The National Association of Secondary School Principals (NASSP) supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
These Action Briefs for school leaders are a starting point, designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders — who are faced with dramatically increased expectations in the context of fewer resources — with a deeper understanding of the standards and their role in implementing the standards. Achieve, in partnership with College Summit, the National Association of Secondary School Principals, and the National Association of Elementary School Principals, released this with support from MetLife Foundation.
An upcoming trend in the teaching world is using Performance Tasks. Smarter Balanced Assessment Consortium defines Performance Tasks as response items that "measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness." I am a firm believer in these Performance Tasks and I believe they should be implemented into classrooms worldwide when both practicing and testing skills. I have also been doing a lot of research about the topic and have compiled my "5 Reasons to Use Performance Tasks" in the classroom.
Chicago Public Schools chief Barbara Byrd-Bennett said Wednesday that she'll ask the federal government to delay the rollout of a new and controversial state exam for grade school students this spring.
Chicago Schools Chief To Request Delay On PARCC Exam.
The Chicago Tribune (10/21) reports Chicago Public Schools Superintendent Barbara Byrd-Bennett announced Wednesday she will be asking the US Department of Education to delay full implementation of the Partnership for Assessment of Readiness for College and Careers (PARCC) standardized test. Instead, Byrd-Bennett will talk about expanding a pilot program for the test as concerns over the “more rigorous” Common Core Standards are rising.
The Chicago Sun-Times (10/23) reports that state officials have already told Byrd-Bennett that she could not delay implementation as it would “jeopardize its federal funding for poor children by granting CPS an exception to the law requiring the test.” Byrd-Bennett said that her decisions has the backing of the Chicago Teachers Union and many school principals have complained about the time involved in administering the PARCC. The article notes that the main reason the state denied the first request by Byrd-Bennett to delay the exam was that it does not have the authority to grant the delay.
The following blog post is another in the Alliance’s “Core of the Matter” blog series.
"The Common Core State Standards require students to think more than ever. But to think and describe this thinking, a student needs strong language skills. This language is often called “academic language,” though its features vary widely across subject areas, texts, and classrooms. Like fish in water, most of us rarely recognize the fact that almost any cognitive act involves language. We have worked with a wide range of educators who are striving to meet the many language needs of English learners in this era of new standards. And in this work we have come across several of what we call “under-realized principles.”
Standards are set at the state level and define learning goals. Curriculum is the actual content that is taught and is usually chosen and developed at the local level, often by the teachers themselves, as this veteran math educator explains.
It’s an understandable mix-up for someone who doesn’t cover education everyday, but it’s still stoking the resistance to Common Core because opponents claim that common standards will lead to uniform curriculum.
SHERIDAN — The Common Core State Standards continue to be an ongoing hot topic of conversation in Sheridan County and elsewhere, as is evident by the persisting debates and pre-election positioning on the issue. While it is commonly stated that there is much discourse between supporters and critics to the standards, there appears to be Read More
The Common Core State Standards represent an important step toward closing achievement gaps and opening the door to higher-paying science, technology, engineering, and math jobs for millions of low-income girls and girls of color.
Achieve Posts 50th Common Core-Aligned Lesson through EQuIP Initiative
Washington, D.C. - October 28, 2014 - For implementation of the Common Core State Standards (CCSS) to be successful, all educators need access to high quality and aligned instructional materials. Achieve launched the Educators Evaluating the Quality of Instructional Products (EQuIP) initiative to build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools. EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated, which resulted in a set of criterion-based rubrics designed for educators to use in evaluating the quality and alignment of lessons and units.
Few Colorado students were on track to be college- and career-ready
Colorado Student Scores Drop On New Exam.
Colorado Public Radio (10/28, Brundin) reports “test scores plummeted” for Colorado students who took the Colorado Measures of Academic Success exams last spring. However, officials said the falling scores “were expected” as the new exam reflects “higher academic standards.” One third of elementary and middle school students are at grade level or above, according to the scores.
The Denver Post (10/28, Gorski) reports the test scores had a sobering effect as the state roles out a new phase of testing and notes that only 17 percent of fourth graders scored in the top two categories of the social studies tests. Officials and advocates pointed out that the test scores were anticipated. The test scores may also create a backlash against testing advocates, especially as opposition builds against Common Core standards.
The new Common Core way of teaching has been challenging, interesting, stressful and fun, San Francisco teachers told U.S. Secretary of Education Arne Duncan during a two-day tour of city schools this week.
Based on what I've read in the draft standards, I don't think there's any doubt that history is important.Sure the standards don't dictate which events we must study, but they do require us to study history in order to think historically. Let's take a look at grade 6.
The Common Core State Standards, now in their fourth year in New York, continue to have a huge effect on teaching and learning throughout the state and the country, with voices raised both for and against them.
We said it was unfair to ask teachers to accept a teacher evaluation model based on student performance on standardized tests unless, one, those tests were based on the Common Core and, two, the teachers had had several years to develop the skills and create the curricula needed to implement the Common Core. But, even then, we think the Department’s model is deeply flawed. Our model is very much a professional growth model. We don’t believe in a model of teacher evaluation in which a percent of the evaluation is based on student test scores; that is why we submitted a matrix model of assessment, which cannot be used to associate student test scores with individual students. That model was ultimately approved by the Department.