Whether we're talking long distance running, weight lifting or teaching, the strength lies in the core. Richard Scharam, of Inside Higher Ed, writes to the audience of stakeholders in higher education and what the Common Core might mean for teacher education. Not only are expectations higher for students, teachers also will need time and resources to prepare for more rigorous teaching.
Sarah Brown Wessling shares her top 10 "Aha" moment in working with the Common Core. What was most uniquely fascinating was the way common language and goals drove systematic change.
Further she states, "It’s not the standards themselves that are dangerous, it’s the way in which they may get misinterpreted or implemented in checkbox kinds of ways that could create unintended consequences."
If you're a teacher in the US, you've surely heard of the Common Core Standards, the national academic standards for K-12 schools.
How do all of the newer, innovative teaching methods and ideas mesh with having to meet certain standards? In this month’s issue of the Edudemic iPad Magazine, our awesome writer Terry Heick takes a look at how technology and the Common Core standards are working together…or are they?
As your school plans its transition to the Common Core, it’s important to communicate key changes to students’ families. Included in this article are six ideas for getting Common Core buy-in from your entire school community - especially families.
Margaret McLaughlin, associate dean for research and graduate education at University of Maryland and current president of the Council for Exceptional Children identifies six principles for principals to consider when implementing CCSS for students with disabilities.
For military families, a national move to unify what’s taught could mean one less transition for their school-aged children each time they relocate.
One Common Core State Standards early adopter was the Appoquinimink School District. The school district made the switch last year and believes it made a difference on student achievement, a spokeswoman said. The district was one of the highest performing on the 2011-2012 state standardized assessments.
With all 50 states and the District of Columbia having adopted college- and career-ready standards in English and mathematics, Achieve's seventh annual "Closing the Expectations Gap" report shows how all states are aligning those standards with policies to send clear signals to students about what it means to be academically prepared for college and careers after high school graduation.
All 50 states and the District of Columbia have adopted standards aligned to the expectations of college and careers. 46 states and DC have adopted the Common Core State Standards, while four have state-developed CCR standards. By 2015-16, all English language arts and mathematics instruction should reflect CCR expectations.
Today, 23 states and the District of Columbia have adopted college- and career-ready graduation requirements that require all students to meet the full set of expectations defined in the CCSS. Hawaii, Iowa, and Washington raised their graduation requirements to the college- and career-ready level in 2011.
Today, 18 states administer college- and career-ready high school assessments capable of producing a readiness score that postsecondary institutions use to make placement decisions. Four new states - Florida, North Carolina, Oregon and Wyoming - joined this list in 2011 by adopting a policy to administer a college- and career-ready test to its high school students. It is expected that 44 states and the District of Columbia participating in one or both Race to the Top assessment consortia will meet this criteria when the next generation assessments are administered for the first time in 2014-2015.
A majority of states, 32, have now incorporated at least one of four accountability indicators that Achieve has identified as critical to promoting college and career readiness. As in last year's report, only Texas meets Achieve's criteria regarding the use of all indicators in its college- and career-ready accountability system. Additionally, four states - Florida, Georgia, Indiana, and Kentucky - have included the use of multiple college- and career-ready indicators in their accountability systems in multiple ways.
The Smarter Balanced Assessment Consortium (SBAC) held its second Collaboration Conference about the design and implementation of an assessment system that is aligned with the Common Core State Standards in math and English literacy. A two hour public meeting discussed the development of achievement level descriptors (ALDs) and a sample plan for the pilot test.
ALDs are standardized statements that will describe how well students perform on the SBAC assessments. Draft versions of the ALDs will be available for public feedback and comment later this year and finalized by next March.
All teachers want their students to be thinkers and voice their opinions in meaningful ways. Here is a lesson that teaches students to take a narrative and transform it into an argument. Aligns with the Common Core Standards for ELA (Writing and Speaking & Listening).
This video clip from The Teaching Channel was a catalyst in helping me think of ways I could make it my own and better fit the needs of my students while at the same time, keep it closely aligned to Common Core.
Grant Wiggins and Jay McTighe co-write a white paper on successfully implementing the Common Core Standards.
Common misconceptions are identified and McTighe and Wiggins contend that Appedices B and C offer some of the most helpful sections of the ELA standards in that clarity on text complexity and the type of performance tasks that will be expected of students are specified
A "what-to-do", "what-not-to-do" extended GIST follows:
"This performance-based conception of Standards lies at the heart of what is needed to translate the Common Core into a robust curriculum and assessment system. The curriculum and related instruction must be designed backward from an analysis of standards-based assessments; i.e., worthy performance tasks anchored by rigorous rubrics and annotated work samples. We predict that the alternative – a curriculum mapped in a typical scope and sequence based on grade-level content specifications – will encourage a curriculum of disconnected “coverage” and make it more likely that people will simply retrofit the new language to the old way of doing business.”
Common Core State Standards will affect the way regular and AP courses are taught. Students, teachers and parents, are preparing for the next wave of education reform, which is about to raise expectations. Data from 2009 show that only 38 percent of U.S. 12th graders performed at or above proficiency in reading, and only 26 percent were proficient in math.
Since implementing the language arts curriculum in his senior English class two years ago, Kris Gillis of Fort Mitchell, Ky., has noticed that he's now using "the exact same strategies in my regular English class as I did in my AP class." Rather than simply reading a book, discussing it, and writing about it in summary fashion, says Gillis, the Dixie Heights High School seniors now start off "with a giant question."
A coalition created to help parents and others understand the new and more rigorous Common Core standards being used in Tennessee classrooms began its work Tuesday.
The group, called “Expect More, Achieve More,” includes more than 100 education, business and civic organizations, including Metro Nashville Public Schools and several other Middle Tennessee organizations. It plans to spend the next year helping Tennesseans understand the changes created in the school curriculum by the new standards.
Six Traits of Writing and Common Core State Standards. How close is the connection? Somewhat close? Pretty close? Try VERY close!
Over the next several posts, this blog seeks to help you understand the connections, focus on the first four traits (Ideas, Organization, Voice, and Word Choice), and share favorite literature for teaching traits AND standards-based skills.
Principals share solutions, tips and top resources for school-level common core implementation.
Four principals from different corners of the country talk about where administrators stand with implementing the standards. Despite many challenges—orchestrating major shifts in teaching, instituting new assessments, and facilitating staff development—principals report that the process has offered great rewards.
"We're collaborating with two New Jersey teachers and their freshman classes to bring you three quick, engaging tasks each week that match the demands of the Common Core Standards with the content of that week's New York Times."
"Beginning Sept. 21, each Friday you’ll find three quick, classroom-tested tasks that ask students to do Common Core-focused work with that week’s Times."
Social studies teachers who want to align their instruction to the Common Core have so far gotten only limited guidance. Now, they are getting a helping hand from the New York State Education Department, which recently released a proposal for revising what is taught in social studies and when.
The department is soliciting feedback on the proposed guidelines, which lay out expectations for social studies teachers and students in kindergarten through eighth-grade
Drawing on the EDSITEment’s lesson plan on Lorraine Hansberry’s A Raisin in the Sun, this Prezi demonstrates how teachers can use EDSITEment resources to satisfy the expectations of the Common Core while meeting the diverse needs of students in the classroom.
To provide all states with quick access to sample practices they can quickly and easily use, CCSSO has compiled examples of state Common Core implementation work in three keys areas:
1) system alignment and systems change;
2) educator supports; and
3) communication and engagement tools.
The resource is offered as a way to facilitate ongoing networking among states and is intended to be a quick reference document to support the sharing of lessons learned and work accomplished.
Examples were chosen based on quality and accessibility of information via the web. It is not an exhaustive list of state implementation work; additional examples will be added as they become available. If you have a resource you would like to share from your state, please contact Katey McGettrick.
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