Implementing the Common Core in Mathematics: Designing, Supporting, and Monitoring High Quality Instruction

Sanger Context

**David, J. & Talbert, J. (2013). Turning around a high poverty district: Learning from Sanger. San Francisco, CA: S. H. Cowell Foundation. Available at http://www.web.stanford.edu/group/suse-crc/cgi-bin/drupal/sites/default/files/Sanger%20Turnaround%2010-14-12.pdf

This book tells the dramatic improvement story of Sanger Unified School District. It explores how a commitment to transparency, accountability, and the use of professional learning communities in Sanger led to impressive growth in student achievement under the direction of then Superintendent Marc Johnson and Deputy Superintendent Rich Smith. The improvement trajectory, according to the authors, results from district leaders taking on a whole system with long-term view and the power of three principles guiding district change: (1) understanding the developmental nature of desired changes, whether asked of teachers or administrators, (2) grounding decisions in evidence of adult and student learning, and (3) building shared commitments and relationships to sustain change. In addition to district action, the book identifies support from the school board and the teachers union as integral to sustaining improvement. Together, these district features form the foundation for ongoing success and the tools to tackle opportunities and challenges that may arise from emerging initiatives like the Common Core.

Student Enrollment

Sanger Unified School District Enrollment by Ethnicity/Race. Data retrieved on December 2, 2014 from DataQuest, California Department of Education. Available for members at this link.

This pie chart and table show Sanger USD’s student enrollment by race/ethnicity in 2013-14.

Student Performance

Sanger Unified School District (2014). Math Proficiency Rates. Sanger, CA: Author. Available for members at this link.

This graph provides California district and LEA-wide Sanger USD math proficiency rates over the span of the 2003-2013 school years for all students, socioeconomically disadvantaged students, and English learners.

Sanger Unified School District (2014). English-Language Arts Proficiency Rates. Sanger, CA: Author. Available for members at this link.

This graph provides California district and LEA-wide Sanger USD English-Language Arts proficiency rates over the span of the 2003-2013 school years for all students, socioeconomically disadvantaged students, and English learners.

Additional Sanger Background

Teacher CCSS 2014 mid-year feedback survey [Unpublished data file from survey conducted by Sanger Unified School District]. (n.d.). Available for members at this link.

Scholastic. (n.d.). Primary sources: America's teachers on teaching in an era of change (2014 update). Author. Available at http://www.scholastic.com/primarysources/PrimarySources3rdEditionWithAppendix.pdf

Sanger Unified conducted an online survey during the 2013-14 school year to assess teachers’ experiences and views on Common Core implementation. The survey language and structure was based on a national survey conducted in July 2013 by Scholastic and the Bill & Melinda Gates Foundation. This document presents the survey results from Sanger with comparisons to the national results when possible. Sanger teachers generally have very positive views of the Common Core, especially in regards to their enthusiasm to implement and the impact they think the new standards will have. Additionally, math teachers in particular report that district professional development has supported them in preparing for the Common Core.

Knudson, J. (2010). Meeting 14 summary: Professional learning communities: Using data to collaboratively improve instruction for ELs. San Mateo, CA: California Collaborative on District Reform. Available on the Meeting 14 page.

This meeting summary highlights key themes from the conversation during the California Collaborative on District Reform’s November 2010 meeting in Sanger Unified School District. The meeting explored how high expectations and the use of professional learning communities contributed to Sanger’s impressive growth in student achievement between 2004 and 2010. Dialogue during the two-day meeting addressed the power of collaboration and use of both formative and benchmark assessments (especially for English learners) to drive school improvement. Sanger’s strategies in these areas served to ground broader discussions about issues facing all California districts.

Sanger Unified School District (n.d.). Mathematics vision, Sanger Unified School District. Sanger, CA: Author. Available for members at this link.

This poster articulates Sanger Unified School District’s mathematics vision for its K-12 education preparation. It emphasizes collaborative learning of skills and practices made possible through effective instruction, development of multiple problem solving strategies, and the integration of technology.

**This document is considered a priority reading.