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The Common Core
State Standard
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The Common Core State Standards provide aconsistent, clear understanding of what students
are expected to learn, so teachers and parents
know what they need to do to help them. The
standards are designed to be robust and relevantto the real world, reflecting the knowledge and
skills that our young people need for success in
college and careers. With American students fully
prepared for the future, our communities will bebest positioned to compete successfully in the
global economy
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The standards are divided into two
categoriescollege and career-readiness
standards
grade-specific standards for
elementary school through high
school
provide a broad outline of
what students are expected to
learn by the time they have
graduated from high school sothey have the foundation
needed to successfully
complete college and
workforce!training programs.
explicitly define end! of!yearexpectations in "nglish and
mathematics. Students are
expected to meet each year#s
grade specific standards$ retain
content and skills developed in
previous grades$ and progress
toward meeting the broader
expectations described by the
college and career!readiness
standards.
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"nglish %anguage Arts and &athematics
Standards
English language arts
standardsstandards for math
intended to 'lay out a vision of
what it means to be a literate
person in the twenty!first century(
outline specific content!
knowledge expectations and
provide standards for
mathematical practice.
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"nglish language arts standards
). *egular practice with complex texts and their
academic language
+. *eading, writing and speaking grounded inevidence from text, both literary and informational
. -uilding knowledge through content!rich non!fiction
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standards for math
). "mphasis greater focus on fewer topics.
+. Coherence linking topics and thinking across grades.
. *igor ursue conceptual understanding, procedural
skills and fluency, and application with e/ual intensity.
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0verall, the mathematics standards blend the development
of procedural skills and conceptual understanding.Standards in elementary school focus more heavily on
fluency to better prepare 1.S. students for advanced math
in later grades.
The middle school standards focus on preparing
students for high school mathematics by developing
techni/ues in statistics, algebra, and geometry. 2igh
school standards re/uire students to apply 'mathematical
ways of thinking to real world issues and challenges.(
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The new "nglish and mathematics standards
demand the development of skills that will serve
students well in higher education and in the
workplace. The "nglish standards re/uire students toread multiple, sophisticated sources, from
informational and non!fiction text to literature, and
synthesi3e what they read to develop critical!thinking
skills. The literacy standards apply not only to "nglish
but to reading and writing expectations in history,
social studies, and the sciences.
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The new math standards re/uire students to
demonstrate deeper knowledge than previous
state standards by asking them to perform
accurate calculations and understand and'apply mathematical concepts to solve real!
world problems.
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The Common Core State Standards
show promise in allowing teachers to
share best practices between schoolsand across geographic boundaries and
in identifying the best instructional
methods for students.
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4mplementation Challenges
As the Common Core State Standards are
implemented in the classroom, assessments must
be developed to measure their impact. A +5)+
survey conducted by the Center on "ducation olicy
found most states are making progress in switching
over to the Common Core State Standards but do
not expect full implementation before the +5)6!)7
school year.
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Ade/uate teacher training to implement the standards
is a challenge. 4n tight economic times, professional
development of teachers is often underfunded. To
ensure the Common Core State Standards areimplemented, new and existing classroom instructors
will need to modify their instruction and implement
assessments matched to the standards. "xtensive and
ongoing professional development will be needed tohelp teachers in these tasks.
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Standardi3ed testing presents another challenge. Thetransition to the Common Core State Standards will be
difficult as students are tested and teachers are evaluated
based on new assessments. Adapting to the structure and
accountability of national standards will present a steeplearning curve and will re/uire extensive communication
with stakeholders, including parents who must understand
the possible conse/uences of increased testing at all
grade levels. Standardi3ed testing must also provide an
e/uitable environment and fair results for special!needs
students.
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Assessmentroponents of the new assessment systems point to the
validity and volume of data that will be immediately
available when testing is moved to an online format. The
new assessments will provide timely information aboutwhether students are on track for graduation and also will
measure important knowledge and skills needed for
college and career readiness. An online system may offer
immediate access to data and facilitate sophisticateddata analytics. 8ata collection will be critical to
implementing the standards. 4n some cases, this will
re/uire new software and hardware infrastructure.
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4mplementing the Common Core State
Standards provides an opportunity to explore
more effective models of assessment. 9iven that
the CCSS provide explicit standards that definemeasurable learning ob:ectives, a competency!
based approach to instruction and assessment
can be developed and adopted.
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Conclusion The demands of a rapidly changing global
marketplace re/uire that our students graduate from
high school more prepared to successfully entercollege, postsecondary training, and the workforce.
4n addition to demonstrating competency in core
academic sub:ects, students must also possess +)st
century skills not currently taught in the classroom.
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The Common Core State Standards 4nitiative identifies
the key knowledge, skills, and attitudes that will prepare
students to be successful and competitive beyond high
school. While the standards do not focus on every
essential skill for college and career success;career
planning, time management, and ethical reasoning are
not addressed, for example;they reflect many critical
readiness skills and re/uire an academic foundation in
"nglish language arts and math.
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The standards also drive the development of
competency!based curriculum aligned with college
courses and workplace needs. The transparency of
the competency!based model of implementation and
assessment also allows the use of data to inform and
improve education for all students. roponents hope
the initiative may ultimately empower students,
teachers, parents, schools, and employers to make
informed, data!driven decisions that provide thepathways to future success.