This summer, Missouri received a waiver from NCLB provisions that removes AYP from a school's report card and does not require districts to offer parents the option to transfer from low-performing Title I schools.
Jay McTighe and I have written a white paper on implementation of the Common Core Standards entitled From Common Core to Curriculum: 5 Big Ideas
Here are the 5 big ideas and an excerpt:
Big Idea # 1 – The Common Core Standards have new emphases and require a careful reading. Big Idea # 2 – Standards are not curriculum. Big Idea # 3 – Standards need to be “unpacked.” Big Idea # 4 – A coherent curriculum is mapped backwards from desired performances. Big Idea #5 – The Standards come to life through the assessments.
Earlier this week, Iowa, which had its request for wiggle room from mandates of the No Child Left Behind Act turned down, got another kind of reprieve from the U.S. Department of Education: the chance to freeze its Annual Measurable Outcomes (goals for student proficiency) under the NCLB law for one year, while it works towards waiver approval.
And today, the department announced that six other states, Alabama, Alaska, Idaho, Kansas, Maine, and West Virginia, can also hit the pause button on their AMOs for the coming school year, while they work on their waiver plans.
The option was designed to give states that are planning to apply for a waiver in the early fall a "transition year" so they're not completely stuck with NCLB while they work on their waiver. Alabama, Alaska, Maine, and West Virginia are in that position.
Sourcing documents is a key skill within the curriculum for Reading Like A Historian. Discover a way to structure a sourcing lesson for your High School History class.
What does it mean that literacy crosses all subjects? In short, this means that because we don’t read novels the same way we read science labs or the same way we read histories, all of us get to teach the different faces of literacy.
Not long ago, a survey of teachers found large numbers sizing up the Common Core State Standards as pretty similar to what they're already teaching. The architect of the survey, William Schmidt of Michigan State University, saw in this a distressing sign that too many teachers don't grasp the depth of the change the standards represent, so they might well resist embracing it (or, he theorized, they simply hadn't read the standards).
The harm of local grading in a world of standards: what NAEP reveals (Thoughtlessness part 4)
By Grant Wiggins
"Once again the recently released NAEP results reveal that American student achievement in writing is far worse than local report cards would have us believe. If the new assessments for Common Core are going to be as demanding as NAEP tests are – a likely bet – then we have a disaster in the making: scores are going to be bad and there is going to be hell to pay politically (since NAEP is not district-level reported and typically flies below the layperson radar)."
A new report calls for federal investment in training for jobs that require education beyond high school, but short of a bachelor's degree, calling such jobs a crucial ticket to a middle-class life.
The study, released today by Georgetown University's Center on Education and the Workforce, mines a territory that's drawing increasing amounts of attention: the swath of the education landscape that begins with a high school diploma and stops short of a four-year college degree.
The authors define "middle jobs" as those requiring more education than a high school diploma but less than a bachelor's degree, and that pay at least $35,000 per year. Twenty-nine million—21 percent—of the economy's 139 million jobs are middle jobs, the report says, and two-fifths of them pay more than $50,000 per year.
Most middle jobs are reached through five key "pathways:" employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and associate's degrees. Of the $524 billion spent annually on training for these five pathways, by far the most is spent on employer-based training, both on-the-job and in the form of formal courses.
All of mathematics is built on a few basic ideas. The Common Core State Standards aim to have all students thoroughly understand these very few basics (such as how the base-10 system works and what it means to multiply). Students are then asked to use their understanding of these basics, along with important habits of mind such as perseverance and reasoning, to become proficient with the full set of math content standards.
As of July 6, 2012 there are still reports complaining about the "Common Core Curriculum."
The Common Core State Standards are what they say they are--standards. Standards define expectations. Standards do not define how states, districts, or schools should go about meeting expectations via a defined curriculum. It is the job of the states, districts and schools to determine the "how."