Transcript Common Cove State Standards CCSS

Common Core State Standards
CCSS
What Parents & Board Members Need to Know
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College and career readiness standards
developed in summer 2009
Based on the college and career readiness
standards, K-12 learning progressions
developed
Multiple rounds of feedback from states,
teachers, researchers, higher education, and
the general public
Final Common Core Standards released on
June 2, 2010
Key component of Race to the Top applications
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Preparation: The standards articulate collegeand-career-readiness. They will help ensure
that students acquire the knowledge and skills
they need to succeed in post-secondary
education and training.
Competition: The standards are
internationally benchmarked. Common
standards will help ensure our students are
globally competitive.
Clarity: The standards are focused, coherent,
and clear. Clearer standards help students (and
parents and teachers) understand what is
expected of them.
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How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well
below grade level
The full range of support for English language
learners and students with special needs
Everything needed to be college and career
ready
Definition of college and career ready:
Ready for first-year credit-bearing,
postsecondary coursework in mathematics and
English without the need for remediation.
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Reading
o Combination of literature and informational
texts
o Text complexity increased
Writing
o Emphasis on argument/informative
o Evidence-based writing
Speaking and Listening
o Inclusion of accountable talk
o Referencing discussion points made by
others
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Language
o Focus on general academic and domainspecific vocabulary
o Emphasis on usage, less on rules
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What’s different?
 Emphasis on research and using evidence
 Spiral curriculum for mastery
 1O ELA anchor standards K-12
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Understanding numbers and quantities
Algebraic thinking
Less quantity—deeper understanding
Modeling—real life applications
Proofs, justification, mastery
Increased use of statistics and probability
Emphasis on mathematical practice & real life
experiences
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3 Integrated Math courses (formerly Algebra I,
II, and Geometry)
One higher-level math course
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PARCC—Partnership for Assessment of
Readiness for College and Career
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SMARTER—Balanced Assessment Consortium
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For NAD schools: Iowa Assessment (formerly
ITBS)
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90% of fastest growing jobs require at least 2
years of education beyond high school.
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80% of all jobs require some training beyond
high school.
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10% is the percentage of increase in college
graduates needed to meet job demand
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Read the English-Language Arts standards and Math
standards at commoncore.org
As your children complete homework, help them
hone in on the most important aspects and core
concepts
When you read with your child, ask in-depth why and
how questions
Build your child’s home library with high-quality
informational text
Encourage your child to research a topic of interest
using informational texts and original documents
Ask your child to explain or show you how she’s
solving problems
Ask your child how someone might use what he’s
working on in real life
Stay in contact with your child’s teacher
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Read English-Language Arts standards and the
Math standards at commoncore.org
Set clear and high expectations (students need
to know and do)
Create conditions for success (PD for teachers,
update technology)
Hold systems accountable (monthly success
reports—teacher evaluations should reflect
success level)
Create public will to succeed (short-term and
long-term goals)
Learn together as a board (board training,
partnerships, community discussions)
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Despite commonality of the CCSS, students
still need to do the following:
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-write across the curriculum
-attend school regularly
-read increasingly difficult material
-read to build knowledge in all content areas
-memorize times tables
-explain formulas, rules, and procedures
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Despite commonality of the CCSS, teachers
still need to do the following:
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-individualize/differentiate instruction
-find additional time for some students
-enrich higher performing students
-believe that all children will learn
-select materials for instruction
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Despite the intentions of the government to
align America’s students more closely to higher
performing students in the world, there are
concerns with the CCSS:
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Expensive: technology, online testing, PD
Not addressing childhood poverty
Standards mean “like everybody else”
What happens to innovation
America in lock-step formation