This document provides an overview of the Common Core State Standards (CCSS). It begins with an introduction to the CCSS, explaining that they describe the knowledge and skills students should have in English Language Arts and Math from kindergarten through 12th grade. It then discusses why the standards are important for establishing clear expectations for student learning. The document reviews which states have adopted the CCSS and the timeline for implementation. It also addresses common myths about the CCSS and provides facts to dispel these myths. Finally, it examines how the CCSS relate to specific subject areas like English Language Arts, Math, Science, Social Studies and assessments like the PARCC exams.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
Powerpoint slideshow that uses pictures to illustrate the concept of main idea. It contains multiple choice questions, short answers, and drawing activities. Modified from a slideshow downloaded from the internet. See title page for credit.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Graphic Organizers for the Common Core: ELA (K-2) Preview SamplerJennifer Jones
This is preview sample of the graphic organizers I have created, from scratch, to align with each of the Reading Literature (RL) and Reading Informational Text (RIT) standards of the Common Core for ELA. As you know, WRITING ABOUT READING is BIG in the Common Core, and these sheets give students just that opportunity to respond thoughtfully and a rigorous way that is called for in the Common Core standards. In the full version, there are over 400 graphic organizers in all. The Common Core standard for which each page aligns in noted in the upper right corner of each sheet, which is helpful if your gradebook requires you to denote the standard, which ours does...PowerSchool. Thanks for looking. Full products can be purchased in my TeachersPayTeachers store at www.hellojenjones.com
This presentation combines information from the Mississippi Department of Education and several other sources including PARCC to help explain the main ideas and shifts of the CCSS in ELA and math.
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Warm-Up
• Think about the following phrases, including your
level of agreement or disagreement. Be prepared
to give a response.
– “The US mathematics curriculum is a mile wide and
an inch deep.”
– “Let’s be clear: [Public schools have] accomplished
nothing. Doors of opportunity are closing for families
and communities across our city.”
– “The rigorous Common Core learning standards…
represent a once-in-a-generation opportunity for the
United States to improve public schools nationally.”
3. What are the CCSS?
• The Common Core State Standards in
Mathematics and English Language Arts
describe what every U.S. student should
know and be able to do to be ready for
success after high school.
• Broad, clear statements of the knowledge
and skills students should master at every
grade level from K-12.
4. Why are they important?
• Standards that are clear and challenging help
teachers, students and parents better
understand what they should be working to
achieve.
• Require that students demonstrate a deeper
grasp of academic content and critical thinking
skills, complex texts, sophisticated math skills.
• Before CCSS states had their own standards
that were not clear or ambitious enough.
5. Adoption
• 45 states plus D.C. have fully adopted
CCSS; Minnesota has adopted CCSS in
ELA only.
– All states plan to fully implement CCSS by the
2014-15 school year except NV and RI (201516); HI, NH, and WY have not set adoption
dates yet.
• Texas, Virginia, Nebraska, and Alaska
have not adopted the CCSS.
8. Content and Quality: General
• Myth: Adopting common standards will bring
state standards down to LCD, which means
states with high standards, will be taking a step
backward.
• Fact: CCSS are designed to build upon the most
advanced current thinking about preparing all
students for success in college and their
careers. This will result in moving even the best
state standards to the next level.
9. Content and Quality: General
• Myth: CCSS are not internationally
benchmarked.
• Fact: International benchmarking played a
significant role in the CCSS and the
college and career ready standards.
10. Content and Quality: General
• Myth: The standards only include skills
and do not address the importance of
content knowledge.
• Fact: They recognize that both content
and skills are important.
11. Process
• Myth: No teachers were involved in writing
the standards.
• Fact: The drafting process relied on
teachers and standards experts from
across the country.
12. Process
• Myth: The standards are not research or
evidence based.
• Fact: They have made careful use of a large and
growing body of evidence: scholarly research,
surveys on skills required of students entering
college and workforce, assessment data
identifying college and career ready
performance, and comparisons to standards
from high performing states and nations.
13. Implementation
• Myth: The standards tell teachers what to
teach.
• Fact: They establish what students need
to learn, but teachers decide how to teach
the material.
14. Implementation
• Myth: The standards are implemented
through NCLB and the federal government
will be involved.
• Fact: The CCSS initiative is a state-led
effort that is not part of NCLB and
adoption of the standards is NOT
mandatory.
15. Implementation
• Myth: The standards amount to a national
curriculum for schools.
• Fact: They are NOT a curriculum. They
ARE a clear set of shared goals and
expectations for what knowledge and skills
will help students succeed.
17. ELA/Foreign Language
• In addition to foundation and critical content, the
standards require that students systematically
acquire knowledge in literature and other
disciplines through reading, writing, speaking,
and listening.
• The four strands align with the Foreign
Language area of Communication by
emphasizing purpose:
– Interpersonal: Listening and speaking; reading and
writing.
– Interpretive: Reading, listening, viewing.
– Presentational: writing, speaking, visually
representing.
18. ELA/Foreign Language
• The CCSS strand of language aligns with
the proficiency levels of foreign language:
– Novice (beginning level, regardless of age or
grade)
– Intermediate
– Advanced
19. ELA/Foreign Language
•
•
•
Reading: the use of both literacy and informational texts is
suggested.
Writing: a balance of writing to explain, persuade, and to convey
experience is suggested.
Main overlapping concepts:
- Key ideas and details
- Craft and structure
- Integration of knowledge and ideas
- Range of reading and level of text complexity
- Text types and purposes
- Production and distribution of writing
- Research to build and present knowledge
- Range of writing
- Comprehension and collaboration
- Presentation of knowledge and ideas
- Conventions of standard English/relevant language
- Knowledge of language
- Vocabulary acquisition and use
20. ELA/Foreign Language
• Reading: “Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
support conclusions drawn from the text.”
• Writing: “Write arguments to support claims in an
analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.”
• Speaking and Listening: “Prepare for and participate
effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.”
• Language: “Demonstrate command of the conventions of
standard English (or relevant language) grammar and
usage when writing or speaking.”
21. Mathematics
• The CCSS for Mathematics emphasize three
areas:
– Focus (explore fewer topics in more detail).
– Coherence (concepts logically linked between
grades and to other subjects).
– Rigor (applications to real-world situations; deep
understanding of concepts).
• In addition to content standards, there are
eight CC Standards for Mathematical
Practice describing what abilities (not just
content knowledge) students should possess.
22. Mathematics
• Kindergarten: “Correctly name shapes regardless
of their orientations or overall size.”
• Grade 4: “Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or absence of
angles of a specified size. Recognize right
triangles as a category, and identify right
triangles.”
• Grade 8: “Describe the effect of dilations,
translations, rotations, and reflections on twodimensional figures using coordinates.”
23. Mathematics
• CC Standards for Mathematical Practice:
– Make sense of problems and persevere in solving
them.
– Reason abstractly and quantitatively.
– Construct viable arguments and critique the reasoning
of others.
– Model with mathematics.
– Use appropriate tools strategically.
– Attend to precision.
– Look for and make use of structure.
– Look for and express regularity in repeated reasoning.
24. Science/Technology
• CCSS include “Literacy in Science &
Technical Subjects” describing the skills and
content knowledge students should possess
in grades 6-8, 9-10, and 11-12.
• CCSS are designed to complement rather
than replace existing science content
standards.
• Maryland is one of 26 states that developed
Next Generation Science Standards (NGSS),
which were released in April 2013.
25. Science/Technology
• NGSS, like CCSS, focus on both content
and practice.
• Every standard has three dimensions:
– “Disciplinary core ideas.”
– “Scientific and engineering practices.”
– “Cross-cutting concepts.”
• NGSS aligned with ELA and Mathematics
Common Core standards.
26. Science/Technology
• Grades 6-8: “Follow precisely a multistep procedure
when carrying out experiments, taking measurements,
or performing technical tasks.”
• Grades 9-10: “Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks,
attending to special cases or exceptions defined in the
text.”
• Grades 11-12: “Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.”
27. Social Studies
• Like science, the CCSS include a set of
standards for “Literacy in History/Social
Studies” for grades 6-8, 9-10, and 11-12.
• The National Council for the Social
Studies (NCSS) is currently drafting what
it calls the “C3” (College, Career, and
Civic Life) framework to align its standards
with the CCSS.
28. Social Studies
• Grades 6-8: “Cite specific textual evidence to
support analysis of primary and secondary
sources.”
• Grades 9-10: “Cite specific textual evidence to
support analysis of primary and secondary
sources, attending to such features as the date
and origin of the information.”
• Grades 11-12: “Cite specific textual evidence to
support analysis of primary and secondary
sources, connecting insights gained from specific
details to an understanding of the text as a whole.”
30. PARCC Assessments
• PARCC (Partnership for Assessment of
Readiness for College and Careers)
assessments are designed to complement
Common Core adoption.
• Assessments are computer-based and
include short answer, longer free-response,
and deeper multiple-choice questions.
• 22 states (including MD) currently give, or are
planning to give, PARCC assessments.
31. PARCC Assessments
• Two components:
– Performance-based assessment (PBA), given
roughly 75% of the way through the year.
– End-of-year assessment (EOY), given roughly
90% of the way through the year.
• Assessments in ELA/Literacy and
Mathematics.
33. MD PARCC Timeline
• 2013-14 school year:
– Reading and Mathematics MSA’s given in grades 3-8.
– HSA’s given in Biology, Government, Algebra/Data
Analysis, and English 10.
• 2014-15 school year:
– MSA’s discontinued.
– PARCC ELA and Mathematics assessments given in
grades 3-8.
– PARCC English and Mathematics assessments given
to high school students.
– HSA’s given in Biology and Government.
35. Activity
• Separate into your school groups. Each
group will be given a math activity.
• Your job is not to work out the problem,
but to determine which of the Common
Core Standards for Mathematical Practice
apply to the given problem.
– If it helps you, feel free to work it out!