According to a July 9 article in Education Week, nearly half the states have adopted the new set of common academic standards, just a month after their final release on June 2. The common standards developed by the NGA and the CCSSO initiative have been accepted in most of these states with little opposition. So far, 23 states have voted to replace their mathematics and English/language arts standards with the common set. By the end of the year, 41 states are expected to have adopted the standards, according to the Council of Chief State School Officers. The article states that although many challenges remain in crafting curricula and tests that embody the aims of the new standards, the mounting adoption numbers represent a major landscape change in a short time.
Read the complete Education Week article online at http://www.edweek.org/ew/articles/2010/07/09/36standards.h29.html?tkn=MUNFptZyqujxIQndfOlCS7yFNan02zD1jWjU&cmp=clp-edweek
Showing posts with label common core standards. Show all posts
Showing posts with label common core standards. Show all posts
Monday, July 12, 2010
Monday, November 23, 2009
Common Core Standards for College and Career Readiness
We’re paying close attention to the Common Core Standards for College and Career Readiness being developed by the National Governors Association Center for Best Practices (NGA) and the Council of Chief State School Officers (CCSSO).
Note that in the Introduction document, the first standard listed for Student Practices in Reading, Writing, and Speaking and Listening (the underlying premises for the core standards) is that students can demonstrate “independence.”
“Students who are college and career ready exhibit the following capacities in their reading, writing, and speaking and listening:
1. They demonstrate independence as readers, writers, speakers, and listeners. Students can, without significant scaffolding or support, comprehend and evaluate complex text across a range of types and disciplines …”
This premise strongly supports Mirrors & Windows’ unique instructional design that gradually reduces the level of scaffolding or support (applying the gradual release of responsibility model) in each unit to include independent reading selections within the textbook, providing many opportunities for students to demonstrate their independence as readers.
For more information on the Common Core State Standards Initiative visit http://www.corestandards.org/.
Note that in the Introduction document, the first standard listed for Student Practices in Reading, Writing, and Speaking and Listening (the underlying premises for the core standards) is that students can demonstrate “independence.”
“Students who are college and career ready exhibit the following capacities in their reading, writing, and speaking and listening:
1. They demonstrate independence as readers, writers, speakers, and listeners. Students can, without significant scaffolding or support, comprehend and evaluate complex text across a range of types and disciplines …”
This premise strongly supports Mirrors & Windows’ unique instructional design that gradually reduces the level of scaffolding or support (applying the gradual release of responsibility model) in each unit to include independent reading selections within the textbook, providing many opportunities for students to demonstrate their independence as readers.
For more information on the Common Core State Standards Initiative visit http://www.corestandards.org/.
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