Elementary FAQs
Are the Common Core State Standards (CCSS) the Barrington Curriculum?
No, Rhode Island educators still maintain control of how they will design their own instruction in order to meet the diverse needs of their student population. Teachers in Barrington have collaborated on the development of curriculum and the selection of resources to support the curriculum. As with the Grade Span Expectations and the Grade Level Expectations (GSEs/GLEs), Barrington has aligned curriculum objectives to the standards. The standards are only the minimum foundation of the curriculum. Curriculum will continue to be initiated, designed, and developed by Barrington; and instruction will continue to be initiated at the school and classroom level.
Is the CCSS a top-down curriculum?
No, the CCSS are standards not curriculum. Barrington teachers continue to work on the development, implementation, and continuous improvement of the curriculum. Barrington has created opportunities for teacher leadership in curriculum called “Curriculum Point People.” This group of talented teachers works closely with their grade level teams on strategies for implementation, receives feedback for change, and creates solutions for improvement. The curriculum is truly a living document created and led by the Barrington educators.
Do the CCSS require all teachers to teach the same without creativity?
No, The CCSS clarifies the main skills and goals we want to provide Rhode Island students; it does not dictate how students will learn these skills or mandate use of specific curricula, lessons, or texts. Teachers still maintain ownership of their classroom instruction and the ability to creatively design and deliver instruction within their classrooms.
In Barrington, the inclusion of technology integration into the curriculum is one small example of creativity in design and implementation. Students and teachers across the district are engaged in creative lessons that require students to create, critically think, collaborate and communicate using 21st Century Skills.
Barrington Public Schools values the use of research-based instructional strategies in the classroom. To that end, the standards do not dictate how teachers teach. Educators work collaboratively to develop unit plans that incorporate research-based, high yield instructional strategies from the work of Robert Marzano and John Hattie. The curriculum development process builds strongly upon the research of Rick DuFour and Michael Fullan as it relates to professional learning communities and systems improvement. Following the TPACK model, teachers incorporate technology, pedagogy, and content knowledge into each unit. Units of study build upon the research of Grant Wiggins' and Jay McTighe's work Understanding by Design.
NEW What is the shift to informational text/non-fiction at the elementary level?
Barrington has always incorporated non-fiction and fiction at the elementary level. This reading is across the school day, not only during reading block. The balance in types of reading materials supports interdisciplinary learning and also supports students in learning how to approach different text types. Students will continue to be afforded opportunities to select text of their choice through the classroom and the library, in addition to the reading that they engage in with their class. It is our goal to instill a love of learning and reading in all students.
Have teachers been provided with professional development?
RIDE adopted the Common Core State Standards in 2010. Since then, Rhode Island Department of Education (RIDE) has provided the state’s educators and schools with extensive opportunities to learn about and practice with the standards and interact with the standards through their professional learning communities and networks. Rhode Island educators and students have been preparing for the transition to the CCSS for over four years. In addition to professional development opportunities provided by RIDE, Barrington has afforded teachers training at the grade, department, school and district level over the course of the four years of implementation. Most recently, teachers have been provided with instructional coaching on the math workshop model, types of writing, and mathematical practices.
NEW What does the structure of the math program look like during a typical lesson?
No, Rhode Island educators still maintain control of how they will design their own instruction in order to meet the diverse needs of their student population. Teachers in Barrington have collaborated on the development of curriculum and the selection of resources to support the curriculum. As with the Grade Span Expectations and the Grade Level Expectations (GSEs/GLEs), Barrington has aligned curriculum objectives to the standards. The standards are only the minimum foundation of the curriculum. Curriculum will continue to be initiated, designed, and developed by Barrington; and instruction will continue to be initiated at the school and classroom level.
Is the CCSS a top-down curriculum?
No, the CCSS are standards not curriculum. Barrington teachers continue to work on the development, implementation, and continuous improvement of the curriculum. Barrington has created opportunities for teacher leadership in curriculum called “Curriculum Point People.” This group of talented teachers works closely with their grade level teams on strategies for implementation, receives feedback for change, and creates solutions for improvement. The curriculum is truly a living document created and led by the Barrington educators.
Do the CCSS require all teachers to teach the same without creativity?
No, The CCSS clarifies the main skills and goals we want to provide Rhode Island students; it does not dictate how students will learn these skills or mandate use of specific curricula, lessons, or texts. Teachers still maintain ownership of their classroom instruction and the ability to creatively design and deliver instruction within their classrooms.
In Barrington, the inclusion of technology integration into the curriculum is one small example of creativity in design and implementation. Students and teachers across the district are engaged in creative lessons that require students to create, critically think, collaborate and communicate using 21st Century Skills.
Barrington Public Schools values the use of research-based instructional strategies in the classroom. To that end, the standards do not dictate how teachers teach. Educators work collaboratively to develop unit plans that incorporate research-based, high yield instructional strategies from the work of Robert Marzano and John Hattie. The curriculum development process builds strongly upon the research of Rick DuFour and Michael Fullan as it relates to professional learning communities and systems improvement. Following the TPACK model, teachers incorporate technology, pedagogy, and content knowledge into each unit. Units of study build upon the research of Grant Wiggins' and Jay McTighe's work Understanding by Design.
NEW What is the shift to informational text/non-fiction at the elementary level?
Barrington has always incorporated non-fiction and fiction at the elementary level. This reading is across the school day, not only during reading block. The balance in types of reading materials supports interdisciplinary learning and also supports students in learning how to approach different text types. Students will continue to be afforded opportunities to select text of their choice through the classroom and the library, in addition to the reading that they engage in with their class. It is our goal to instill a love of learning and reading in all students.
Have teachers been provided with professional development?
RIDE adopted the Common Core State Standards in 2010. Since then, Rhode Island Department of Education (RIDE) has provided the state’s educators and schools with extensive opportunities to learn about and practice with the standards and interact with the standards through their professional learning communities and networks. Rhode Island educators and students have been preparing for the transition to the CCSS for over four years. In addition to professional development opportunities provided by RIDE, Barrington has afforded teachers training at the grade, department, school and district level over the course of the four years of implementation. Most recently, teachers have been provided with instructional coaching on the math workshop model, types of writing, and mathematical practices.
NEW What does the structure of the math program look like during a typical lesson?
math_lesson_structure.docx | |
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File Type: | docx |
Can students opt out of the Partnership for Assessment of College and Career Readiness (PARCC)?
Students are able to opt out of the field assessment (Spring 2014) only. PARCC is the accountability assessment adopted by the state of Rhode Island. As a result, it is required that all eligible public school students be assessed using this tool commencing the spring of 2015. Public school students currently eligible for the Alternate Assessment will continue to be assessed under the Alternate Assessment System. For students taking the PARCC, accommodations are available. For a complete description of available accommodations for English as a Second Language students, students with special needs and students with 504 Plans, see the PARCC Accommodation Manual.
Is the PARCC Assessment developmentally appropriate for K-2?
Students in K-2 will not be assessed by the PARCC or by any other high-stakes state assessment.
What grades will be assessed with the PARCC?
Students in grades 3-11 in English Language Arts and students in grades 3 through Algebra II in mathematics will be assessed annually with the PARCC beginning in March of 2015.
Are Barrington teachers evaluated solely on student performance on the state assessments?
No, the teacher evaluation tool does not currently include student growth on the state assessment. This may change in the future. Currently, teachers are evaluated on assessments created at the school level, observations, and professional practice. Multiple data points are considered for each teacher, and the use of multiple data points, observation, and professional practice will not change even if the state assessment does.
Students are able to opt out of the field assessment (Spring 2014) only. PARCC is the accountability assessment adopted by the state of Rhode Island. As a result, it is required that all eligible public school students be assessed using this tool commencing the spring of 2015. Public school students currently eligible for the Alternate Assessment will continue to be assessed under the Alternate Assessment System. For students taking the PARCC, accommodations are available. For a complete description of available accommodations for English as a Second Language students, students with special needs and students with 504 Plans, see the PARCC Accommodation Manual.
Is the PARCC Assessment developmentally appropriate for K-2?
Students in K-2 will not be assessed by the PARCC or by any other high-stakes state assessment.
What grades will be assessed with the PARCC?
Students in grades 3-11 in English Language Arts and students in grades 3 through Algebra II in mathematics will be assessed annually with the PARCC beginning in March of 2015.
Are Barrington teachers evaluated solely on student performance on the state assessments?
No, the teacher evaluation tool does not currently include student growth on the state assessment. This may change in the future. Currently, teachers are evaluated on assessments created at the school level, observations, and professional practice. Multiple data points are considered for each teacher, and the use of multiple data points, observation, and professional practice will not change even if the state assessment does.
1 Rhode Island Kids Count. (June 2013). Rhode Island Kids Count Issue Brief: Improving college access and completion in Rhode Island.
2 Ibid.
3 Complete College America. (2012). Remediation: Higher education's bridge to nowhere. 3
2 Ibid.
3 Complete College America. (2012). Remediation: Higher education's bridge to nowhere. 3