State K-12 and higher education representatives, content experts and classroom educators, used the feedback to revise and clarify the PLDs to make them more accessible for educators as well as provide linkages to the PARCC assessment blueprintsreleased at the end of April.
"Standards are not self-actualizing. Indeed, they can be purely symbolic, even illusory. Unless thoroughly implemented and properly assessed, they have scant traction in schools, classrooms, and the lives—and futures—of students."
The two consortia are not the standards. They have to so with assessments, the tests you give kids to see if their learning what those standards say. Oklahoma is exercising its right not to utilize PARCC’s assessment. Instead, the state will develop its own standardized test to be implemented in the 2014-15 school year.
Our goal with close reading is not just to pass a test, perform above a “cut score,” or read closely because the teacher said so. Sure, the current emphasis on close reading may be due to CCR Reading Anchor Standard 1 , but is that reallywhat we want for our children, grandchildren, and students?
While a lack of technology equipment and infrastructure forced Oklahoma out of the Common Core assessment game, a recent survey reveals that OK may not be alone! While the IT Pros generally favored the new standards, they voiced five main concerns:
lack of budget (76 percent)
lack of IT staff (69 percent) to support increased technology needs whether the technology is in place to support online assessments (62 percent)
whether classroom technologies are in place to facilitate instruction (60 percent)
whether the existing IT infrastructure (55 percent) and
wireless access (55 percent) are strong enough and reliable enough, respectively, to handle the demands Common Core will place on them.
Mel Riddile's insight:
Schools cannot be expected to jump from paper to online assessments in one step. I know because it took us four or five years to transition from paper to online while administering eleven end-of-course state tests.
1. Schools must have the equipment and infrastructure.
2. Schools must have several years of experience integrating technology to the point that the school has transitioned from viewing technology as a novelty to a nicety, and finally to a necessity. In other words, technolgy should be grounded in day-to-day teaching practice.
3. Students and teachers need experience with online testing--at least two years before they become comfortable. Experience has taught me that scores will suffer in years one and two of the transition.
Despite Common Core, States Still Lack Common Standards
"Note that an A or a B does not indicate a relatively high performance by students in the state. Rather, it indicates that the state’s definition of proficient embodies higher expectations for students. It is best thought of as a high grade for “truth in advertising,” telling citizens frankly how well students are performing on an internationally accepted scale, just as states have pledged to do by joining the CCSS consortium. See the methodological sidebar for further details."
With a Lexile of 950, Bud, Not Buddy was considered a book for 7th and 8th graders a few years ago, but now it's considered appropriate for 5th and 6th graders. Island of the Blue Dolphins used to be placed in the 8-10 grade band, but now Lexile includes it in grades 7 and 8.
Regardless of your school’s access - 1:1, BYOD, or a couple of tablets in the classroom – technology does more than just balance the playing field. It offers opportunities to meet the standards, address 21st century skills, allows for differentiation, provides for creativity and choice, and most importantly, pushes students to reach those higher levels of thinking. Creativity is no longer about those who are skilled in the visual and performing arts. It’s about taking what you know and applying it to new and different situations. It’s taking what was imagined and making it real. Technology helps make that happen.
Now that the Common Core State Standards require students to make claims and support them with evidence, my students have to learn how to ask and answer more complex questions. This is challenging for both students and teachers.
Under the new common-core standards, educators are debating which literary texts should be taught in class, preparing for the rollout of new textbooks and readers, pushing literacy development across subject areas, and connecting reading and...
My name is Andy Harridge and I will be your student’s math teacher for this 2013-14 school year. During this school year, you will see many differences between my math class and what math class looked like when we were in school. These changes are due to the nationwide movement towards the Common Core State Standards...
Join educators around the world on the discussion Common Core State Standads through a Twitter chat!
#CCSSChat is a bi-monthly chat. Discussion will be participant lead on votes prior to chat focusing on what we know, fear, and love about the new Common Core State Standards, as well as curriculum, trainings, and more.
Read Alouds have had an important place in education and the lives of our students since Jim Trelease published his first book about read alouds in 1982 (more information about his work here). Some other names that have been used to describe read alouds include:
Students cringe when teachers mention annotation because they know it’s time-consuming, detail-oriented, and just plain boring.
At least that’s their initial impression. I’ve had the pleasure of seeing this reaction at the beginning of many school years, when introducing and requiring annotations on student reading assignments. And I’ve had the pleasure of witnessing those same students automatically and joyfully annotate by the end of the school year.
"Although little overall change is detected, some states have made remarkable strides forward. Tennessee is the most outstanding example. Having been graded an F in every previous report, it made the astounding jump to a straight A in 2011. In 2007, the state of Tennessee recognized that its academic standards were much too lax and that schools were not encouraged to provide students with the skills necessary to compete in the modern job market. With the support of his state department of education and board of education, then governor Phil Bredesen led a concerted, highly publicized effort to revamp the state standards. As a result, state tests were made much more challenging and the percentage of students identified as proficient dropped from 90 percent or more to around 50 percent, a candid admission of the challenges the Tennessee schools faced. The remarkable transition in Tennessee shows that states are capable of dramatic reform when the political leadership is committed to focusing public attention on the problem."
I worry that the inconsistency in implementation occurring in states will undermine the valuable standards. It is clear that the Department of Education will not assume any leadership due to the politics of opposition to a national curriculum. The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) are the best hope for consistent implementation, but the two organizations will fail if they do not assure that the unions are equal partners. It is clear to me that the more mistakes we see on implementation, the stronger the case is made for critics of Common Core State Standards.
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