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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
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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
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.
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.
Career and Tech Ed can be a great partner to the mathematics teacher and curriculum.
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”
Doing the same thing over and over again and expecting different results
Three Phase Plan