New requirements mandate familiarity with technology

By Robert Carter

In July 2010, Connecticut joined over 40 states in adopting the new national standards for English and math education known as Common Core. The Botelle School administration is in the process of implementing the new standards and is working with faculty to develop curriculums and teaching methods that will bring students in compliance in the near future.

Connecticut’s educational program was substantially in line with Common Core even before the switch, according to a knowledgeable local educator.

Deficiencies in U.S. education and disparities between state requirements were first widely discussed in 2006, prompting a state-led initiative to draft clearer and more rigorous educational standards. Benchmarks were set for what students should know at the end of every grade level, but regions and districts continue to set their own curriculums, in Connecticut as elsewhere.

Common Core has been criticized on the right as “Obamacore,” an incursion of the federal government into education, traditionally an area of local control. While Obama’s government neither developed nor funded the Common Core initiative, it has provided incentives to states that adopt the program.

The left has criticized Common Core for, among other things, being too rigorous, particularly in kindergarten and first grade.

Botelle School has begun evaluating its students according to Common Core standards, using the Smarter Balanced Assessment tests. The testing went well according to Peter Michelson, the school’s retiring principal. He cited technical issues as the main problem.

The tests use computer-adaptive technologies to provide feedback to the educators, intended to be used in helping students achieve the new standards.

The new standards dictate familiarity with a variety of media as a part of the learning process. Botelle’s faculty and administration will be making sure that its students and teachers are prepared by investing in iPads for the school. According to Michelson, the hope is that eventually all students and teachers will have a tablet to work with.

Botelle is also searching for ways to help teachers understand the new instructional methods and better implement them in the classroom. The Board of Education has discussed adding more teacher-development days to address this issue.

The curriculum committee may consider instructional methods from other schools when adjusting the curriculum to meet the new standards.

Along with other school officials around the country, Botelle administrators feel the school needs more time to fully implement Common Core.

The timeline for Connecticut calls for the State Department of Education to provide feedback this year from select districts to guide implementation of the new standards and improve statewide performance on the Smarter Balanced Assessments.

Botelle and other schools around the state will have a better sense of how Common Core is affecting their students and teachers at the end of next year.