Common Core woes

The Lawrence Teachers Association added its voice to the chorus of criticism that the implementation of the new Common Core Learning Standards has received from many administrators, faculty, parents and students across the state.

LTA President Lori Skonberg said her organization of 300 district teachers are not opposed to the new learning standards. They are concerned, however, that the district’s implementation of the standards has reduced teachers’ flexibility to differentiate learning material based on student reading levels, has mandated the use of scripted modules or lessons that limit an educator’s creativity and, on the elementary level, calls for more lecturing, the method teachers say is least likely to help students learn.

“We want the district to allow its teachers to infuse the Common Core Learning Standards into everyday lessons and assessments without having to follow a script provided by the state,” Skonberg said.

She questioned the value of ELA honors classes in the middle school if teachers must teach the identical curriculum in the exact same manner. Skonberg charged that the district’s current students are being used like “guinea pigs” to learn how the Common Core works.

Deputy Superintendent Ann Pedersen said Lawrence has been preparing for the implementation of the learning standards since they were adopted by New York in 2012. Forty-five states have adopted the Common Core. “We have had ongoing discussions with teachers regarding the implementation of this rigorous curriculum, including staff development and the use of weekly meetings,” Pedersen said.

She pointed to the high percentage of students who did poorly on the state tests as the reason for the district to align its instructional material with the more rigorous Common Core. Pedersen noted that Massachusetts, a state were the Common Core has been implemented, has seen the largest rise in standardized test scores.

On this year’s tests, the percentage of Level 1 Lawrence students — those not meeting the standards — increased dramatically in every subset tested from grade three English Language Arts through grade eight math. For example, in 2011-12, 9.9 percent of eighth-grade math students scored at Level 1. This year it was 47.2 percent.

According to Skonberg, teachers expressed frustration with the teaching materials, saying the scripted modules force them to leave behind familiar lessons and be less creative. “We should not be experimenting with a brand new, untested curriculum, especially considering the seemingly countless problems found by educators statewide,” she said.

Saying that engaging the students is a vital part of the Common Core, Pedersen said that educational strategies that include spontaneous and planned discussions are “critical components to the implementation of the modules.” “The scripts have time stamps to guide teachers on appropriate pacing,” said Pedersen, adding that she has heard that experienced teachers throughout the state have the feeling of being a first-year teacher. “There is a learning curve in all new things, as well as discomfort with change.”

It is not change that Skonberg finds uneasiness with, she said, but the possible ineffectiveness of teaching a curriculum educators do not feel comfortable with. “Eliminate the mandated use of the modules,” she said. “Allow teachers to create new lessons and activities on their own that embrace the Common Core. Allow teachers to properly differentiate to meet the needs of all their students.”

Despite the LTA’s concerns, Superintendent Gary Schall said the district will continue to move forward with its implementation of the Common Core.

“While we are certainly in agreement that there is over testing and a lack of clarity with the state’s implementation and a serious problem with the way the state unfolded this initiative, it provides a significant framework for raising standards locally and nationwide,” he said.