School Leaders and the Common Core: Preparing Students for College & Career Readiness
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School Leaders and the Common Core: Preparing Students for College & Career Readiness
- 1. Presenters: Natasha Vasavada , Executive Director, Research and Development, College Board Dick Flanary , Senior Director, Leadership Programs and Services, NASSP Mel Riddile , Associate Director for High School Services, NASSP School Leaders and the Common Core: Preparing Students for College & Career Readiness An Overview
- 3. Presenters Natasha Vasavada Executive Director, Standards and Curriculum Alignment Services, Research and Development College Board Mel Riddile Associate Director for High School Services NASSP Richard Flanary Senior Director, Leadership Programs and Services NASSP
- 9. Why Common Core State Standards? Issue #1: Inconsistent State Standards
- 12. Benefits of Common Core State Standards
- 15. Common Core: A Fast Timeline Dec. 2011 46 States Have Adopted CCSS 2014 - 2015 Participating States Administer New CCSS Assessments Implementation is NOW!
- 16. What comes next after adoption?
- 17. Understanding Current Alignment Alignment is one of the first steps for states and districts towards implementing the Common Core.
- 18. Changes in Curriculum and Instruction The Common Core will require significant curricular and instructional shifts that will impact all classrooms.
- 19. Professional Development To effectively implement and embrace the Common Core, rich professional development will be required.
Editor's Notes
- curricula
- Writing Team: College Board staff served on the original College and Career Readiness Standards writing team and provided ongoing feedback for the development of the standards. Advisory Committee: College Board served as a member of the 5-organization advisory group guiding the initiative. Research: College Board provided research on college readiness skills, AP and SAT to support the standards work. Alignment: College Board now offers alignment and technical advisory support to assist states in the implementation process.
- Writing Team: College Board staff served on the original College and Career Readiness Standards writing team and provided ongoing feedback for the development of the standards. Advisory Committee: College Board served as a member of the 5-organization advisory group guiding the initiative. Research: College Board provided research on college readiness skills, AP and SAT to support the standards work. Alignment: College Board now offers alignment and technical advisory support to assist states in the implementation process.
- A state-led effort to develop a common set of college and career readiness standards in English Language Arts and Mathematics that align with college and workplace expectations include rigorous content and applications of knowledge are based on evidence build upon strengths and lessons of current state standards are informed by frameworks from top performing countries
- The Common Core State Standards require a mindset shift for students, teachers, and school level leaders. We need to shift our focus from high school completion to college and career readiness for all students. The Common Core State Standards are for all students , not just students seeking accelerated learning. The Common Core State Standards will impact all teachers , not just ELA and Math teachers. The Common Core is happening now – 46 states have adopted the standards, and new common assessments are being developed. School level leaders will need to play a central role in implementing the new standards and in cultivating this mindset shift.
- This visual offers a comparison of student performance on NAEP (red) versus student performance on state assessments (blue). Overwhelmingly, state proficiency levels are set much lower than NAEP proficiency. This data creates the dilemma of 50 different yardsticks of student learning and progress and illustrates not only the differences across state standards, but also the differences the expectations within those standards.
- “ We have one of the highest high school dropout rates of any industrialized nation. And half of the students who begin college never finish. This is a prescription for economic decline.” – President Obama While many factors impact college completion rates, fundamentally too few students are receiving the academic preparation necessary to be successful in college 73.4% of public high school students who entered high school graduated with a high school diploma (NCES, 2006 data) 67.2% of high school graduates enrolled in a 2-yr or 4-yr (NCES, 2007 data) 78% of students entering 4-yr public institution are retained from freshman to sophomore year (National Center for Higher Education Management Systems, 2007 data). Similar rate (79.5%) for 4-yr private institutions, and 59% for 2-yr institutions. 56.1% of students entering 4-yr institutions earned a bachelor’s degree in six years or less (National Center for Higher Education Management Systems, 2007 data). 27.8% of students entering 2-yr institutions graduate with an associate degree in three years or less
- Previously, every state had its own set of academic standards and different expectations of student performance. Common standards can help create more equal access to an excellent education. All students must be prepared to compete with not only their American peers, but also with students from around the world. Clear and coherent standards will help students (and parents and teachers) understand what is expected of them. Common Standards create a foundation for districts and states to work collaboratively.
- Who is responsible for implementation? What will CB and NASSP provide? Understanding current alignment – Who needs to understand the alignment? Where can they go for help? Changes in curriculum & instruction – Where are they coming from? Who will provide information? Professional Development – Who will provide resources and who will administer? Preparing for new assessments – When will these assessments take place? How and when will school leaders learn about them?
- Governing states are committed to using the assessment Advisory states may join more than one consortium Non-Consortia states consist of Alaska, Minnesota (adopted ELA CCSS only), Nebraska, Texas, Virginia 45 states plus DC adopted the CCSS OH and DE are currently part of both Consortia Alaska, Minnesota, Nebraska, Texas, and Virginia have not joined either Consortium
- Governing states are committed to using the assessment Advisory states may join more than one consortium Non-Consortia states consist of Alaska, Minnesota (adopted ELA CCSS only), Nebraska, Texas, Virginia 45 states plus DC adopted the CCSS OH and DE are currently part of both Consortia Alaska, Minnesota, Nebraska, Texas, and Virginia have not joined either Consortium