Implementing the Common Core Standards A West Virginia Status Report. Office of Instruction West Virginia Department of Education. Status Report. Adopted by WVBOE – May 2010 Decision made to place CCSS into the existing WV framework 85 member work group assembled to begin the work
Office of Instruction
West Virginia Department of Education
The standards do address content. However, it is often overlooked that the standards identify the cognitive processes and learning strategies students need in order to acquire and retain curriculum content
We should view content acquisition as a means to an end; not an end in itself.
English Language Arts an end in itself
Literacy in History/Social Studies, Science, and Technical Subjects
The standards devote as much attention on what students read, in terms of complexity, quality, and range, as they do on how students read. As students progress through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts.
Balance of literature and informational texts
NAEP Alignment in Reading
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
In order to prepare students for the challenges of college and career texts, the standards require a rich reading of literature as well as extensive reading of informational text in science, history/social studies and other disciplines.
The CCR standards define broad competencies in reading, writing, speaking, listening and language while the K-12 standards lend further specificity by defining a developmentally appropriate progression of skills and understandings.
The standards also require that students systematically develop knowledge of literature and informational text, as well as knowledge in other disciplines through reading, writing, speaking, and listening in history/social studies and science.
Organizations an end in itselfsuch as the Alliance for Excellent Education, ACT Inc. and the National Governors Association emphasize the need for high schools to do a better job of helping students gain vital mathematics skills by the time they graduate.
Multiple reports have documented the need for high school graduates who enter the workforce directly to be better prepared mathematically.
A 2005 report from the National Association of Manufacturers found that less than 20 percent of employers felt they were able to find sufficient numbers of qualified candidates for manufacturing jobs, and 51% listed mathematics and science as deficiencies of public education in preparing students for the workplace.
Mathematics is often an end in itselftaught in isolation from other academic and career/technical subjects. Students do not see the connections to their lives and futures, and too many become disengaged and either fail or achieve at levels insufficient for success after high school.
In the mathematics an end in itselfclassroom, students must be helped to understand why they are studying the mathematics content and how it is important to their lives and future work.
Career and Tech Ed can be a great partner to the mathematics teacher and curriculum.
The status quo is not working: High school mathematics is largely broken, effectively serving only a small percentage of the age cohort, on average, and fundamentally unable to respond to the calls for college and career readiness for all. Too few high schools take full responsibility for providing ALL students the reasoning and sense-making opportunities necessary to develop mathematical proficiency at the college- and career-ready level.
The reality is that all students need to learn essential mathematics, knowledge and skills. It is just as important for those hoping to enter a well-paying, high-growth career field right after high school as it is for those bound for college.
Daniel Pink ted.com
All teachers must take responsibility for all students and must collaborate with a common goal: reaching more students more of the time
All students must have access to the “regular curriculum,” and some students should receive additional support (scaffolded instruction, differentiated instruction)
Teacher collaboration should focus on quality instruction that builds on what students ARE thinking and pushes them to the next level
The practice of re-teaching needs to be replaced by new habits, such as “using previous mathematics in service of new ideas”
John Ewing (Director of Math for America) points out that the current status of high school mathematics is not a crisis but rather a long-term structural problem requiring fundamental long-term changes to address the changing needs of society and the world.
Doing the same thing over and over again and expecting different results
Three Phase Plan