Planning Formative Assessments for Pre-K Learning Objective.

Getting use to routines is one very important aspect of starting school.  Routines and Rules can be tough to get use to yet are essential to learning and success in life.  In this Blog I will be discussing three formative assessments that will help me plan and support my student’s outcome.  Formative Assessments will let me know where students are with understanding.  These assessments are age appropriate and encourage high order thinking for my pre-kindergarten students. 

Student will be able to understand and follow routines of the school with the use of center discovery and small and whole group activities.    I will dictate which formative assessment is most appropriate for my students based on the need of the student and the knowledge I want to interpret.  Observations and anecdotal notes will also be conducted during these assessments. 

Here is the standard:  SED.2.2.3  Understand and follow classroom routines and rules, and know what to do during transitions.

Center Time Assessments

Pre-Kindergarten students learn a lot through play and teaching them the culture of your classroom can be overwhelming.  Students like to explore and learn on their own and you want an environment that allows a good balance of discovery and teacher lead activities.  Students need rules and structure to keep them safe, in the classroom, and in the community. However taking on pretend roles and home-related routines are beneficially and help students make those real world connections. Both the Dramatic Play and Block area serves as that purpose.  Teacher and student will discuss good choices during centers.  These are areas in the classroom that will be able to assess my students without them noticing. 

Teachers will be surprised about how much you can find out about your student with the use of props and dramatization.  I will look for examples of students sharing, making connections between school and home, and following classroom rules.  I chose this formative assessment because this also allows me to bond and get to know my students.  It sets the tone of our relationship and it allows me to get better understanding of my student's interest.


Call and Response

I chose call and response because I  think its a great way for students to be able to reinforce looking and listening to teachers.  We will practice call and response for getting attention in whole and/or small group setting.  Students will be able to respond with "yes" when an adult calls the child by first name, within 2 seconds. With prompting, student will answer questions about classroom rules. With this Call and Response Chant " Teacher "1 2 3 all eyes on me" Student "1 2 eyes on you".  I will call a students name and then a task will be asked of  an individual student and or group to reinforce looking and listening to teachers. 

These call and response chants are great assessments for my group. I can focus on which students are able to stop what they are doing and transition to the next activity or room.  Timing is everything and transitions should take no more then 3 minutes.  I will also check for how long students take to clean and focus on me and to check for understanding by asking about the classroom rules.  Transitions can be tough so making them fun, catchy, and intentional is rewarding to both me and my students.  Call and Responses are also excellent for field trips and very large groups.  Its a great way to get your student attention quickly and smoothly.  


Good Choice/Bad Choice Chart

I decide on this activity because it supports the development of personal social-emotional skills. It helps introduce and act out situations arising in the classroom and outside of the classroom. Student will be asked a series of questions about things and have to decide whether it is a "good choice or bad choice."  Children will learn sorting skills and have a better understanding of rules and safety.  For differentiation, my high achievers will be able to do an individual sorting worksheet.  High Achievers can cut and paste the picture under either good or poor choice to check for understanding. 

"We-do" Large/Small Group

"You Do" for High Achievers

Following one/multi-step directions (Differentiation as needed)

I will be sure to have explicit directions for students.  I will explain to students that we are doing to practice following teacher directions.  I will call their name and ask them to do something.  I will ask what should you do when I call your name?  I will reply yes.  Say yes right away!  Let me show you. I will model with one child or another teacher.  Practice Throughout the day reinforces this compliance skill in different components such as snack and centers. 

I will be sure that during this lesson that I am clear with my request and it is a statement not a question. For example, I will say pick up the block.  Not, Can you pick up the block?  I will explain to the class that we are practicing following teacher directions.  While you are playing, I am doing to call your name and give you a direction.  I'll then ask "What should you do when I call your name?  I will record if children were able to complete my directives within 3 seconds.  We will continue to practice preferred behavior.

Sources:
https://s-media-cache- k0.pinimg.com/236x/85/43/14/854314b8c7a01395789ef55cf4c654c7.jpg
http://cdn.tristro.net/uploads/ideas/full/I-Can-Make-Good Choices-1.jpg
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Reflection on Understanding and Applying Standards

Learning standards can sometimes seem confusing.  State authorities' created common core standards to make sure all students prosper and receive necessary skills for each grade level and life. However, teachers must have tools in place to help students learn specific skills for your education and pursuit in life. Teachers whom have accurate lesson planning and strategies put in place will be able to teach these skills and guide student excellence.  This Unit help me have a better understanding of standards, why they were put in place, and ways to assist my students will positive outcomes.

Activity 1, Unpacking a Standard gave me a better perception of the standards.  The school I teach at is a Professional Learning Community so collaborating on lesson planning is common.  Learning from my colleagues, I assumed lesson planning derived from standards.  Unpacking the two Pre-Kindergarten standards helped me apprehend what is being said and how to break the standards down.  It is an effective tool from which we can use to support helpful understandings and actuality.

Example: SED.2.2 Children develop increasing capacity for self-control. 
The key word in this measurable standard is develop.  Students will consistently work on this skill . Until the level of self-control will increase.  I must ask what do students brains have to do in order to respond to this prompt?  How can I help increase my students level of self-control?  Breaking this standard down gave me better ideas and activities to use to assist my students with meeting this goal.  Self control is a skill that must be taught with lot of explicit direction, consistency and repetition from the teacher.

Activity 2, Standards and Backwards Mapping: I am aware that, Pre-K students need certain skills now for student success in Kindergarten, but I did not know how to explain to my students why these standards are worth accomplishing.  Student's social emotional capacity and attitude towards school effects their overall performance in school.  The Big Idea helps teachers assist students with making sense of a lot of confusing experiences and facts.  Students need support with breaking down and identifying skills needed to meet the standards.  Backward Design helps students achieve specific learning goals and objectives.  For my classroom, it seems designing backwards will be most effective when my students are understanding and then applying that information to prior knowledge.  Activity 2 taught me that students need several strategies ready for problem solving and other wise teachers should put understanding first. 

Activity 3, Objectives for Standards, gave me the necessary tools needed to focus on student outcome. What have you learned, is the question raised when creating SMART objectives. Monitoring and assessing student learning will help teachers' measure student progress.  Most schools are data driven and both formative and summative assessments are necessary.  I will monitor, observe, and record students understanding.  This Unit has showed me the importance of raising questions and generating learning in your lesson planning.  Successful lesson planning consists of building your unit around an idea of power.  An idea that helps learners sees useful connections and not just a piece of knowledge.  Allowing students to role play and reading literature that supports real world connections are ways to understand and apply standards.  Constant modeling and praise will support positive student outcome

I will keep all three units in mind while lesson planning and implementing standards.  I know that doing so gives me ideas, tools, and strategies that will support me in the classroom and support my students with achieving learning goals. 

Sources:
http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/OSSE_PreKindergarten_v4_0.pdf

Backwards mapping...

I currently teach Pre-Kindergarten at a DC Public Charter School.  I think it is important for students to be given an opportunity to become accustomed to the classroom rules and procedures, as well as investigate self-regulation and self-control.  Multiple opportunities to learn classroom culture and norms should be put in place for the school year, especially in the beginning. The DC Early Learning Standards for Pre-Kindergarten standard, SED.2.2., helps students develop increasing capacity for self-control.  Focal points in this standard are expressing and coping with strong emotions, understanding and following classroom routines, and respect for the environment.    Skills such as problem solving, following directions, and both independence and interdependence are essential to the success in managing school-related tasks.  These skills and attitudes towards school are needed and can be shaped at the Prekindergarten grade level.

Student Proficiencies

• Students will describe daily routines with prompting.
• Students will take on pretend roles and home-related routines.
• Students will follow classroom procedures for taking care of materials and interacting with peers.
• Students will sort pictures of children into good choices and bad choices.
• Students will apply knowledge  learned about rules in small group and read aloud to classroom behavior.
• Students will make connections between the classroom environment and the text Olivia with prompting.

Assessments

Assessments will be done informally in both small and large group settings to determine if students are meeting the goal of standard SED.2.2.  I plan to monitor children's behavior while they are practicing skills. I will record if students could correctly respond to each call for attention (group and individual name).

When students are engaged with a toy during free play, I will call the student's name to evaluate application of classroom rule.  I will remind students of rules and practice immediately if student does not implement appropriately, or provide specific praise if the student responds appropriately.  Center time will be used to reinforce the vocabulary and good choices.  A copy of the good choices materials will also be placed in centers for practice and guided discussion.  Pre-correcting and modeling will be used throughout the day; differentiating as needed.

Evaluation: Monitor child behaviors and reinforce friendly behaviors.

	Shares with Peer	Takes Turns	Ask Nicely
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6

Activities

First Activity (Small or whole group):  Using chart paper, the words good and bad choices will be put on each side.  I will provide pictures to support student understanding of good and bad choices.  I will reinforce classroom rules and procedures/routines by discussing them with students using pictures.  students will place pictures of children under the choice they are making. 

Second Activity (Dramatic Play):  I will discuss with students home/school routines and other daily routines with prompting.  Encourage students to pretend they are getting ready for school.  Students can also clean up the house and go through their bedtime routines. I will make connections with students on school routines and discuss daily schedule.  Reinforcing the concept of routines. I will also remind students of center rules. 

Third Activity (Block Area):  Students will work in the block area to create models of the classroom.  I will guide students to walking around the classroom to see what is in the classroom.  I will model how to look at a picture and replicate it by discussing shapes from the block shelf. Pictures of school interior and exterior will be displayed to support student learning.  I will guide students through creating the classroom and discuss where things belong.

Bibliography:

Retrieved July 5, 2016, from OSSE, http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/OSSE_PreKindergarten_v4_0.pdf

Applying Classroom Rules and Procedures...SAY, SHOW, CHECK!

Consequences should be both positive and negative. Establishing them at the beginning of the school year is essential and can be detrimental to your classroom environment. When students are constantly being redirected, it takes away from learning and should be distinguished.  However, recognition and acknowledgement of good student behavior can be a positive affect in the classroom.   Contrary to rules and procedures, consequences are usually routinely and repeated. Rules, procedures, and reinforcement are put in place to support student learning and overall success.

The first two weeks of school will consist of reviewing and modeling classroom rules and expectations.  The focus for me will be to create a culture of respect.  Respect for each other, the classroom, materials, and overall school. Explicit greetings, leadership opportunities, cues, and signals will be another way to decree rules and procedures. Picking one rule of the day to review during morning meeting will help support and teach the students my classroom customs.  Teaching students how to function together while implementing my management skills will comfort and support positive relationships. 

A traffic light behavior system will be explained within the first month. As a way to discuss this tool, enforcing rules and introducing new concepts should be broken down.  A brief understanding of the purpose of a traffic light and the system will be explained.  Explaining how the traffic light works to the class should be engaging.  I will ensure to help them problem solve and connect it to their real world at home or in the environment.  Being intentional with everything, specific praise, self and parallel talk and questions, and open ended questions will be strategies used to help students understand. 

Staying on green will mean that students followed the rules, tried their very best, and payed attention through out the day.  When on yellow, students have followed most of the rules, tried some of the time, and didn't always pay attention.  Red light means that the students didn't follow the rules, didn't do their best or try.  Students on green will receive stickers, chants, and student of the day acknowledgements.  Students on yellow will be encouraged to do better but praised for their efforts.  Students on Red will get a note sent home to parents will a report on that students day. Depending on how serious the behavior is, students will also get a phone call home and/or lose recess/center time. 

New routines and expectations of students should be shared with parents or guardians.  Social emotional goals will also be put in place to guide student emotions and self regulations.  The first week or two of school can be tough for both parents and students.  Conferencing with parents and students provide support.  Parents support is needed to ensure students understanding of both positive and negative consequences.  Clarification of the purpose of rules and consequences shall be explained by both the teacher and the parents.  Parents will sometime adapt and use tools suggested by teachers. Creating home connections demonstrations to the student that parents and teachers are on the same page.

Teachers should always give explicit directions to students.  Explanations of how to use materials and clean-up will be broken down and repeated.  Centers and materials will be limited at the beginning.  I will introduce centers slowly and create signs or smiley faces with signs that say open or close.  Gradually things will be pulled out as students learn how to take care of things.  Students will be constantly praised for putting things away nicely and in a timely matter.  Students will model for other students and I will praise those who have mastered the skill and those who are trying their best.  Lining up and transitions will be modeled as well.  Classroom rules, hallway rules, and outside rules will be discussed and compared.  Opportunities for students to practice lining up and sharing will be given.

After 2 weeks, new strategies will be introduced, if additional support with the routine and procedure of the classroom, is needed.  Center meetings will be put into place as a pre-correction.  Before students are allowed to transition, we will go over the classroom rules and discuss where things belong. Students will be reminded and praised for knowing supporting our warm and positive environment. Like all the other centers, our "Calm down" center will be introduced and explained as well.  I will read books and give examples as to how and when it is used.  Frequent conversations with take place with me and my students as another way to aid positive student-teacher interactions. 

Generating "What-if" questions will encourage behavior modeling.  Use of pictures, posting the classroom schedule, and making real world connections will serve as a great reference.  I will also show the students behavior done inappropriately or incorrectly.  We will work on a particular skill through out the day and I will try to be flexible, and figure out what works for my students.  Different learning styles will be addressed and differentiated. Support of multiple learning and children's interest is needed for student success. 

Rules and routines should be clear, firm, and simple for prekindergarten students.  It is critical for me to make the rules and consequences apply to what they are doing and that it makes sense. The benefit of rules and routines is that it gives students guidance and safety.  Having a strong routine and tone on day one supports behavior management and productivity.  Consistency with your class connections and time management is substantial.  You do not get a second chance to make a first impression so I will be an effective teacher from the very start.

Sources: 
The Art and Science of Teaching - Chapter 7
Pictures http://images.pcmac.org/SiSFiles/Schools/AL/MontgomeryPublic/FlowersElementary/Uploads/TeacherSectionImages/%7B831E0613-DC56-4AE4-9CF5-663A26F957B9%7D_Rules-and-Procedures-Pic.png

 

Establishing a Positive Classroom Climate

"Sit down and Shut up!!You better stop before I...I don't care, just do your work!!" -  Some Negative Teacher

Imagine a classroom where your teacher was consistently irritated, angry, repeatedly yells at you and makes threats, is sarcastic or disrespectful, and is always negative.  Would you be able to learn? Focus?  Would you feel supported?  Warm and invited?  Would you want to come to school? Chances are less likely...right?

Establishing a positive classroom climate is just as important as actually teaching a lesson.  In fact, I would say, you cannot do one without the other.  Social development and academics are highly effected by your classroom climate.  It is important, from day one, to establish positive relationships with both your students and their families.  It is very easy for adults to make assumptions which leads to ignorance and/or disrespect.  

Teacher must take the time to get to know and understand students’ cultures, backgrounds, and upbringing.  These factors shape who we are as individuals.  Even for us, our ways of teaching, has a lot to do with our own backgrounds and/or beliefs.  In some cases it shouldn't but it does.  Teaching prekindergarten, gives me the opportunity to help shape students attitudes towards learning and life. 

Developing a positive climate in the classroom, starts by having a set schedule and rules.  Procedure and routine will help guide and support students.  Keep rules simple and easy to understand. Discussing rules with children and writing them down, gives them guidance and a since of security.  Choose your words carefully when you are guiding children's behavior.  Focus on what to do rather than what not to do.

Displaying students work, labeling of cubicles, and tables gives students a since of ownership in the classrooms and helps them transition into their new classroom safely.  Posting pictures of students with different backgrounds, and having books with students of different cultures will help children identify and relate.  

Always set a good example, especially since children watch you at all times.  Students watch how we cope with frustrations and anger, therefore we should be more conscious of our actions.  Also, encourage children to set good examples for their peers.  This serves as a warm and positive cultured classroom, with less conflict.   Teach students how to resolve conflict and solve problems.  It is not ideal for people to always get along or agree, however, having students recognize and name feelings, identify problems clearly, and try possible solutions,  will support resilience. 

On day one of school, you should greet your families at the door with a warm smile, find out as much as you can about the background of each family.  Give your students praise and a lot of encouragement.  Check in with families and follow up with students, especially when students are absent from school.  Get parents involved with changing the climate, by having class meetings, inviting parents to read to the class, help plan outside play dates, and keep parents informed. 

Providing safe classroom environments is an important part of the mission to reduce bullying. Students need to see and recognize that teachers and staff are in control and that they care about their students.  Here are a list of suggestions that will help build a safe and secure classroom: 

• Develop, post, and discuss rules and sanctions related to bullying.
• Treat students and each other with warmth and respect. Demonstrate positive interest and involvement in your students.
• Establish yourself as a clear and visible authority with responsibility for making the school experience safe and positive.
• Reward students for positive, inclusive behavior.
• Take immediate action when bullying is observed and consistently use nonphysical, non-hostile negative consequences when rules are broken.
• Listen to parents and students who report bullying in your classroom. Quickly and effectively resolve the issue to avoid perpetuation of bullying behaviors.
• Notify parents of all involved students when a bullying incident occurs, and resolve the problem expeditiously, according to discipline plans at school.
• Refer students affected by bullying to school counseling or mental health staff, if needed.
• Protect students who are bullied with a safety plan.
• Hold class meetings during which students can talk about bullying and peer relations.
• Provide information to parents about bullying behaviors and encourage their involvement and support in addressing bullying issues.

Sources:  Cyberbullying Prevention Curriculum (3 - 5) www.violencepreventionworks.org

Cell phones, tablets, and smart phones, Oh My!!... A look into mobile devices in the classroom.

The use of old chalkboards or white-boards are becoming completely irrelevant in the classroom.  Teachers are trading in their number two pencils for touch-screen tablets and videos.  Students are texting, streaming videos, and tweeting for breakfast.  What was once prohibited in school, is now becoming a way to help support students' achieve learning objectives. 

The biggest concern with mobile learning are the distractions. Or lack thereof?  Teachers have the ability to turn a negative into a positive.  Using mobile devices can serve as a way to keep students engaged.  Lucy Gray, project director of the Consortium for School Networking’s (CoSN) Leadership for Mobile Learning initiative, shares that ” Teachers reported that their students were more “active” in their classes, as both leaders and peer tutors, contributing to problem-solving discussions and teaching each other, once smart devices was implemented in a ninth grade math class. The use of technology and digital media is a required skill for the 21 century student and technology tools should be used to achieve these skills. 

Technology is here to stay therefore teachers should vest in empowering their students learning and development.  Benefits of having technology in your classroom consist of giving students an opportunity to cohere with their peers and teachers.  However, teachers must keep in mind the use of guiding principles and/or best practices when using technology.  In my Prekindergarten class, students take turns, during morning meeting, to check my phone for the weather.  Children, with my guidance, are allowed to use my smartphone, to check the weather.  After discussing what the weather was upon coming to school that morning, students like to make predictions about the following day.  This activity allows students to develop inquiry and processing skills.  Students also develop an understanding of the Earth and the natural environment.  To expand the activity I allow children to either draw a picture or we do shared writing; we graph our predictions and outcomes.

To help establish a routine and to help support ELL students, I also use my Timer, during transitions and clean up time.  Students enjoy watching the stop watch count down and anticipates the alarm when it goes off.  Children are expected to be sitting on the carpet or ready to line up before the timer goes off.  The objective is to support self-monitoring and direction, reinforce looking and listening to teachers, and understand of how to use centers and materials.  Social Emotional guiding principles needed for the success of my students.

Before considering mobile devices in the classroom, here are some guided questions for best practices:

1. Does the technology enhance student learning?
2. ...Have clear objectives?
3. ...Have real world connections?
4. ...Allow students to interact with learning topic?
5. ...Allow for supplemental learning?
6. ...Have an engagement piece?
7. How does it benefit your students?
8. Is it age appropriate?
9. Can you differentiate the lesson?
10. Is the technology accessible?

http://www.edutopia.org/pdfs/guides/edutopia-mobile-learning-guide.pdf

It was in 2012, when I thought I got a big break, a foot in the door, my opportunity to grow as a teacher.  I dressed particularly well for the interview, reviewed my resume, did research on the school and the position, but I had no clue as to what Common Core Standard was or how to implement them in the classroom. As part of the interview process, I had to create a lesson plan that aligned with the common core standards.  

Here goes nothing…  Nothing would be an accurate word used to describe what I knew about these standards. I googled the five year old standards and they were very intimidating to read.  Are these common core standards or codes?   What do the numbers represent?  I had to shift roles, find more resources, and skills necessary to get this teaching position.   

Common Core was developed by State leaders and governors when they realized that there is a connection between consistent real-world learning goals and the preparation for college, career, and life.  Every state wants to ensure student success, and had its ideas and solutions to competence.  However, success in school correlates with social economic status and can impact individuals, families, and communities. The standards make things equal for all children in the U.S.,” says Colorado teacher Cheryl Mosier. “We’re not going to have pockets of high-performing students in one area compared to another area. Everybody will have a very high bar to meet, but it’s a bar that can be met—with supports [in place] for all teachers. “

The development of standards in English-language arts and mathematics for grades K-12, regardless of where they live, was the commitment, from states, across the country. Through members in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT, and the College Board; 2009 the common core was launched.  

Unfortunately I did not get the teaching position and I walked away with very little knowledge about the common core standards.  That experience is my reason behind wanting to find out more about these standards as it relates, to teachers, students, and parents.  I can appreciate the vast opportunity that remains but some will argue that the challenges surrounding implementation, are daunting.  Coaching and collaborating with my colleagues has helped me adapt to these rigorous standards, although no formal training was given. Many teachers also wonder about the role of new assessments.

According to PISA (Programme for International Student Assessment) PISA USA Results 2012 among the 34 OECD countries, the United States performed below average in mathematics in 2012 and is ranked 27th (this is the best estimate, although the rank could be between 23 and 29 due to sampling and measurement error). Performance in reading and science are both close to the OECD average. The United States ranks 17 in reading, (range of ranks: 14 to 20) and 20 in science (range of ranks: 17 to 25). There has been no significant change in these performances over time.  The analysis suggests that a successful implementation of the Common Core Standards would yield significant performance gains also in PISA. The prominence of modeling in U.S. high school standards has already influenced developers of large-scale assessments in the United States. If more students work on more and better modeling tasks than they do today, then one could reasonably expect PISA performance to improve.

Alternative assessments are being designed to measure the growth of every student population. The World-Class Instructional Design and Assessment, for example, is a collaborative that advances the needs of English language learners. They have ensured that the new standards support and do not replace existing English language proficiency standards. Implementation of the standards should also address the needs of students with disabilities. The current plans for implementation should not in any way diminish access to the range of supports that students might need in order to learn.

I have managed to make things function in my classroom.  Problem solving collaborating, creativity, and freedom is accustomed as ways to promote student success.  “Educators desperately want to reclaim the joy in teaching—which means creative lesson plans, meaningful exploration of topics, and inspiring the joy of real learning in our students,” says NEA President Dennis Van Roekel. “Common Core could help achieve that if the implementation is done correctly.  Most NEA teachers support Common Core and recognize that teachers played a crucial role in drafting the development of the Common Core Standards.    

The National Education Association (NEA) believes the Common Core State Standards have the potential to provide access to a complete and challenging education for all children. Broad range cooperation in developing these voluntary standards provides educators with more manageable curriculum goals and greater opportunities to use their professional judgment in ways that promote student success.

Do standards dictate how teachers should teach? Or quite the opposite? Jessica Keigan—Colorado educator and supporter of common core, understand that teachers and their schools will determine how to help students meet the standards. “I understand the anxiety that many teachers may have,” Keigan says. “What I remind myself of is that teachers are making the standards work in the classroom. We’re taking the lead.” For Sue Yokum of Pennsylvania, the creativity the standards allow will make her final year of teaching a memorable one. “The Common Core gives me guidance, but it does not tell me what materials to use. That’s up to me,” explains Yokum. “It allows me to do something different this year and next year so that when I go out at 40 years, it’ll be the best year I ever taught.”  The success or failure of Common Core implementation depends largely on collaboration between educators and parents.

Full knowledge of the standards was a challenge as a teacher and as a new parent.  Parents have always played a huge role in helping students learn, and the success or failure of Common Core implementation depends largely on collaboration between educators and parents. But results of a recent Gallup poll indicate only half of public school parents had even heard of the standards. Parents and community leaders should increase their knowledge of the standards and work together to ensure fair and successful implementation. Educators should reach out to parents and pressure lawmakers to provide the resources and to make implementation easier for teachers and students.

Three years later in an entry level teaching position, I ask myself, how common are The Common Core Standards?  Forty-two states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the standards. In moving forward, I got a big break, a foot in the door, my opportunity to grow as a teacher.    

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers (2010) Title: Common Core State Standards Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Retrieved from http://www.corestandards.orgAuthor, Tim Walker. (October 16, 2013) Ten Things You Should Know About The Common Core. NeaToday, http://neatoday.org/2013/10/16/10-things-you-should-know-about-the-common-core/