The Plunge!!!

Gilda Galassi
Literacy Coach
P.S. 108K
200 Linwood Street
Brooklyn, New York 11208

In June 2006, a group of teachers returned from the professional development offered by the Core Knowledge Foundation excited about implementing Core Knowledge in our school.  Their enthusiasm spread quickly throughout the building and the entire school community was ready to provide our children with this content-rich curriculum. Every teacher-special education, bilingual and dual language- wanted the opportunity to provide their students with this wealth of knowledge. Thus the school community of P.S. 108K reached a consensus that we would venture into this odyssey as one leaving no one behind.  So by September 2006, we implemented Core Knowledge on every grade level, K-5, in all classrooms and in every curriculum area!  Many other schools have questioned our decision for taking a plunge and not just getting our toes and then our feet wet.  The answer is quite simple.  P.S. 108K consists of a group of dedicated, loyal professionals who do not consider what will be easier for themselves, but rather what is truly best for their students.  If a school community believes that Core Knowledge will benefit their students, how can they leave some students out?  So you might be wondering how we worked through that first year of the full plunge to become an Official Core Knowledge School in less than three years?  We did it together!

Core Knowledge – What an Experience…
An anecdote by: Dianna LoCoco

Dianna LoCoco
Core Knowledge Coordinator
P.S. 96Q
130-01 Rockaway Blvd.
South Ozone Park,New York 11420
718 529 2547

As I think back to September 2006 I can almost feel the exhilaration, anxiety, and anticipation I felt the first week of our Core Knowledge implementation. I knew that something great was beginning at P.S. 96, but I was also aware of the fact that it was going to take a tremendous amount of work and dedication to get things off the ground. I guess you could say that my intuition was correct!

One of the first steps prior to implementation was conducting a “scavenger hunt” of the building. After a summer of becoming quite familiar with the Core Knowledge curriculum, I was very excited to say the least. After scouring the building, I was amazed to see all of the resources that we already possessed. However, this did not mean that we were fully prepared to provide our teachers with all of the necessary resources.

That brings me to the next step, which was researching and ordering the most imperative materials for the classroom teachers. As a former classroom teacher, it was my top priority to work with my principal and pull together as many funds as possible, so we could purchase resources. I knew that it was unfair to expect teachers to implement a brand new curriculum without a plethora of resources. I ordered everything from the Core Knowledge Scholastic Libraries to individual titles for each of the Core Knowledge topics on every grade from Kindergarten through sixth. It was incredibly overwhelming at first, but I must say that I truly enjoyed every second of it! I can laugh now when I think about how overjoyed I was when specific shipments of books came in for the teachers. I am not lying when I say that I felt a real sense of fulfillment when I witnessed the teacher’s enjoyment using the materials, and the student’s excitement while learning. As an aside, I want you to know that it is crucial to keep an inventory of your materials and continue to assess what your staff needs in order to be successful in teaching the Core Knowledge content in the most innovative and creative ways.

In addition, another crucial component to implementation, is building the communication and collaboration between all staff members. After brainstorming with my administrators, we decided that every grade would have one weekly professional period to meet with me, the facilitator, as well as the literacy coach, and on certain weeks, the administration would join us too. At first these meetings were not the most popular with all of the teachers, but over time the teachers actually began to appreciate the time we spent on various aspects of implementation. Remember, change is definitely difficult for some people, so it takes some time to get every staff member on your side. But I promise it is possible!

In closing, I could write pages upon pages sharing my personal experience with our Core Knowledge implementation, but then who would want to read all of that. Instead I offer you some very simple advice – Be patient with your staff, work collaboratively, plan ahead and above all provide your teachers with the necessary resources! You will definitely find that when people are given support, encouragement and the necessary resources, they will flourish. After that is accomplished, you will see all the positive benefits of Core Knowledge in your school and your community.

Becoming a Core Knowledge School

Susan Pavane
Core Knowledge Facilitator
P.S. 7
858 Jamaica Avenue
Brooklyn, New York 11208
718 647 3600

Becoming a Core Knowledge school has taken us on a journey exceeding our expectations. The rich content brings the world to our students, helping them, even in the youngest grades, to see beyond Brooklyn, around the planet and back through history. It offers our teachers reactive opportunities and involves the parents and all staff members.

We began in 2006 with Kindergarten through Third Grade in Social Studies and Literature. During that first year we added Music and Art. The second year we included our remaining grade – Fourth Grade – and incorporated the Core Knowledge Science curriculum. By that time no one wanted to be left out.

We combine the content with the skills and strategies necessary in each grade. We use the Core Knowledge topics for writing pieces in different genres, art projects, homework projects, assemblies, trips and many exciting types of celebrations. Planning these lessons and events has increased the sharing among our teachers and added to the collaborative atmosphere in our school.

Our parents have become more involved in their students education as they learn along with their children. There has been a measurable increase in attendance at assemblies, participation in parent workshops and parental help with projects at home. We even took a group of parents on a trip to show them what their children experience when they visit a museum.

As the Core Knowledge Facilitator, with the support of innovative, forward thinking administrators, I have been fortunate to be a part of this exciting adventure. Who knows where we’ll be in another two years?