUICKLY, WHO MAY BE HAVING
QUICKLY, WHO MAY BE HAVING ISSUES UNRELATED TO THE
ISSUES UNRELATED TO THE CLASSROOM, ET CETERA.
CLASSROOM, ET CETERA. HOW DOES THAT GET ACCOUNTED FOR
HOW DOES THAT GET ACCOUNTED FOR IN THE PROCESS?
IN THE PROCESS? >> AND I APPRECIATE THAT
>> AND I APPRECIATE THAT QUESTION.
QUESTION. BECAUSE IT'S IMPORTANT TO
BECAUSE IT'S IMPORTANT TO CLARIFY THAT STANDARDS, EVEN THE
CLARIFY THAT STANDARDS, EVEN THE NEW COMMON CORE STANDARDS, TRULY
NEW COMMON CORE STANDARDS, TRULY ONLY IDENTIFY THE WHAT.
ONLY IDENTIFY THE WHAT. THIS IS WHAT TEACHERS NEED TO
THIS IS WHAT TEACHERS NEED TO TEACH AND STUDENTS NEED TO
TEACH AND STUDENTS NEED TO LEARN.
LEARN. BUT WHAT'S CRITICALLY IMPORTANT
BUT WHAT'S CRITICALLY IMPORTANT IF WE'RE GOING TO BE EFFECTIVE
IF WE'RE GOING TO BE EFFECTIVE ARE THE ADDITIONAL WRAP AROUND
ARE THE ADDITIONAL WRAP AROUND SERVICES THAT ARE PROVIDED.
SERVICES THAT ARE PROVIDED. THE COMMON CORE STANDARDS AS I
THE COMMON CORE STANDARDS AS I MENTIONED EARLIER ARE DESIGNED
MENTIONED EARLIER ARE DESIGNED TO ENSURE A ALL OF OUR STUDENTS
TO ENSURE A ALL OF OUR STUDENTS WILL GRADUATE HIGH SCHOOL FULLY
WILL GRADUATE HIGH SCHOOL FULLY PREPARED FOR POST SECONDARY.
PREPARED FOR POST SECONDARY. AND RIGHT NOW ABOUT 30% OF OUR
AND RIGHT NOW ABOUT 30% OF OUR HIGH SCHOOL GRADUATES MUST TAKE
HIGH SCHOOL GRADUATES MUST TAKE REMEDIAL COURSE WORK IN
REMEDIAL COURSE WORK IN SECONDARY, AND WE'RE LOOKING TO
SECONDARY, AND WE'RE LOOKING TO REMEDIATE THAT.
REMEDIATE THAT. THE OTHER REASON WHY THE
THE OTHER REASON WHY THE STANDARDS ARE SO IMPORTANT IS
STANDARDS ARE SO IMPORTANT IS THAT THE BUSINESS WORLD ARE
THAT THE BUSINESS WORLD ARE TELLING US THERE ARE SIMPLY
TELLING US THERE ARE SIMPLY GOING TO BE FEW TO NO JOBS
GOING TO BE FEW TO NO JOBS AVAILABLE TO STUDENTS WHO HAVE
AVAILABLE TO STUDENTS WHO HAVE ONLY A HIGH SCHOOL DIPLOMA OR
ONLY A HIGH SCHOOL DIPLOMA OR LESS.
LESS. IF WE ARE FULLY COMMITTED TO
IF WE ARE FULLY COMMITTED TO ENSURING THAT ALL OF OUR
ENSURING THAT ALL OF OUR STUDENTS LEAVE HIGH SCHOOL
STUDENTS LEAVE HIGH SCHOOL PREPARED FOR POST SECONDARY
PREPARED FOR POST SECONDARY LEARNING, THEN IT BECOMES
LEARNING, THEN IT BECOMES ABSOLUTELY ESSENTIAL IN OUR K-12
ABSOLUTELY ESSENTIAL IN OUR K-12 SYSTEM THAT WE HAVE THE
SYSTEM THAT WE HAVE THE ADDITIONAL SUPPORT SYSTEMS
ADDITIONAL SUPPORT SYSTEMS AVAILABLE FOR ALL STUDENTS.
AVAILABLE FOR ALL STUDENTS. SO THAT REQUIRES US TO LOOK AT
SO THAT REQUIRES US TO LOOK AT DIFFERENTIATED INSTRUCTION CLASS
DIFFERENTIATED INSTRUCTION CLASS ROOMS, INDIVIDUALIZED LEARNING
ROOMS, INDIVIDUALIZED LEARNING PLANS FOR STUDENTS.
PLANS FOR STUDENTS. IT WILL ALSO REQUIRE US TO TAKE
IT WILL ALSO REQUIRE US TO TAKE A LOOK AT TIME ON TASK.
A LOOK AT TIME ON TASK. HOW IMPORTANT WILL EXTENDED
HOW IMPORTANT WILL EXTENDED LEARNING TIME BE FOR SOME
LEARNING TIME BE FOR SOME STUDENTS.
STUDENTS. AND AGAIN, HOW COMMITTED ARE WE
AND AGAIN, HOW COMMITTED ARE WE TO MAKING SURE THAT ALL OF OUR
TO MAKING SURE THAT ALL OF OUR STUDENTS GRADUATE READY FOR POST
STUDENTS GRADUATE READY FOR POST SECONDARY, THAT WILL REQUIRE
SECONDARY, THAT WILL REQUIRE SOME ADDITIONAL REFORMS IN K-12.
SOME ADDITIONAL REFORMS IN K-12. >> WHAT MESSAGE DO YOU HAVE FOR
>> WHAT MESSAGE DO YOU HAVE FOR THE PARENTS IN ARIZONA TO WHAT
THE PARENTS IN ARIZONA TO WHAT THEY SHOULD BE LOOKING FOR OR
THEY SHOULD BE LOOKING FOR OR EXPECTING TO SEE IN THE
EXPECTING TO SEE IN THE EDUCATIONS OF THEIR CHILDREN IN
EDUCATIONS OF THEIR CHILDREN IN THE WAY OF CHANGE AND THEIR OWN
THE WAY OF CHANGE AND THEIR OWN INVOLVEMENT?
INVOLVEMENT? >> FOR PARENTS WHO HAVE STUDENTS
>> FOR PARENTS WHO HAVE STUDENTS IN THE SYSTEM RIGHT NOW, I
IN THE SYSTEM RIGHT NOW, I EXPECT THAT THEY WILL HEAR FROM
EXPECT THAT THEY WILL HEAR FROM SOME OF THEIR CHILDREN THAT
SOME OF THEIR CHILDREN THAT SCHOOL IS HARD, IT'S
SCHOOL IS HARD, IT'S CHALLENGING, IT'S STARTING TO
CHALLENGING, IT'S STARTING TO LOOK AND SOUND VERY DIFFERENT
LOOK AND SOUND VERY DIFFERENT FROM WHAT THEY HAVE HAD IN
FROM WHAT THEY HAVE HAD IN PREVIOUS YEARS.
PREVIOUS YEARS. SO I WOULD ENCOURAGE PARENTS,
SO I WOULD ENCOURAGE PARENTS, ONE, TO STAY THE COURSE.
ONE, TO STAY THE COURSE. AND THEY SHOULD BE EXPECTING TO
AND THEY SHOULD BE EXPECTING TO SEE THEIR CHILDREN MORE DEEPLY
SEE THEIR CHILDREN MORE DEEPLY ENGAGED IN THINKING THROUGH
ENGAGED IN THINKING THROUGH SOLUTIONS.
SOLUTIONS. IN READING MORE DEEPLY, TO
IN READING MORE DEEPLY, TO DETERMINE THEIR OWN LEARNING.
DETERMINE THEIR OWN LEARNING. SO IT'S NOT JUST -- I DON'T READ
SO IT'S NOT JUST -- I DON'T READ A BOOK JUST TO PULL WORDS OFF
A BOOK JUST TO PULL WORDS OFF THE PAGE FOR SIMPLE ANSWERS.
THE PAGE FOR SIMPLE ANSWERS. BUT THAT I'M READING FOR DEEPLY,
BUT THAT I'M READING FOR DEEPLY, AND READING ACROSS TEXTS.
AND READING ACROSS TEXTS. FROM A PARENT'S STANDPOINT,
FROM A PARENT'S STANDPOINT, THEN, IT'S REALLY IMPORTANT THAT
THEN, IT'S REALLY IMPORTANT THAT THEY ENCOURAGE THEIR YOUNG
THEY ENCOURAGE THEIR YOUNG CHILDREN TO WONDER, THAT THEY
CHILDREN TO WONDER, THAT THEY ENCOURAGE THEIR OLDER CHILDREN
ENCOURAGE THEIR OLDER CHILDREN TO SEEK ANSWERS WITH MULTIPLE
TO SEEK ANSWERS WITH MULTIPLE SOURCES TO CHASE AFTER THEIR OWN
SOURCES TO CHASE AFTER THEIR OWN LEARNING, AND TO LEARN TO LISTEN
LEARNING, AND TO LEARN TO LISTEN TO DIVERSE WAYS OF THINKING.
TO DIVERSE WAYS OF THINKING. >> HOW IS COMMON CORE BEING
>> HOW IS COMMON CORE BEING APPLIED AT THE LOCAL LEVEL?
APPLIED AT THE LOCAL LEVEL? TO FIND OUT I'M JOINED BY
TO FIND OUT I'M JOINED BY INTERIM DEPUTY SUPERINTENDENT IN
INTERIM DEPUTY SUPERINTENDENT IN THE UNIFIED SCHOOL DISTRICT.
THE UNIFIED SCHOOL DISTRICT. HOW ARE YOU APPLYING IT AT TUSD
HOW ARE YOU APPLYING IT AT TUSD AT THIS STAGE OF THE
AT THIS STAGE OF THE IMPLEMENTATION?
IMPLEMENTATION? >> WE HAVE FULL IMPLEMENTATION
>> WE HAVE FULL IMPLEMENTATION IN KINDERGARTEN THROUGH THIRD
IN KINDERGARTEN THROUGH THIRD GRADE.
GRADE. WE HAVE FOURTH THROUGH EIGHTH
WE HAVE FOURTH THROUGH EIGHTH GRADE STUDENTS TO READ THE
GRADE STUDENTS TO READ THE STANDARDS AND TRYING TO
STANDARDS AND TRYING TO DETERMINE HOW THEY WORK FOR
DETERMINE HOW THEY WORK FOR THEM.
THEM. HIGH SCHOOL IS PROBABLY FACING
HIGH SCHOOL IS PROBABLY FACING THE LARGEST CHALLENGE, AND I CAN
THE LARGEST CHALLENGE, AND I CAN TALK MORE ABOUT THAT IF YOU
TALK MORE ABOUT THAT IF YOU LIKE.
LIKE. BUT WE HAVE BEEN FAIRLY
BUT WE HAVE BEEN FAIRLY AGGRESSIVE, WE STARTED OUR
AGGRESSIVE, WE STARTED OUR IMPLEMENTATION IN 2010, KNOWING
IMPLEMENTATION IN 2010, KNOWING THAT WE PROBABLY HAD A LONG WAY
THAT WE PROBABLY HAD A LONG WAY TO GO BEFORE WE WOULD BE READY.
TO GO BEFORE WE WOULD BE READY. >> SO YOU'VE HAD A LOT OF TIME
>> SO YOU'VE HAD A LOT OF TIME TO PREP, ALMOST THREE YEARS NOW
TO PREP, ALMOST THREE YEARS NOW WORKING ON IT.
WORKING ON IT. SINCE THE STATE ADOPTED THE
SINCE THE STATE ADOPTED THE COMMON CORE STANDARDS, WHY KIND
COMMON CORE STANDARDS, WHY KIND OF BRIGHT SPOTS ARE YOU SEEING
OF BRIGHT SPOTS ARE YOU SEEING IN REGARD TO THAT?
IN REGARD TO THAT? >> I SEE A LOT OF TEACHERS WHO
>> I SEE A LOT OF TEACHERS WHO ARE EXCITED TO SEE THE CHANGE IN
ARE EXCITED TO SEE THE CHANGE IN THE STANDARDS, BECAUSE THE
THE STANDARDS, BECAUSE THE STANDARDS ENCOURAGE SO MUCH MORE
STANDARDS ENCOURAGE SO MUCH MORE ACTIVITY WITH STUDENTS AND IT
ACTIVITY WITH STUDENTS AND IT REALLY ENCOURAGES STUDENTS TO BE
REALLY ENCOURAGES STUDENTS TO BE IN CHARGE OF THEIR LEARNING AND
IN CHARGE OF THEIR LEARNING AND TO SPEAK WELL AND READ WELL AND
TO SPEAK WELL AND READ WELL AND WRITE WELL.
WRITE WELL. SO I SEE A LOT OF REALLY GOOD
SO I SEE A LOT OF REALLY GOOD TEACHER WHO IS SAY THIS IS FAR
TEACHER WHO IS SAY THIS IS FAR PREFERABLE TO WHAT WE WERE DOING
PREFERABLE TO WHAT WE WERE DOING BEFORE, OBJECTIVE, BY OBJECTIVE,
BEFORE, OBJECTIVE, BY OBJECTIVE, BY OBJECTIVE.
BY OBJECTIVE. SO THAT'S EXCITING.
SO THAT'S EXCITING. >> YOU MENTIONED THE MAJOR
>> YOU MENTIONED THE MAJOR CHALLENGES THAT YOU EXPECT TO
CHALLENGES THAT YOU EXPECT TO ENCOUNTER WHEN YOU GET TO THE
ENCOUNTER WHEN YOU GET TO THE HIGH SCHOOL LEVEL.
HIGH SCHOOL LEVEL. BUT WHAT ISSUES ARE COMING TO
BUT WHAT ISSUES ARE COMING TO THE FOREALREADY ABOUT THAT?
THE FOREALREADY ABOUT THAT? >> I THINK THERE ARE TWO THINGS
>> I THINK THERE ARE TWO THINGS AND ONE OF THEM SOUNDS A BIT
AND ONE OF THEM SOUNDS A BIT LIKE A BROKEN RECORD AND THAT'S
LIKE A BROKEN RECORD AND THAT'S THE ISSUE OF TIME.
THE ISSUE OF TIME. OUR ELEMENTARY TEACHERS TEACH
OUR ELEMENTARY TEACHERS TEACH ALL COMMON AREAS, THEY HAVE
ALL COMMON AREAS, THEY HAVE COMPREHENSIVE NEW WORKING
COMPREHENSIVE NEW WORKING STANDARDS THAT THEY ARE REALLY
STANDARDS THAT THEY ARE REALLY WORKING HARD TO UNDERSTAND.
WORKING HARD TO UNDERSTAND. AND YET THEY'RE TEACHING ALL DIE
AND YET THEY'RE TEACHING ALL DIE DAY AND THEY RUN OUT OF TIME.
DAY AND THEY RUN OUT OF TIME. FOR 40 YEARS WE HAVE FACED THE
FOR 40 YEARS WE HAVE FACED THE SAME CHALLENGE, I'M NOT QUITE
SAME CHALLENGE, I'M NOT QUITE SURE HOW DO WE FIX THAT, BUT
SURE HOW DO WE FIX THAT, BUT WE'RE ALWAYS LOOKING FOR HOW DO
WE'RE ALWAYS LOOKING FOR HOW DO WE GIVE TEACHERS MORE TIME TO DO
WE GIVE TEACHERS MORE TIME TO DO THAT BETTER.
THAT BETTER. THERE REALLY IS TIME FOR PARENTS
THERE REALLY IS TIME FOR PARENTS AND OUR COMMUNITIES, THEIR
AND OUR COMMUNITIES, THEIR CLASSROOMS WILL LOOK SOMEWHAT
CLASSROOMS WILL LOOK SOMEWHAT DIFFERENT AND SINCE WE HAVE ALL
DIFFERENT AND SINCE WE HAVE ALL FOR THE MOST PART GONE THROUGH
FOR THE MOST PART GONE THROUGH SCHOOL, WE TEND TO WANT TO SEE
SCHOOL, WE TEND TO WANT TO SEE WHAT WE KNEW AND IT'S NOT
WHAT WE KNEW AND IT'S NOT NECESSARILY GOING TO LOOK THE
NECESSARILY GOING TO LOOK THE SAME.
SAME. TECHNOLOGY HAS ALREADY CHANGED
TECHNOLOGY HAS ALREADY CHANGED CLASS ROOMS IN WAYS AND SO I
CLASS ROOMS IN WAYS AND SO I THINK WHEN WE MOVE INTO A SET OF
THINK WHEN WE MOVE INTO A SET OF STANDARDS, THAT REALLY
STANDARDS, THAT REALLY ENCOURAGES A LOT OF GROUND UP
ENCOURAGES A LOT OF GROUND UP WORK FROM CHILDREN, SO THAT THEY
WORK FROM CHILDREN, SO THAT THEY CAN REALLY GET THEIR HANDS
CAN REALLY GET THEIR HANDS AROUND THE CONCEPT.
AROUND THE CONCEPT. IT'S NOT GOING TO LOOK NEAT AND
IT'S NOT GOING TO LOOK NEAT AND TIDY, IT'S GOING TO LOOK BUSY
TIDY, IT'S GOING TO LOOK BUSY AND MESSY.
AND MESSY. THAT'S ALL GOOD, BUT IF YOU'RE
THAT'S ALL GOOD, BUT IF YOU'RE NOT USED TO SEEING IT, IT'S A
NOT USED TO SEEING IT, IT'S A DIFFERENT THING FOR PARENTS.
DIFFERENT THING FOR PARENTS. I HAD A PARENT, SEVERAL OF THEM
I HAD A PARENT, SEVERAL OF THEM ACTUALLY, CONTACT US THIS YEAR
ACTUALLY, CONTACT US THIS YEAR AND SAY THERE MUST BE A MISTAKE.
AND SAY THERE MUST BE A MISTAKE. MY STUDENT IS DOING ADDITIONAL
MY STUDENT IS DOING ADDITIONAL IN KINDERGARTEN, THEY'RE
IN KINDERGARTEN, THEY'RE SUPPOSED TO BE COUNTING.
SUPPOSED TO BE COUNTING. OUR RESPONSE HAS BEEN THAT'S
OUR RESPONSE HAS BEEN THAT'S PART OF THE CHANGE, CHANGE IN
PART OF THE CHANGE, CHANGE IN RIGOR.
RIGOR. >> IT ALSO COSTS MONEY TO
>> IT ALSO COSTS MONEY TO INSTALL THIS SYSTEM AND THERE'S
INSTALL THIS SYSTEM AND THERE'S STILL DEBATE GOING ON AT THE
STILL DEBATE GOING ON AT THE STATE LEVEL ABOUT WHAT KIND OF
STATE LEVEL ABOUT WHAT KIND OF FUNDING SHOULD BE COMING FORTH
FUNDING SHOULD BE COMING FORTH FOR THIS.
FOR THIS. WHAT HAS TUSD GOTTEN SO FAR FOR
WHAT HAS TUSD GOTTEN SO FAR FOR IMPLEMENTING THE TRAININGS THAT
IMPLEMENTING THE TRAININGS THAT ARE NEEDED?
ARE NEEDED? >> WE HAVE ONE SMALL PIECE OF
>> WE HAVE ONE SMALL PIECE OF WHAT'S CALLED A RACE TO THE TOP
WHAT'S CALLED A RACE TO THE TOP STATE DOLLARS THAT'S REALLY
STATE DOLLARS THAT'S REALLY HELPING US IN THE SCIENCE AREA.
HELPING US IN THE SCIENCE AREA. SO THOSE ARE SOME ADDITIONAL
SO THOSE ARE SOME ADDITIONAL DOLLARS THAT JUST CAME IN THIS
DOLLARS THAT JUST CAME IN THIS YEAR, ACTUALLY.
YEAR, ACTUALLY. PRIOR TO THAT, WE HAVE DEPENDED
PRIOR TO THAT, WE HAVE DEPENDED HEAVILY ON WHAT WE CALL OUR
HEAVILY ON WHAT WE CALL OUR ENTITLEMENTS, TITLE 1 AND TITLE
ENTITLEMENTS, TITLE 1 AND TITLE 2 TO SUPPLEMENT THE TRAINING.
2 TO SUPPLEMENT THE TRAINING. WHAT WE'RE WRESTLING WITH AND
WHAT WE'RE WRESTLING WITH AND I'M SURE THE STATE OF ARIZONA IS
I'M SURE THE STATE OF ARIZONA IS WRESTLING WITH IS THE MATERIALS,
WRESTLING WITH IS THE MATERIALS, WHAT SHOULD THOSE MATERIALS BE,
WHAT SHOULD THOSE MATERIALS BE, SHOULD THEY ACTUALLY BE PAPER
SHOULD THEY ACTUALLY BE PAPER AND PENCIL MATERIALS OR ARE WE
AND PENCIL MATERIALS OR ARE WE MUCH WISER TO MOVE
MUCH WISER TO MOVE TECHNOLOGICALLY?
TECHNOLOGICALLY? BUT THAT OPENS A WHOLE SET OF
BUT THAT OPENS A WHOLE SET OF QUESTIONS ABOUT DO YOU HAVE THE
QUESTIONS ABOUT DO YOU HAVE THE EQUIPMENT YOU NEED?
EQUIPMENT YOU NEED? TWO YOU HAVE THE BANDWIDTH THAT
TWO YOU HAVE THE BANDWIDTH THAT YOU NEED, ALL THE TECHNOLOGY
YOU NEED, ALL THE TECHNOLOGY QUESTIONS THAT HAPPEN.
QUESTIONS THAT HAPPEN. >> ALL OF WHICH COST MONEY.
>> ALL OF WHICH COST MONEY. >> ALL OF THEM.
>> ALL OF THEM. AND MONEY THAT'S NOT AVAILABLE.
AND MONEY THAT'S NOT AVAILABLE. OUR STATE FUNDING FOR THE LAST
OUR STATE FUNDING FOR THE LAST FEW YEARS REALLY HAS BEEN
FEW YEARS REALLY HAS BEEN MINIMAL IN THE AREA OF CAPITAL,
MINIMAL IN THE AREA OF CAPITAL, WHICH IS WHERE TECHNOLOGY COMES
WHICH IS WHERE TECHNOLOGY COMES FROM AND SO FOR US, IT'S A
FROM AND SO FOR US, IT'S A CHALLENGE.
CHALLENGE. BUT WE'RE FEELING THAT THE VERY
BUT WE'RE FEELING THAT THE VERY BEST THING WE COULD DO IS MERGE
BEST THING WE COULD DO IS MERGE HOW TO USE TECHNOLOGY IN COMMON
HOW TO USE TECHNOLOGY IN COMMON CORE AND TRY TO WORK AT IT THAT
CORE AND TRY TO WORK AT IT THAT WAY.
WAY. ANYONE WHO'S FAMILIAR WITH THE
ANYONE WHO'S FAMILIAR WITH THE UNITED SCHOOL DISTRICT, REALIZES
UNITED SCHOOL DISTRICT, REALIZES THAT THEY HAVE SOME COMPONENTS
THAT THEY HAVE SOME COMPONENTS THAT THEY WORK WELL W AND MANY
THAT THEY WORK WELL W AND MANY ARE THINKING ALONG THOSE LINES
ARE THINKING ALONG THOSE LINES BECAUSE YOU CAN'T KEEP ONE
BECAUSE YOU CAN'T KEEP ONE PAPER.
PAPER. IT'S IMPOSSIBLE TO DO.
IT'S IMPOSSIBLE TO DO. >> ABOUT A HALF MINUTE REMAINING
>> ABOUT A HALF MINUTE REMAINING IN OUR CONVERSATION, IN THAT
IN OUR CONVERSATION, IN THAT TIME, CAN YOU GIVE US ANY
TIME, CAN YOU GIVE US ANY ESTIMATE ABOUT WHAT THOSE COSTS
ESTIMATE ABOUT WHAT THOSE COSTS ARE GOING TO BE FOR TUSD?
ARE GOING TO BE FOR TUSD? >> WE DID SOME ESTIMATES IN THE
>> WE DID SOME ESTIMATES IN THE STATE, AND WE DID SOME ESTIMATES
STATE, AND WE DID SOME ESTIMATES FOR THE NEW ASSESSMENTS IS GOING
FOR THE NEW ASSESSMENTS IS GOING TO BE BILL A $1.2 MILLION A
TO BE BILL A $1.2 MILLION A YEAR.
YEAR. IN TECHNOLOGY, DEPENDING ON HOW
IN TECHNOLOGY, DEPENDING ON HOW MUCH IS AVAILABLE, WE MIGHT BE
MUCH IS AVAILABLE, WE MIGHT BE BETWEEN $500,000 AND 50,000 A
BETWEEN $500,000 AND 50,000 A YEAR.
YEAR. >> INTERIM DEPUTY SUPERINTENDENT
>> INTERIM DEPUTY SUPERINTENDENT FOR TUSD, THANK YOU FOR SPEAKING
FOR TUSD, THANK YOU FOR SPEAKING WITH ME.
WITH ME. >>> AND NOW DOWN TO WHERE THE
>>> AND NOW DOWN TO WHERE THE ACTION IS, THE SCHOOLS AND CLASS
ACTION IS, THE SCHOOLS AND CLASS ROOMS.
ROOMS. HERE'S TWO OF THE TEACHERS, MS.
HERE'S TWO OF THE TEACHERS, MS. BENTON, YOU ARE IN CHARGE OF
BENTON, YOU ARE IN CHARGE OF MAKING SURE THE TRAINING GETS
MAKING SURE THE TRAINING GETS ROLLED OUT TO THE TEACHERS
ROLLED OUT TO THE TEACHERS THROUGHOUT THE DISTRICT.
THROUGHOUT THE DISTRICT. >> WE BEGAN WITH KINDERGARTEN
>> WE BEGAN WITH KINDERGARTEN AND FIRST GRADE TEACHERS AND
AND FIRST GRADE TEACHERS AND HAVE MOVED IT UP TO SECOND AN
HAVE MOVED IT UP TO SECOND AN AFTER AMES IS OVER FIRST QUARTER
AFTER AMES IS OVER FIRST QUARTER REALLY GOING FULL SCALE ALL THE
REALLY GOING FULL SCALE ALL THE WAY FROM THIRD THROUGH 10th OF
WAY FROM THIRD THROUGH 10th OF THIS YEAR.
THIS YEAR. EVERYBODY HAS FOUNDATIONAL
EVERYBODY HAS FOUNDATIONAL COMMON CORE AND IN PART WE ARE
COMMON CORE AND IN PART WE ARE READY TO MOVE TO THE
READY TO MOVE TO THE INSTRUCTIONAL SIDE.
INSTRUCTIONAL SIDE. >> AND MS. HACKETT, YOU'RE
>> AND MS. HACKETT, YOU'RE OVERSEEING THE TRAINING FOR
OVERSEEING THE TRAINING FOR ABOUT TWO DOZEN TEACHERS AT LOS
ABOUT TWO DOZEN TEACHERS AT LOS NINOS ELEMENTARY SCHOOL.
NINOS ELEMENTARY SCHOOL. >> WE AT A GRADE LEVEL ARE
>> WE AT A GRADE LEVEL ARE ANSWERING QUESTIONS THAT THEY
ANSWERING QUESTIONS THAT THEY HAVE FOR THE CURRICULUM AND
HAVE FOR THE CURRICULUM AND THROUGH THE CLASSROOM ITERATIONS
THROUGH THE CLASSROOM ITERATIONS THAT I DO, WE ANSWER THE
THAT I DO, WE ANSWER THE QUESTIONS THAT THEY HAVE, AND
QUESTIONS THAT THEY HAVE, AND THE SUCCESSES WITH THE KIDS.
THE SUCCESSES WITH THE KIDS. >> TELL ME ONE OF THE SUCCESSES
>> TELL ME ONE OF THE SUCCESSES THAT YOU HAVE HEARD.
THAT YOU HAVE HEARD. >> JUST THE ABILITY THAT THE
>> JUST THE ABILITY THAT THE KIDS HAVE TO EXPLAIN THEIR
KIDS HAVE TO EXPLAIN THEIR THINKING.
THINKING. THAT'S BEEN A HUGE AH-HA AND
THAT'S BEEN A HUGE AH-HA AND KIND OF LIKE A BUY IN FOR THE
KIND OF LIKE A BUY IN FOR THE TEACHERS BECAUSE THEIR FIRST
TEACHERS BECAUSE THEIR FIRST INSTINCT IS OH, NO, THIS IS TOO
INSTINCT IS OH, NO, THIS IS TOO HARD, THEY CAN'T DO THAT.
HARD, THEY CAN'T DO THAT. BUT WHEN THE CHILDREN ARE ABLE
BUT WHEN THE CHILDREN ARE ABLE TO EXPLAINARY THINKING, THAT
TO EXPLAINARY THINKING, THAT SOLVES IT FOR THE TEACHERS.
SOLVES IT FOR THE TEACHERS. >> IS THAT SOMETHING THAT PREM
>> IS THAT SOMETHING THAT PREM ARE EXPERIENCING, ARE THE KIDS
ARE EXPERIENCING, ARE THE KIDS AHEAD OF THE TEACHERS IN THIS
AHEAD OF THE TEACHERS IN THIS REGARD?
REGARD? >> TYPICALLY, YES, KIDS ARE
>> TYPICALLY, YES, KIDS ARE BETTER RISK TAKERS THAN WE ARE.
BETTER RISK TAKERS THAN WE ARE. PARTICULARLY WITH YOUNG
PARTICULARLY WITH YOUNG CHILDREN, BECAUSE THE
CHILDREN, BECAUSE THE IMPLEMENTATION WITH KINDER
IMPLEMENTATION WITH KINDER THROUGH SECOND.
THROUGH SECOND. THEY DON'T COME WITH THOSE
THEY DON'T COME WITH THOSE PRECONCEIVED NOTIONS THAT WE DO
PRECONCEIVED NOTIONS THAT WE DO AS TEACHER.
AS TEACHER. I THINK IT'S A GREAT AH-HA
I THINK IT'S A GREAT AH-HA MOMENT FOR THE TEACHERS TO SEE,
MOMENT FOR THE TEACHERS TO SEE, REAL GIVING THEIR KIDS A CHANCE
REAL GIVING THEIR KIDS A CHANCE TO SEE WHAT THEY KNOW AND WHAT
TO SEE WHAT THEY KNOW AND WHAT THEY'RE ABLE TO DO.
THEY'RE ABLE TO DO. >> WHAT PROBLEMS ARE YOU
>> WHAT PROBLEMS ARE YOU EXPERIENCING OR WHAT ISSUES ARE
EXPERIENCING OR WHAT ISSUES ARE COMING TO THE FOREA STILL NEED
COMING TO THE FOREA STILL NEED TO BE DEALT WITH AS YOU ROLL
TO BE DEALT WITH AS YOU ROLL THIS OUT?
THIS OUT? >> AS THE PARK ASSESSMENT GETS
>> AS THE PARK ASSESSMENT GETS READY TO REPLACE AMES AND PARK
READY TO REPLACE AMES AND PARK IS A PRO -- WE DON'T KNOW WHAT
IS A PRO -- WE DON'T KNOW WHAT THAT END GOAL OR THAT END
THAT END GOAL OR THAT END ASSESSMENT REALLY LOOKS LIKE
ASSESSMENT REALLY LOOKS LIKE YET, SO THERE ARE THOSE
YET, SO THERE ARE THOSE CHALLENGES THAT GO WITH
CHALLENGES THAT GO WITH DEVELOPING THE CURRICULUM AND
DEVELOPING THE CURRICULUM AND UNDERSTANDING WHAT'S INVOLVED.
UNDERSTANDING WHAT'S INVOLVED. BUT I THINK THE BIGGEST
BUT I THINK THE BIGGEST CHALLENGE FOR EDUCATORS AT ALL
CHALLENGE FOR EDUCATORS AT ALL LEVELS, WHETHER IT'S
LEVELS, WHETHER IT'S SUPERINTENDENTS, TEACHERS.
SUPERINTENDENTS, TEACHERS. WE ARE WORKING TO TEACH AND
WE ARE WORKING TO TEACH AND IMPLEMENT A VERY RICH FULL SET
IMPLEMENT A VERY RICH FULL SET OF COMMON CORE STANDARDS, BUT
OF COMMON CORE STANDARDS, BUT OUR ACCOUNTABILITY IS BEING HELD
OUR ACCOUNTABILITY IS BEING HELD TO AMES, WHICH IS 2008 OR BEFORE
TO AMES, WHICH IS 2008 OR BEFORE STANDARDS WHICH ARE VERY, VERY
STANDARDS WHICH ARE VERY, VERY DIFFERENT.
DIFFERENT. SO TEACHERS, THE TEACHER'S
SO TEACHERS, THE TEACHER'S BIGGEST STRUGGLE IS REALLY
BIGGEST STRUGGLE IS REALLY HAVING THAT FOOT IN BOTH WORDS.
HAVING THAT FOOT IN BOTH WORDS. >> HOW ARE TEACHERS ZEALING WITH
>> HOW ARE TEACHERS ZEALING WITH THAT?
THAT? >> THEY ARE JUST WANTING TO
>> THEY ARE JUST WANTING TO IMPLEMENT CORE WITH -- WITH THE
IMPLEMENT CORE WITH -- WITH THE UNDERSTANDING THAT THE KIDS ARE
UNDERSTANDING THAT THE KIDS ARE SHOWING BE COMMON CORE WILL TAKE
SHOWING BE COMMON CORE WILL TAKE CARE OF ITSELF.
CARE OF ITSELF. >> HOW ARE YOU AND OTHER
>> HOW ARE YOU AND OTHER TEACHERS DEALING WITH THE
TEACHERS DEALING WITH THE APPLICATION OF THE STANDARDS ON
APPLICATION OF THE STANDARDS ON A CLASSROOM BY CLASSROOM BASIS,
A CLASSROOM BY CLASSROOM BASIS, IS THERE REAL BUYING GOING ON
IS THERE REAL BUYING GOING ON THERE AMONG TEACHERS?
THERE AMONG TEACHERS? >> THERE IS AND THEY'RE FINDING
>> THERE IS AND THEY'RE FINDING THAT THEY'RE RELYING ON EACH
THAT THEY'RE RELYING ON EACH OTHER A LOT, AS WELL AS
OTHER A LOT, AS WELL AS CLARIFYING THE STANDARDS, AND
CLARIFYING THE STANDARDS, AND CONCESSIONS FOR TEACHING AND
CONCESSIONS FOR TEACHING AND THERE'S A DESIRE FOR THE
THERE'S A DESIRE FOR THE TEACHERS TO BETTER UNDERSTAND
TEACHERS TO BETTER UNDERSTAND THE CONCEPT THEY'RE TEACHING
THE CONCEPT THEY'RE TEACHING BECAUSE IT'S REQUIRING A HIGHER
BECAUSE IT'S REQUIRING A HIGHER LEVEL OF KNOWLEDGE ON THEIR
LEVEL OF KNOWLEDGE ON THEIR PART.
PART. >> AND MS. BENTON, THE
>> AND MS. BENTON, THE IMPROVEMENT THAT'S GOING ON IN
IMPROVEMENT THAT'S GOING ON IN THE NEW SYSTEM, ARE THERE
THE NEW SYSTEM, ARE THERE BRIDGES FROM THE OLD SYSTEM THAT
BRIDGES FROM THE OLD SYSTEM THAT ARE INFORMING THAT?
ARE INFORMING THAT? >> A LOT OF TEACHING STRATEGIES
>> A LOT OF TEACHING STRATEGIES THAT ARE PROVEN THROUGH RESEARCH
THAT ARE PROVEN THROUGH RESEARCH ARE STILL VERY VIABLE STRATEGIES
ARE STILL VERY VIABLE STRATEGIES TO USE IN THE CLASSROOM.
TO USE IN THE CLASSROOM. IN ADDITION TO THAT, IT'S REALLY
IN ADDITION TO THAT, IT'S REALLY THAT USE OF COLLABORATION, THAT
THAT USE OF COLLABORATION, THAT WE HAVE DONE IN THE PAST PRETTY
WE HAVE DONE IN THE PAST PRETTY WELL WITHIN OUR OWN SITES.
WELL WITHIN OUR OWN SITES. BUT NOW WE HAVE THE OPPORTUNITY
BUT NOW WE HAVE THE OPPORTUNITY TO COLLABORATE WITH OTHER SITES
TO COLLABORATE WITH OTHER SITES AND SCHOOLS IN OUR COMMUNITY AND
AND SCHOOLS IN OUR COMMUNITY AND ALSO NATIONALLY.
ALSO NATIONALLY. >> MS. HACKETT, YOU TALKED GOT
>> MS. HACKETT, YOU TALKED GOT WHAT'S GOING ON WITH K-2, AND
WHAT'S GOING ON WITH K-2, AND HOW INNOVATIVE THEY'RE BEING
HOW INNOVATIVE THEY'RE BEING WITH THE CHILDREN.
WITH THE CHILDREN. AND YOU'RE NOW WORKING WITH THE
AND YOU'RE NOW WORKING WITH THE NEXT LEVEL UP, THIRD THROUGH
NEXT LEVEL UP, THIRD THROUGH FIFTH GRADERS.
FIFTH GRADERS. HOW ARE THEY RESPONDING WHEN
HOW ARE THEY RESPONDING WHEN THEY GET PRACTICED ON, IF YOU
THEY GET PRACTICED ON, IF YOU WILL, WITH COMMON CORE.
WILL, WITH COMMON CORE. >> IT'S BEEN A LITTLE BIT
>> IT'S BEEN A LITTLE BIT DIFFERENT SINCE WE HAVE BEEN
DIFFERENT SINCE WE HAVE BEEN IMPLEMENTING SOME OF THE DIGITAL
IMPLEMENTING SOME OF THE DIGITAL CURRICULUMS, BECAUSE THEY HAVE
CURRICULUMS, BECAUSE THEY HAVE HAD A LITTLE BIT OF MORE OF --
HAD A LITTLE BIT OF MORE OF -- TO START IN WITH THE PROCESS.
TO START IN WITH THE PROCESS. BUT IT'S A LITTLE BIT MORE OF A
BUT IT'S A LITTLE BIT MORE OF A TREPIDATION BECAUSE RIGHT NOW
TREPIDATION BECAUSE RIGHT NOW WE'RE IN THAT AMES MAPART
WE'RE IN THAT AMES MAPART CONVERSIONS.
CONVERSIONS. IT'S GOING TO TAKE A WHILE.
IT'S GOING TO TAKE A WHILE. >> WE HAVE ABOUT A MINUTE
>> WE HAVE ABOUT A MINUTE REMAINING, MS. BENTON, ONE OF
REMAINING, MS. BENTON, ONE OF THE THINGS WE TALKED ABOUT
THE THINGS WE TALKED ABOUT BEFORE WE CAME ON CAMERA, WAS
BEFORE WE CAME ON CAMERA, WAS S
S SUNNYSIDE'S DIGITAL APPROACH TO
SUNNYSIDE'S DIGITAL APPROACH TO LEARNING.
LEARNING. HOW IS COMMON CORE ENHANCED BY
HOW IS COMMON CORE ENHANCED BY THAT?
THAT? >> IN ADDITION TO THE PARK
>> IN ADDITION TO THE PARK ASSESSMENT THAT WAS REPLACING
ASSESSMENT THAT WAS REPLACING AMES THAT WILL BE TAKEN ONLINE
AMES THAT WILL BE TAKEN ONLINE IN GRADE THREE THROUGH 11 REALLY
IN GRADE THREE THROUGH 11 REALLY HAS GIVEN OUR KIDS A CHANCE TO
HAS GIVEN OUR KIDS A CHANCE TO BE AHEAD OF THE CURVE BECAUSE WE
BE AHEAD OF THE CURVE BECAUSE WE HAVE A ONE TO ONE INITIATIVE IN
HAVE A ONE TO ONE INITIATIVE IN GRADES FOUR THROUGH NINE, AND
GRADES FOUR THROUGH NINE, AND WE'LL BE ADDING TENTH GRADE, SO
WE'LL BE ADDING TENTH GRADE, SO THEY'LL HAVE A LAP TOP THAT
THEY'LL HAVE A LAP TOP THAT THEY'LL BE ABLE TO USE.
THEY'LL BE ABLE TO USE. >> ANN BENTON, AND MAGGIE
>> ANN BENTON, AND MAGGIE HANSON, THANK YOU FOR SPEAKING
HANSON, THANK YOU FOR SPEAKING WITH ME.
WITH ME. THERE'S MORE ABOUT COMMON CORE
THERE'S MORE ABOUT COMMON CORE ON OUR WEBSITE, AZ WEEK.COM, IN
ON OUR WEBSITE, AZ WEEK.COM, IN ADDITION TO JAN BREWER'S
ADDITION TO JAN BREWER'S EDUCATION POLICY ADVISOR AND
EDUCATION POLICY ADVISOR AND LINKS TO STATE AND LOCAL
LINKS TO STATE AND LOCAL WEBSITES WITH ALL THE DETAILS.
WEBSITES WITH ALL THE DETAILS. THANKS FOR WATCHING "ARIZONA
THANKS FOR WATCHING "ARIZONA WEEK."
WEEK." 6