Measurement Of Educational Readiness To Inform Teaching

The American College Testing (ACT), 2010 concluded that a large number of high school students and high school graduates do not possess the knowledge and skills for college level work or career training. With the creation and implementation of common core standards, states and school districts have a clear set of student expectations to target

Knowing the history of the Common Core State Standards (CCSS) is essential in order to define what these educational parameters represent in society today. In 2006, Arizona governor Janet Napolitano was elected to the chair of the National Governors Association. Napolitano’s work focused on

The Common Core has been developed as a nationwide measurement for student progress. Officially launched in 2009 as a federal funding bill, the standards identify skills that every student residing in the United States should master in English language arts (ELA) and mathematics from kindergarten through 12th grade (Gewertz, 2015). The Common Core itself is not a curriculum, however, it identifies rigorous objectives that must be met by a school’s curriculum. The purpose is to initiate a deeper focus on developmental learning by using interdisciplinary instruction. This redefines the way that students learn because their progress is no longer assessed on the outcome of their performance, but by the process that has allowed them to reach the

Brighton High School needs to incorporate core subjects in classrooms other than those tested on core subjects. In order to ensure school-wide student achievement, Brighton High School will incorporate literacy and math in Career Technical Education (CTE) classes beginning the 2015-2016 school year. To ensure higher rates of success and accountability to the students, the mastery learning model would give teachers the necessary framework to articulate their understanding across the curriculum through the literacy and math integration (Henson, 2015). By using Leadership Team, aligned curriculum, and curriculum maps, teachers will be empowered to make the literacy and math integration successful. Previously, there has not been a

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

The Common Core State Standards (CCSS) were developed nationally in 2009 with the intent of better preparing students for college, and their eventual careers. Faced with the option of whether to adopt or reject CCSS, the state of Arizona chose the former. The Arizona College and Career Ready Standards (AZCCRS) were officially adopted in 2010, with required implementation starting in the 2013 school year. The approved common core subjects are English and math, and place a heavy focus on the development of real world, critical thinking skills. Common Core standards were adopted by the state of Arizona because of the perceived need to enhance students’ abilities to transition from K-12 grade levels to college and the career world. The AZCCRS clearly dictate what Arizona children should know at each grade level (Expect More Arizona, 2014) Aside from updating everyday classroom standards, there has also been a push to replace the outdated Arizona’s Instrument to Measure Standards (AIMS) test. While there was debate over which standardize test to administer, the state of Arizona has decided that Arizona’s Measure of Educational Readiness to Inform Teaching (AZMERIT) will be the best tool to measure the success of the new educational standards. As with most new policies, there are strong opinions about the new standards.

If there is one thing that all American’s can agree on it is that the education provided for our youth serves as the foundation for the continuation and prosperity of our nation’s future. On the smaller scale, the students that live and learn here in the state of California will become our congressmen, doctors, policemen; the future of our great state. The adoption of the Common Core State Standards (CCSS) was necessary for improving the education policies in place for the youth in California. For one, it replaced the failing academic system, the No Child Left Behind Act. Second, the CCSS drives students to build deeper conceptual understandings of course material and foster their critical-thinking and analytical skills. Next, the CCSS levels

In a time of educational reform, the Common Core State Standards (CCSS) was heralded as being the new path to academically successful students who would thrive in the 21st Century. The CCSS were drafted by experts and teachers in the industry with the goal of preparing students for today’s students entering the workforce, college, or training program. In addition, the CCSS focused on clear, consistent guidelines and standards that would foster critical thinking and problem solving skills for students to be successful (Common Core State Standards, n.d.). However, the CCSS have had many critics since its debut in 2010, but it has also attracted followers as well. One such proponent, Vartan Gregorian, President of Carnegie Corporation of New York hailed the CCSS as “a necessary step in the process of reform” and “create a competitive edge in the 21st century world that requires innovative educational strategies that will enable students to succeed in a global economy.” (Common Core State Standards, n.d.). As such, I do believe that the CCSS creates opportunities to encourage

The academic performance at Central Falls High School (CFHS) has historically trailed behind the average school performance numbers for the state of Rhode Island. According to the article, 271 freshmen entered Central Falls High School in 2005, but only 47 percent reached graduation four years later. Other data revealed that other 33.5 percent of the students dropped out, 12.5 percent were held back, and 7 percent received a General Equivalency Diploma. Data also revealed that only 55 percent of the student body was considered to be proficient in reading and only 7 percent proficient in math. These statistics showed little improvement by 2008, where the math proficiency rose another 3 percent (Donnelly & Rochefort, 2011).

To remediate this, we contracted with the Achievement Network to help us connect the standards to a curriculum and plan for a more fluid instructional delivery that would improve the assessment outcomes. They provided us a structure that laid out the Common Core Standards of assessed skills that included a scripted curriculum and instructional activities outlined in their guidelines. Students are making growth towards attainment. However, only 9% of the student population have met grade-level proficiency targets. Teachers are feeling that they are harshly judged because 30% of their evaluation is based on students meeting proficiency.

“Meaningful,” however, may have multiple meanings within context. Many people, parents, teachers, and students alike, disagree with the rules and regulations brought forward by the Arizona College and Career Ready State Standards. They believe that the new standards lack specificity and that the training necessary for teachers to understand how to teach the new standards may not be worth the time or money. Budgeting is a primary source of conflict and controversy. By funding the production of the new tests and teacher training, schools and districts are forced to be cut back in other important areas, such as learning and testing tools for special needs children (Center on Budget and Policy Priorities). Another major argument is that the new standards focus more on obtaining better test scores and increased school rankings than actual knowledge. In complete contrast, many people strongly agree with the new standards brought forth by the Arizona College and Career Ready State Standards. It is believed by these people that the new approach will increase academic rigor and improve students’ critical thinking and problem solving skills. Consistency between different schools and even different states’ curriculum promotes easier transitions and both parents and students will always know what to expect. Those who support the standards

With the falling out of FCAT due to the change of curriculum, Florida needed to find a new standardized test for its students to take. Standardized tests show each student’s progress throughout the year using multiple choice questions and free response questions. With the new standards, the test will ultimately change. Instead of having a majority of multiple choice questions, there will be more free response questions. This causes each student to be able to apply the information accumulated throughout the school year to a critical thinking question. Students learn an abundance of material throughout the school year and are already stressed enough when it comes to end of the year tests. Each teacher will face a challenge because each student is not capable of leaning the same way.

State test scores and graduation rates are one of the most important items of discussion at Napavine Jr. Sr. High School. When the State changed the testing method from the HSPE to SBAC, Napavine’s scores dropped. At that time, the administration began providing professional development workshops on SBAC teaching strategies to align with Common Core standards. In addition, staff collaborated to develop a program we call Core/Flex. Students who are passing all of their classes with a C grade or higher are allowed 25 minutes of free time. Students who have a D or F grade are assigned Core with a teacher for tutoring purposes. The student stays in Core until his or her grade has improved. Due to staff input, staff engagement is supportive of

One look at the Partnership for Assessment of Readiness for College and Careers (PARCC) sample tests and there is no question that rigorous testing protocols are aligned to not only the state standards but also assessment criteria that stakeholders believe matter the most. With the recent adoption of Every Student Succeeds Act (ESSA), it is evident that New Jersey is committed to upholding high-quality standards which have adjusted English Language Arts (ELA) and mathematics expectations to include a greater emphasis on higher-order thinking skills and not the rote memorization of facts and information. New Jersey has moved to administering PARCC as a way to assess these standards because it is aligned to “what students are learning in

Distance Learning Reflection Essay The Smarter Measure Learning Readiness Indicator is a test that evaluates success when taking a distance learning class. The test measures Learning Styles, Individual Attributes, Technical Competency as well as Computer Knowledge and Reading Recall. Life Factors are also taken into account with personal characteristics in this course such as Time, Skills and Resources. These categories are used to evaluate how I comprehend information.