Download CCSSI Ohio

What does it mean?
•Currently, standards vary from
state to state.
•CCSS will help ensure consistent quality
in education no matter your zip code.
•By 2014, 64% of new jobs will require
postsecondary training.
•About $1.4 billion per year is spent on
remedial education for college students.
• A historic, bipartisan state-led effort by the
National Governor’s Assoc and the Council of
Chief State School Officers along with education
groups, such as ACT, College Board (SAT), and
Achieve.
•Consistent English language arts and math
standards for kindergarten through twelfth
grades voluntarily adopted by states.
•CCSS are relevant to the real world and
reflective of knowledge and skills needed in
college and career.
•National PTA adopted a position statement
Supporting clear, high standards in 1981.
•PTA is the leading voice speaking on behalf of
parents.
•PTAs have the ability to be the vehicle of
information as Ohio begins the implementation
Stage of CCSSI.
State Board
Adopts Model
Curriculum
March 2011
Common
Core
Standards
Adopted
June 2010
Planning for
Transition;
Field Testing
for New
Assessments
2012 – 2013
Information from ODE Model Curriculum meetings
Planning for
Transition;
Standard
Setting for
Assessments
2013 – 2014
Full
Implementation
of Common
Core Standards
and New
Assessments
2014 – 2015
English language arts consists of four strands:
•Reading
•Writing
•Speaking and Listening
•Language
Each strand is further broken down to specific
standards.
Separate standards are included for reading and
writing in history/social studies, science, and
technical subjects.
Reading Standards for Literature
Reading Standards for
Informational Text
Grade 3: Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the sequence of
events.
Grade 3: Describe the relationships
between a series of historical events,
scientific ideas of concepts, or steps in
technical procedures in a text, using
language that pertains to time, sequence,
and cause/effect.
Grade 7: Analyze how particular
elements of a story or drama interact
(e.g., how setting shapes the
characters or plot)
Grade 7: Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals or
events, or how individuals influence ideas
or events).
Grades 11-12: Evaluate various
explanations for characters’ actions or
for events and determine which
explanation best accords with textual
evidence, acknowledging where the
text leaves matters uncertain.
Grades 11-12: Analyze a complex set of
ideas or sequence of events and explain
how specific individuals, ideas, or events
interact and develop over the course of the
text.
From Achieve.org Understanding the CCSSI, June 2010
Grade-Level Standards
•
•
K-8 grade-by-grade standards organized by domain
with a concentration in geometry and algebra in 7th
and 8th grades.
9-12 high school standards organized by
conceptual categories- Number and Quantity,
Algebra, Functions, Modeling, Geometry, Statistics
and Probability.
Ohio’s Current Standards
CCSSI
Number sense 13 standards
Number sense 8 standards
Data and Probability 4 standards
Statistics and Probability 5 standards
Geometry 8 standards
Geometry 4 standards
Algebraic Thinking 6 standards
Equations 9 standards
Measurement 7 standards
Ratios 3 standards
There are far too many standards and important content is
not distinguished, so the standards are unfocused and
seem haphazard. The most crucial failing of these
standards is in the inadequate development of arithmetic
and the failure to make it a priority. THOMAS B. FORDHAM INSTITUTE
• THE STATE OF STATE STANDARDS—AND THE COMMON CORE— June 2010
•
•
•
•
•
•
How teachers should teach.
All that can or should be taught.
The nature of advanced work beyond the core.
The interventions needed for students well
below grade level.
The full range of support for English language
learners and students with special needs.
Everything needed to be college and career
ready.
•Model Curriculums will be presented to the
State Board of Education in March 2011.
•Provide teachers with professional
development regarding implementation of
CCSS.
•Ohio may join other states to create
assessments aligned to the new standards.
•Ohio PTA reaches out to help parents work
with their school districts while the
standards are implemented.
These Standards are not intended to be new
names for old ways of doing business. They are
a call to take the next step. It is time for states
to work together to build on lessons learned
from two decades of standards based reforms.
It is time to recognize that standards are not
just promises to our children, but promises we
intend to keep.
www.pta.org
www.corestandards.org
www.ode.state.oh.us
www.achieve.org/achievingcommoncore
www.commoncore.org