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.
This piece was co-authored with Melissa Cropper, president of the Ohio Federation of Teachers. It first appeared in the Toledo Blade. View the original here.
Many lawmakers and political activists appear determined to perpetuate an endless debate over Ohio’s New Learning Standards, our version of the Common Core state standards. But teachers and school leaders across the state have been working hard to carry out the higher standards for student learning that we committed to years ago.
- See more at: http://www.learningfirst.org/let-s-take-time-get-common-core-right-ohio#.dpuf
The CCSS: Equity and Deeper Learning ~ Alliance For Excellent Education
By Linda Darling-Hammond and Pedro Noguera
“If implemented successfully, they (CCSS) could support the kind of teaching that would enable students to develop deeper learning competencies, including:
a flexible understanding…of key concepts
ability to apply core academic content to solve complex problems
ability to work collaboratively
ability to communicate effectively
learn how to learn
“these new initiatives will require a tremendous transformation in teaching approaches, school organization and leadership orientation.
Serving the historically underserved
Such changes will be particularly challenging for under-resourced schools serving large numbers of low-income students which were most likely to narrow the curriculum to test preparation strategies under the threat of sanctions during the No Child Left Behind era.
In most schools and classrooms, “students…have been given few chances to learn to solve complex problems, conduct research, communicate in multiple forms, or use new technologies for finding, analyzing, and evaluating information.
Teacher Capacity: Building NOT Inspecting
“need to build educator capacity to learn and use new pedagogies”
"Recent high school graduates are telling us that they left high school unprepared for the expectations they faced in college or in the work place," said Sandy Boyd, chief operating officer of Achieve. "Policymakers should take note and create an environment where college and career ready standards-which all states now have-are translated into high expectations for all students. Until states set gradation policies that match their academic standards and support rigorous instruction, too many recent graduates will continue to feel underprepared for their next steps."
As one of the lead writers of the Common Core State Standards for Mathematics, I begin by explaining what the standards are, what they are not, and how they were developed. Then I detail some ways in which the standards differ from previous state standards. Finally, I describe some of the developments I have seen in the implementation of the standards and the key developments I would like to see in the future.
West Virginia Finds Majority Of Old Standards In Common Core.
West Virginia Public Broadcasting (12/12, Marra) reports that the West Virginia Board of Education found that the state’s Next Generation Standards (a version of Common Core) overlapped with prior English standards by 80% and math standards by 73%. Changes noted between the old 21 Century standards and the new Common Core system dealt mainly with the age-appropriate progression of material between grades. The findings prompted remarks from Common Core opponents acknowledging misconceptions and calls for openness to the findings.
Sponsored by The Research Bureau and moderated by school Superintendent Melinda J. Boone, the forum featured Richard Bisk, math professor at Worcester State University; Phyllis Goldstein, Worcester public schools' English language arts liaison; and Mr. Chester.
While the Common Core standards were adopted by Massachusetts in 2010, the state is facing more change as it pilots a test — the Partnership for the Assessment of Readiness for College and Careers — that was designed to assess what students learn under Common Core and which could replace the Massachusetts Comprehensive Assessment System exams in 2016.
This video shows you how to teach students to identify text structures in non-fiction or informational reading. Research shows that when students learn to identify text structures, they understand and retain the material better. To download the graphic organizers shown in this video and read more about the research supporting the explicit teaching of text structures, go to http://www.cultofpedagogy.com/text-st...
"Khan Academy claims alignment with the Common Core State Standards (CCSS) but an analysis of their eighth-grade year indicates that alignment is loose. 40% of Khan Academy exercises assessed the acts of calculating and solving whereas the Smarter Balanced Assessment Consortium’s assessment of the CCSS emphasized those acts in only 25% of their released items. 74% of Khan Academy’s exercises resulted in the production of either a number or a multiple-choice response, whereas those outputs accounted for only 25% of the SBAC assessment.
The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the responsibilities during a group work project?
In this presentation, Elizabeth Moje talks about the difficult navigating work that young people have to do as they move across the many different literacy contexts of their lives --particularly the context of secondary school --and how we support students in that work.
Elizabeth Moje’s presentation is the eighth in TextProject’s nine-part series on the CCSS/ELA. All presenters served in an advisory capacity to the CCSS/ELA development team. Earlier presentations are available on TextProject’s YouTube site.
Guides for some of earlier webinars are available for use in professional development or teacher education.
Access to this resource is provided by TextProject.
Reading tests do not measure question-answering skills. Old-style test prep won't work!
By Tim Shanahan
Reading comprehension tests do not measure question-answering skills, but instead estimate how well students can read particular kinds of texts with understanding.
PARCC and SBAC are pointedly avoiding making claims that their assessments will reveal whether students are meeting particular standards, but instead provide an overall estimate of reading comprehension.
Reading comprehension tests measure how well students read texts, not how well they execute particular reading skills.
So, item analysis is not an effective strategy for improving reading comprehension.
PARCC and SBAC tests are, won't they be able to provide specific diagnostic information.
5 Steps to making students sophisticated and powerful readers:
Have students read extensively within instruction.
Have students read increasing amounts of text without guidance or support.
Make sure the texts are rich in content and sufficiently challenging.
Have students explain their answers and provide text evidence supporting their claims.
Engage students in writing about text, not just in replying to multiple-choice questions.
Mel Riddile's insight:
Good instruction and literacy instruction are one in the same.
Reading increasingly complex text, with appropriate support, improves reading comprehension.
Writing about what you read improves reading comprehension.
Students cannot become better readers by listening to teachers talk.
Reading and writing should be purposeful and teachers should hold students accountable for gaining knowledge and understanding from what they are asked to read.
Students writing should be persuasive in nature and they should be asked to make claims and provide supporting evidence from text.
Teacher constructed assessments should use fewer multiple-choice items and should require students to read and write about the text.
More rigorous math curriculum is in use in Texas elementary and middle schools, and students are required to learn some concepts up to two years sooner.
New Math Standards Pose Problems For Some Texas Students And Teachers.
The New York Times (12/12, Smith, Subscription Publication) reports on the “challenging” transition to new math education standards in Texas, which have accelerated some material by as much as two years with a greater focus on the concepts underlying mathematical operations. The piece features criticisms of age-appropriateness levied by teachers and concerned parents alike. The piece also features concerns that math test scores are used in school accountability scores, while some teachers are having trouble preparing to teach the new material.
"Traditionally, mathematics instruction has focused largely, if not exclusively, on procedural fluency. The idea was to ensure that students could perform basic calculations quickly and easily, perhaps in under five seconds, as Jack Severt did with the subtraction problem. To enable students to attain fluency, teachers assigned sets of problems so that students could increase their proficiency in solving them quickly. Word problems that presented real-world situations were included too, but these tended to be textual versions of number problems; fluent students could easily identify the structure of the problem and plug in the appropriate numbers."
One multistate testing consortium—the Partnership for Assessment of Readiness for College and Careers—is giving tests this fall to 30,000 secondary students.
Consortium Begins Administration Of First Common Core Exams.
The Education Week (12/10, Gewertz) reports the first common-core standardized tests are “making their debut this month” as some students will be given exam developed by the Partnership for Assessment of Readiness for College and Careers this fall to students in several states. Other students will take the exam in the spring, including tests developed by the Smarter Balanced Assessment Consortium. Currently, 30,000 students will take the exam this month, with more than 5 million expected to take the PARCC exam during the 2014-2015 school year.