Introduction to the Common Core Standards

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Karen Brooks

Introduction to the Common Core

Education

http://www.corestandards.org/in-the-states

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Dr. Kritsonis Recognized as Distinguished Alumnus In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

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Overview of the Common Core State Standards Initiatives for ELLs A TESOL Issue Brief March 2013 Overview of the Common Core State Standards Initiatives for ELLs Overview of the Common Core State Standards Initiatives for ELLs A new chapter in the era of standards-based education in the United States began with the creation of the Common Core State Standards (CCSS) initiative in 2009. Although states have been required by law to have content-area standards for education since the 1990s, the CCSS initiative will create more commonality among content-area standards for those states that have agreed to adopt the CCSS. At the time of their initial publication, the CCSS did not include a correlating set of English language proficiency development (ELPD) standards for students learning English. Since then, several related initiatives that address the role of English language proficiency have been started. The purpose of this issue brief is to provide a comprehensive overview of the policies behind the CCSS and to outline some of the initiatives now in place to address the needs of English language learners (ELLs) in relation to the CCSS. The 1983 report “A Nation at Risk: The Imperative for Educational Reform” ushered in the standards movement in education in the United States. Written by the Commission on Excellence in Education, the report decried a steady decline in student performance. Recognizing that the education system represented a patchwork of expectations for students, proponents of the standards movement pushed for more coherent policies. For the first time, the federal government lent its support to standards-based reform in education. A wave of reforms followed, incorporating their way into reauthorizations of the Elementary and Secondary Education Act in 1994 (the Improving America’s Schools Act) and in 2001 (the No Child Left Behind Act or NCLB). Although NCLB is credited with unveiling large disparities in educational outcomes among and within states, the law as written did not produce the results it intended, namely to raise proficiency levels for all. Also, beginning in 1997 the Organization for Economic Co-operation and Development (OECD) developed and administered international tests allowing countries to compare the performance of their students against an international benchmark. Although the best students in the United States have consistently scored among the highest performing international students, those experiencing difficulty in school and living in poverty have scored consistently lower than their international peers, keeping the overall performance of the United States at or below average among countries participating in those assessments. This persistent achievement gap within U.S. schools has also motivated proponents of standards-based education. Many argue that for the United States to be competitive in today’s global economy, students in U.S. schools must lead in educational.

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SIR CD Society for Reÿearch n Child Development sharing child and youth development knowledge volume 28, number 2 2014 I Social Policy Report Common Core Development and Substance David T. Conley University of Oregon Abstract his poticy report provides an overview of the Common Core State Standards, how they were developed, the sources that were ref- erenced in their development, the need for educationa[ standards generatty, what they entail, and what it wit[ mean for educators to imptement them. The report draws from research and refer- ence materia[ to outtine the argument for the Common Core and the sources used in its development. These inctude cortege and career readiness standards developed over the past 15 years, high quality state standards, and the content spec]fications from other nations whose educationa[ systems are widety respected. Additiona[ research demonstrates the retationship between the Common Core and co[[ege and career readiness. While this report does offer insight into the structure of the standards, most of the information presented here is designed to hetp po[icymakers, educators, and other interested parties understand the effects on educationa[ practice. Common Core Development and Substance 'he Common Core State Standards burst upon the scene in June 2010 and were quickly adopted by the vast majority of states, 43 as of spring 2013. This initial embrace has been followed by a period of reexamination in some states. Although the idea of standards that are consistent across states has become controver- sial in certain circles, the undertying content knowledge and cognitive skills that comprise the Common Core State Standards themselves have not been seriously questioned or chaltenged. When ideological arguments about educational governance and who should control curriculum are stripped away, the Common Core State Standards are more likely to be viewed more dispassionately as a syn- thesis of college and career readiness standards already developed, the expectations contained in the standards of high performing U.S. states and in the educational systems of countries that are equipping their citizens for life in the dynamically changing economic and social systems of the 21st century (Conley, Drummond, de GonzaLez, Rooseboom, Et Stout, 201ta; Conley, Drummond, de Gon- zalez, Rooseboom, & Stout, 2011b; Council of Chief State School Officers Et National Governors Association Center for Best Practices, 2010). This Social Policy Report considers the Common Core State Standards, where they came from, what they are, and what effect they are likely to have on education. It begins with an overview of the importance of educational standards in U.S. schools, the need for more students who are college and career ready, and the role of the Common Core State Standards in achieving this goaL. The process by which the standards were deveL- oped is described, followed by a consideration of the facts about.

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Chapter 5 Understanding the Standards And I’m calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem solving and critical thinking and entrepreneurship and creativity. —Barack Obama, March 1, 2009 Learning Outcomes By the end of the chapter, you will be able to: • Explain the development of the Common Core standards movement. •Describe the basic elements of the Common Core English language arts standards. •Discuss the basic elements of the Common Core mathematics standards. •Recall the basic elements of the Next Generation Science Standards and the National Educational Technology Standards. •Analyze how differentiated instruction applies to the newly emerging standards and the technology standards for students. 5 iStockphoto/Thinkstock Pre-Test Chapter 5 Introduction Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. The standards in the United States are undergoing major changes with the adop- tion of the Common Core State Standards and new standards in science and social studies. Initially developed by a consortium of state governors and state superintendents of instruction, they have been vetted by professional groups, state and local education representatives, and parents within each state. These standards mark a departure from past practices, which is good news for differentiated instruction. States had previously been responsible for developing their own standards, and the creation of assessment systems based on those standards immediately followed. While this approach assured an articulation between standards and assessment, there were unintended consequences. The effect was a narrowing of the curriculum. In practice, the assessment systems began to drive the curriculum and often resulted in teaching methods that were drill based, had low cognitive demand, used bubble-in-the-answer assessments, and relied on a stand-and-deliver means of presenting content. (Kendall, 2011). The new standards aim to rec- tify that approach. They describe student outcomes in terms of college and career readiness, and encourage increasingly complex cognitive tasks throughout the K-12 experience. Moreover, the manner in which they were written and adopted has encouraged districts and teachers to develop curriculum first, rather than waiting until an assessment system is in place (Kendall, 2011). Since their release, the authors of the standards have vetted a number of resources that assist teachers, parents, and community members in understanding and planning for implementation ...

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Poster to be presented at Stochastic Numerics and Statistical Learning: Theory and Applications Workshop 2024, Kaust, Saudi Arabia, https://cemse.kaust.edu.sa/stochnum/events/event/snsl-workshop-2024. In this work we have considered a setting that mimics the Henry problem \cite{Simpson2003,Simpson04_Henry}, modeling seawater intrusion into a 2D coastal aquifer. The pure water recharge from the ``land side'' resists the salinisation of the aquifer due to the influx of saline water through the ``sea side'', thereby achieving some equilibrium in the salt concentration. In our setting, following \cite{GRILLO2010}, we consider a fracture on the sea side that significantly increases the permeability of the porous medium. The flow and transport essentially depend on the geological parameters of the porous medium, including the fracture. We investigated the effects of various uncertainties on saltwater intrusion. We assumed uncertainties in the fracture width, the porosity of the bulk medium, its permeability and the pure water recharge from the land side. The porosity and permeability were modeled by random fields, the recharge by a random but periodic intensity and the thickness by a random variable. We calculated the mean and variance of the salt mass fraction, which is also uncertain. The main question we investigated in this work was how well the MLMC method can be used to compute statistics of different QoIs. We found that the answer depends on the choice of the QoI. First, not every QoI requires a hierarchy of meshes and MLMC. Second, MLMC requires stable convergence rates for $\EXP{g_{\ell} - g_{\ell-1}}$ and $\Var{g_{\ell} - g_{\ell-1}}$. These rates should be independent of $\ell$. If these convergence rates vary for different $\ell$, then it will be hard to estimate $L$ and $m_{\ell}$, and MLMC will either not work or be suboptimal. We were not able to get stable convergence rates for all levels $\ell=1,\ldots,5$ when the QoI was an integral as in \eqref{eq:integral_box}. We found that for $\ell=1,\ldots 4$ and $\ell=5$ the rate $\alpha$ was different. Further investigation is needed to find the reason for this. Another difficulty is the dependence on time, i.e. the number of levels $L$ and the number of sums $m_{\ell}$ depend on $t$. At the beginning the variability is small, then it increases, and after the process of mixing salt and fresh water has stopped, the variance decreases again. The number of random samples required at each level was estimated by calculating the decay of the variances and the computational cost for each level. These estimates depend on the minimisation function in the MLMC algorithm. To achieve the efficiency of the MLMC approach presented in this work, it is essential that the complexity of the numerical solution of each random realisation is proportional to the number of grid vertices on the grid levels.

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