Why have common core standards across states?

Research shows that top-performing countries support rigorous, coherent standards with a wide range of tightly aligned instructional tools from assessments to classroom curriculum materials. In a comparison of performance on the Programme for International Student Assessment (PISA) of 15 year olds, the United States ranked 25th in mathematics, 21st in science, 15th in reading and 24th in problem solving.  It was recommended by the National Governors Association (NGA), the Council of Chief State School Officers (CCSSO) and Achieve, Inc. to upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts for grades K-12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive.

 

How were the common core standards developed?

NGA and CCSSO brought together content experts, teachers, researchers and others to construct draft standards informed by:

·         The best state standards;

·         College and career readiness standards, which address what students are expected to learn

when they have graduated from high school

·         International benchmark studies of what is taught in higher performing countries

·         The experience of teachers, content experts, states and leading thinkers; and

·         Feedback from the general public.

 

The NGA Center and CCSSO received nearly 10,000 comments on the standards during two public comment periods from 2009 through 2010. Comments, many of which helped shape the final version of the standards, came from teachers, parents, school administrators and other citizens concerned with education policy. The final standards were released in June 2010.

 

How are the common core standards different from current state standards?

Standards in mathematics and literacy define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, creditbearing academic college courses and in workforce training programs. The standards:

·         Are aligned with college and work expectations

·         Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society

·         Are clear, understandable and outline a progression of knowledge, skills over the course of students’ school career

·         Include rigorous content and application of knowledge through high-order skills

·         Are evidence-based

English/Language Arts Standards (ELA):

·         English/Language Arts standards are integrated in history, social studies, science and other technical subjects in grades six through twelve creating a shared responsibility for students’ literacy development.

·         ELA standards were designed to be grade specific in a cumulative progression.

·         The cumulative progressions are a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college‐ and career‐level readingno later than the end of high school.

Mathematics:

·         The K‐8 standards provide students with a solid foundation in whole numbers, addition,

subtraction, multiplication, division, fractions and decimals‐‐which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move

into applications.

·         The 9-12 standards are designed both conceptually and by course, showing the body of

knowledge students should learn in each category to be college and career ready.

·         The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels.

What is not defined by the common core standards?

·         All that can or should be taught

·         How teachers should teach

·         The nature of advanced work beyond the core

·         The interventions needed for students well below grade level

·         The full range of support for English language learners and students with special needs

·         Everything needed to be college and career ready

 

KENTUCKY AND IMPLICATIONS FOR JCPS

Key Components of Senate Bill 1

·         Senate Bill 1 is now law for all Kentucky classrooms effective August 2011.

·         An Interim Assessment will assess Kentucky Core Academic Standards in Spring 2012.

 

Senate Bill 1 focuses on:

·         New Academic Standards – Kentucky Core Academic Standards

·         Highly Effective Teaching and Learning – Characteristics of Highly Effective Teaching and Learning

·         Assessment Literacy – Classroom Assessment for Student Learning (Stiggins)

·         College and Career Readiness - Common Core and ACT’s College and Career Readiness System

 

Kentucky Core Academic Standards

The KCAS are specific to a grade level, as opposed to Kentucky Core Content 4.1 which was general and repetitive.

In Kentucky, English Language Arts standards and the mathematics standards have been replaced by the new Common Core State Standards. The other content areas are still comprised of the 2006 Program of Studies (Core Content 4.1). Those standards will also be revised and incorporated into this document in the near future.

 

Characteristics of Highly Effective Teaching and Learning (CHETL)

CHETL provides a lens for looking at what happens in highly effective classrooms. Every component offers both characteristics for teachers and students. This focus will enable teachers and leaders to communicate around a common set of effective practice strategies and focus on specific strategies for improvement as they implement the new Kentucky Core Academic Standards. The five components are:

·         Learning Climate

·         Classroom Assessment and Reflection

·         Instructional Rigor and Student Engagement

·         Instructional Relevance

·         Knowledge of Content

 

Assessment Literacy

Senate Bill 1 2009 requires a new assessment and accountability system to begin in 2011-12. The

proposed assessment and accountability model is a balanced approach that emphasizes Assessment Literacy. It incorporates all aspects of school and district work and is organized around the Kentucky Board of Education’s four strategic priorities: next-generation learners, next-generation professionals, next-generations support systems and next-generation schools/districts. An interim assessment for K-8 and end-of-course exams for high school will be implemented for 2011-12.

 

Standards Rollout

The KDE network approach is designed to build knowledge and leadership capacity within the district.  Districts should utilize the membership of the networks to scale up PD at the local level. JCPS will use the network approach through the K12 KCAS Teacher Cohorts in English and Mathematics to engage 800 teachers representing every school.

 

College and Career Readiness Standards

College Readiness is the level of preparation a first-time student needs in order to succeed in a creditbearing course at a postsecondary institution. Career Readiness is the level of preparation a high school graduate needs to proceed to the next step in a chosen career, whether that is postsecondary coursework, industry certification, or entry into the workforce.