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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.
English Language Arts Standards English Language Arts Standards (ADA Compliant) Mathematics Standards Mathematics Standards (ADA Compliant)

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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.

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Not a common core state

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See page 7 for anchor standards

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English Language Arts
&
Literacy in History/Social Studies,
Science, and Technical Subjects

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States adopted/not adopted common core standards

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States adopted/not adopted common core standards

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Standards in Your State | Common Core State Standards Initiative

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Forty-one states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core State Standards. The map below provides information about the process each state or territory followed to adopt their academic standards.

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The Arkansas English Language Arts Standards represent the work of the educators from across the state. These documents include expectations for what all students should know and be able to do. The standards also include teacher notes, which will help all teachers across the state implement the new standards with fidelity. Full implementation of these standards began in the 2017-2018 school year.

Please Note: All educators instructing identified English Learners [including, core content, elective, and English Language Development (ELD) educators] are expected to teach toward both content standards and language proficiency standards (learn more here).

2023 ELA Standards

The 2023 K-12 ELA Standards are to be fully implemented in 2023-24.

Kindergarten thru Grade 12 (PDF/DOCX)

2016 ELA Standards (Side-by-Side Documents)

The Arkansas English Language Arts Standards side-by-side documents, available as a PDF or a spreadsheet, are helpful companions to the single grade-level documents. They provide a view of a single standard across each row left to right and a view of all standards for a single grade level up and down a single column. The format is particularly useful when aligning curriculum and locating specific skills along the progression of learning.

Arkansas English Language Arts Standards for Grades K-12 (PDF/XLSX)

Arkansas English Language Arts Standards for Grades K-5 (PDF/XLSX)

Arkansas English Language Arts Standards for Grades 6-12 (PDF/XLSX)

2016 Grade Level Standards

Courses

A committee of Arkansas educators developed courses aligned to the Arkansas English Language Arts Standards. As of July 1, 2017, these documents replace and supersede all previous English Language Arts courses.

English 11-12 Courses

The 0.5 credit English 11/12 courses are intended to serve as English credits that address the literacy needs of students interested in specific career pathways for Literature, Communications, and/or Technical Professions. Each pathway has a revised set of English Language Arts 11/12 standards that are tailored to the course. These courses are not designed to embed or supplant a required credit from another content area as each English 11/12 courses is only one-half credit. Districts that elect to offer these courses may enroll students in grades 11 and 12. These courses may also be offered as electives and would count as career focused credits. Please consider a teacher's knowledge and expertise in implementing these courses.
English Literature

English 11/12: Comparative Literature (0.5 Credit) (PDF)

English 11/12: Cross-Cultural Literature (0.5 Credit) (PDF)

English 11/12: Film as Literature (0.5 Credit) (PDF)

English 11/12: U.S. History Seminal Documents (0.5 Credit) (PDF)

Communications

English 11/12: Reading and Writing for Business Professions (0.5 Credit) (PDF)

English 11/12: Public Relations (0.5 Credit) (PDF)

English 11/12: Mass Communications (0.5 Credit) (PDF)

Technical Professions

English 11/12: Reading and Writing for Trade and Industry Professions (0.5 Credit) (PDF)

English 11/12: Entrepreneurship and Innovation (0.5 Credit) (PDF)

English 11/12: Reading and Writing for STEM Professions (0.5 Credit) (PDF)

Additional Electives

Sample Template for Embedded Courses

For more information, please contact:
Amber Pirnique, Disciplinary Literacy Coordinator
Arkansas Department of Education

Division of Elementary and Secondary Education

Four Capitol Mall

Little Rock, AR 72201

Phone: 501-682-4311

Email: amber.pirnique@ade.arkansas.gov
Melissa Morrison, ELA Program Advisor
Arkansas Department of Education

Division of Elementary and Secondary Education

Four Capitol Mall

Little Rock, AR 72201

Phone: 501-682-4311

Email: melissa.morrison@ade.arkansas.gov

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English Language Arts Standards and Courses

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The Arkansas English Language Arts Standards represent the work of the educators from across the state. These documents include expectations for what all students should know and be able to do. The standards also include teacher notes, which will help all teachers across the state implement the new standards with fidelity.

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The Arkansas Mathematics Standards and Courses, adopted by the State Board of Education, represent the work of educators from across the state. These standards include student performance expectations, which are what all students should know and be able to do.

Please Note: All educators instructing identified English Learners [including, core content, elective, and English Language Development (ELD) educators] are expected to teach toward both content standards and language proficiency standards (learn more here).

2023 Grades K-8, Algebra I, Geometry, and Secondary Math Standards

2023 Grades K-8, Algebra I, and Geometry Mathematics Standards are to be fully implemented in 2023-24.

2023 K-8, Algebra I, and Geometry Mathematics Standards ( PDF| DOCX)

2023 Secondary Math Standards ( PDF| DOCX)

Grades K-8

High School

Advanced Topics and Modeling in Mathematics ( PDF| DOCX)

Algebra I Part A ( PDF| DOCX) and Algebra I Part B ( PDF| DOCX)

Critical Algebra I ( PDF| DOCX)

SREB Transitional Math Ready* ( SREB Transitional Math Ready) ( Transitional Course)

Technical Math for College and Career* ( PDF| DOCX)

High School CTE Courses for Math Credit

Computerized Accounting II*, ** ( Course Info)

Case Agricultural Power & Technology*, ** ( Course Info)

PLTW: Civil Engineering & Architecture*, ** ( Course Info)

PLTW: Digital Electronics*, ** ( Course Info)

PLTW: Engineering Design & Development*, ** ( Course Info)
* Denotes courses that ADE designates as beyond Algebra II for the purposes of Smart Core** ADE approved Division of Career and Technical Education Courses listed:

do not require a math licensure to award math credit; see the CCMS for licensure requirements

cannot be used to meet the math course requirements under the Arkansas Thirty-Eight Required High-School Courses; they can be used to meet the Career Education requirements

must meet Division of Career and Technical Education Program of Study requirements, including any course prerequisites.

For more information, please contact:

Mathematics Program Manager

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The Arkansas Mathematics Standards and Courses, adopted by the State Board of Education, represent the work of educators from across the state. These standards include student performance expectations, which are what all students should know and be able to do.

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"Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested..." -- Francis Bacon

"If you cannot write well, you cannot think well, and if you cannot think well, others will do your thinking for you." -- George Orwell

A strong command of the language arts (reading, writing, speaking, and listening) is vital for being a successful student and ultimately a productive member of the 21st century workforce. Language skills have always been fundamental for academic and professional success. However, students in the 21st century are now facing more complex challenges in an ever-changing global society. These challenges have created the need for rigorous state standards in reading, writing, speaking, and listening. ( Read more about the Colorado Reading, Writing, and Communicating Standards.)

2009/2010 Reading, Writing, and Communicating Standards

Understanding the Colorado Academic Standards in Reading, Writing, and Communicating

Curriculum Design Tools

2020 Reading, Writing, and Communicating Standards

For website assistance in Reading, Writing, and Communicating, please contact Olivia Gillespie.

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Reading, Writing, and Communicating Academic Standards

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"Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested..."

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Site Index | CDE Offices | Staff Directory

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CT.gov - Connecticut's Official State Website

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Units

The units included here have been reviewed by experts using rigorous protocols and have been found to be in alignment with the CCSS. The effectiveness of any individual unit will depend on the relationship of the unit to your yearlong curriculum plan. These units may be used as models or adapted for use in your district, school, or classroom.

Lesson Plans

The lesson plans included here have been reviewed by experts using rigorous protocols and have been found to be in alignment with the CCSS. The effectiveness of any individual lesson plan will depend upon its relationship to the unit of instruction and the yearlong curriculum plan. These lesson plans may be used as models or adapted for use in your classroom.
View Lesson Plans
Tools for Use in the Formative Assessment Process

The short assessments included here have been reviewed by experts using rigorous protocols and have been found to be in alignment with CCSS. The effectiveness of any assessment will depend upon its relationship to the unit of instruction and the objectives it is designed to assess. These short assessments may be used as models or adapted for use in your school, grade level team, or classroom.
View Formative Assessments
Resources

Materials found here will enhance your understanding of the standards. You will also find useful materials for the classroom.

Classroom Resources

Dream Team Close Reading Plans

The Connecticut Dream Team ELA and content-area literacy teachers created materials built from complex texts and the CT Core Standards with a focus on close reading. Their work includes an analysis of a complex text and a set of text-dependent questions designed to guide students towards a "big takeaway" in the text.

For each text-dependent question, there is a follow-up mini-lesson that models the thinking necessary to answer the question; these direct-instruction lessons should be used to differentiate for those students who struggle to answer the text-dependent question. Additionally, ideas for ways to practice and extend the comprehension skills behind each text-dependent question are included.

The following materials were developed by CT Dream Team members and were utilized during the 2014 TeachFest.
Since the materials are not considered to be complete units of study or comprehensive lesson plans, they have not been rated using the Connecticut rating system that is based on the EQuIP rubrics. View Materials
TeachFest Connecticut: Summer Academy

The text-complexity and vocabulary analyses you see below examine the meaning, structure, language, prior knowledge requirements, and the vocabulary demands of over 150 texts for grades K-12. These analyses were created by teachers from across the state of Connecticut who came together for a state-sponsored PD event in July 2014 known as TeachFest: Summer Academy.

You can use them to help understand texts at a deeper level prior to instruction, and to guide the creation of text-dependent questions and writing tasks.
Other Content Areas
View Materials

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Units The units included here have been reviewed by experts using rigorous protocols and have been found to be in alignment with the CCSS. The effectiveness of any individual unit will depend on the relationship of the unit to your yearlong curriculum plan.

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CT.gov - Connecticut's Official State Website

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Overview

Every student needs and deserves a rich and rigorous mathematics curriculum that is focused on the development of concepts, the acquisition of basic and advanced skills and the integration of problem solving experiences. The Department of Education encourages educators to provide such challenging mathematics opportunities to foster the growth of intelligent, thoughtful and mathematically literate members of society.

Report of the Commissioner's Council on Mathematics
Summer Math Challenge Commissioner's Summer Math Challenge Curriculum and Instruction

Math Walkthrough Tool

Connecticut State Board of Education Position Statement on Mathematics Education

Connecticut State Board of Education Position Statement on Comprehensive STEM Education

Common Core State Standards - Effective July 7, 2010, the Connecticut State Board of Education adopted the Common Core State Standards (CCSS) in English language arts and mathematics ( Common Core State Standards). These standards establish what Connecticut's students should know and be able to do as they progress through Grades K-12.

There are documents available intended to assist districts in CCSS-based curriculum revision and development are available. In 2013, Connecticut renamed the CCSS as the Connecticut Core Standards (CCS). The CCS is the CCSS in its entirety with no changes.

CT Mathematics Unit Planning Organizers are designed to be a resource for developers of curriculum. The documents feature standards organized in units with key concepts and skills identified, and a suggested pacing guide for the unit. The standards for Mathematical Practice are an integral component of CT Standards (CCSS) and are evident highlighted accordingly in the units.
The information in the unit planning organizers can easily be placed into the curriculum model in used at the local level during the revision process. It is expected that local and/or regional curriculum development teams determine the "Big Ideas" and accompanying "Essential Questions" as they complete the units with critical vocabulary, suggested instructional strategies, activities and resources.
Note that all standards are important and are eligible for inclusion on the Smarter Balanced assessments. The Standards were written to emphasize correlations and connections within mathematics. The priority and supporting standard identification process emphasized that coherence. Standards were identified as priority or supporting based on the critical areas of focus described in the CT Standards, as well as the connections of the content within and across the K-12 domains and conceptual categories. In some instances, a standard identified as priority actually functions as a supporting standard in a particular unit. No stratification or omission of practice or content standards is suggested by the system of organization utilized in the units.

CT Corestandards has a variety of resources and professional development opportunities designed for Connecticut educators around the CCS.

Early Learning and Development Standards

Performance Level Descriptors for K-2 Mathematics

Assessment

Smarter Balanced Assessment System - system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11. The system-which includes both summative assessments for accountability purposes and optional interim assessments for instructional use-will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.

Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST)

Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) - Presidential Awards for Excellence in Mathematics and Science Teaching are the nation's highest honor for K-12 teachers of mathematics and science. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. Presidential Awardees are identified by an asterisk (*) next to their name.
2016 K-6 Math Awardee

Heather Sutkowski, CREC Montessori Magnet, Hartford*

State Finalists:

Karen Brady, Warren Elementary School, Warren

Carol Marsiglio, Claude Chester Elementary School, Groton

2016 K-6 Science

Sean Serafino, Monroe Elementary School, Monroe*
2017 7-12 Math Awardee

Peter Shanazu, Fairfield Warde High School, Fairfield

State Finalists:

Marina Giuliano, The Academy of Information Technology, Stamford

Brenda Gregorski, Glastonbury High School,Glastonbury

Peter Shanazu, Fairfield Warde High School, Fairfield

2018 K-6 Math Awardee

Kimberly Moran, Rogers Park Middle School, Danbury
2019 7-12 Math Awardee

Stephanie Quarato, Jared Elliott Middle School, Clinton

State Finalists:

Melissa Arms, Walter C. Polson Middle School, Madison

Jay Gionet, Clark Lane Middle School, Waterford

2020 K-6 Math

State Finalists:

Mallory Gorry, The Peck Place School, Orange

Katherine Mauro, Sandy Hook Elementary School, Newtown

2021 7-12 Math

State Finalists:

Barbara Budaj - Capital Prep Magnet School - Hartford

Christopher Kerr, Newington High School - Newington

Merryl Polak - Scotts Ridge Middle School - Ridgefield

Principals' Workshop Series

State mathematics consultant Jennifer Michalek leads three workshops for administrators focusing on the implementation of effective instruction aligned to the Connecticut Core Standards for math.
Session 1: Shifting Math Instruction-Rigor in the Classroom Presentation resources: Session 2: Math Practice Standards-Classroom Evidence Presentation resources: Session 3: Instructional Coaching-Making the Most Out of Math Coaches Presentation resources:

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Every student needs and deserves a rich and rigorous mathematics curriculum that is focused on the development of concepts, the acquisition of basic and advanced skills and the integration of problem solving experiences. The Department of Education encourages educators to provide such challenging mathematics opportunities to foster the growth of intelligent, thoughtful and mathematically literate members of society.

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The standards for English Language Arts/Literacy (ELA) establish guidelines for ELA as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines.

The ELA standards ask students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they've read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.

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English & Language Arts / Delaware English Language Arts/Literacy Standards

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The standards for English Language Arts/Literacy (ELA) establish guidelines for ELA as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines.

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Unpacking the Mathematics Standards

Focus by Grade Level (Achieve the Core): Achieve the Core provides a number of resources, sample lessons, and tasks for teachers. This resource provides clarity concerning the major, supporting, and additional standards by grade.

Mathematics Progression Documents (University of Arizona Institute for Mathematics and Education): These documents provide clarification for how standards support the development of mathematical understanding across grades.

The Mathematics Common Core Toolbox: This site has been created through a collaboration of the Charles A. Dana Center at the University of Texas at Austin and Agile Mind with partial funding from the Bill & Melinda Gates Foundation. These resources were created as part of a system of programs intended to enable every student to have the opportunity to succeed in learning a challenging mathematics curriculum, supported by a teacher who has access to the most promising practices in instruction and formative assessment.

Vertical Mapping of Standards by Grade Bands (Oregon Department of Education)

NCTM & Hunt Institute Videos: NCTM and the Hunt Institute have produced a series of videos to enhance understanding of the mathematics that students need to succeed in college, life, and careers. Beginning in the primary grades, the videos address the importance of developing a solid foundation for algebra, as well as laying the groundwork for calculus and other postsecondary mathematics coursework. The series also covers the Standards for Mathematical Practice and examines why developing conceptual understanding requires a different approach to teaching and learning.

Coherence Map (Achieve the Core): A tool specifically designed to illuminate the coherent connections of the content standards.

Guide to Common Core Mathematics Instructional Shifts: This document can be utilized by curriculum developers, administrators, and teachers individually or for group study and discussions of the shift that will affect instruction.

Illustrative Mathematics: Provides instructional and assessment tasks, lesson plans, and other resources.

Mathematics Assessment Project (Mathematics Assessment Resource Service): The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress. The tools are relevant to any curriculum that seeks to deepen students' understanding of mathematical concepts and develop their ability to apply that knowledge to non-routine problems.

YouCubed (Jo Boaler, Stanford University): Provides research-based teaching methods, math tasks, videos, and ideas intended to significantly reduce math failure and inequality in the United States and beyond.

Three-Act Math Tasks (Dan Meyer)

Greg Tang Math: Includes a variety of resources and games to support instruction by grade level

NCTM Essential Understandings Book Series: These publications offer further clarification for teaching content standards in depth and how to build understanding as a progression of learning.

For more information on Math Standards in Delaware, contact Curriculum, Instruction and Professional Development at 302-735-4180.

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Unpacking the Mathematics Standards Focus by Grade Level (Achieve the Core): Achieve the Core provides a number of resources, sample lessons, and tasks for teachers. This resource provides clarity concerning the major, supporting, and additional standards by grade.

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B.E.S.T. Standards for Mathematics

The Florida Department of Education is excited to announce Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for Mathematics were adopted by the State Board of Education on February 12, 2020. Additionally, on September 23, 2020 the SBE approved the amendment to Rule 6A-1.09412, Course Requirements - Grades K-12 Basic and Adult Secondary Programs. This amendment adopted ELA, mathematics and non-ELA and non-mathematics subject area course descriptions that include the B.E.S.T. Standards for English Language Arts and Mathematics. The B.E.S.T. Standards for Mathematics will be fully implemented in the 2022-2023 school year along with aligned instructional materials and statewide assessments. Please use the link in the first bullet below to find more information, including resources, regarding the B.E.S.T. Standards for Mathematics.

B.E.S.T. Professional Development for Mathematics

Below you can find information about past, present and future professional development opportunities.

Virtual Standards Institute, July and September 2020

B.E.S.T. Mathematics District Lead Professional Development

The Department is pleased to announce the next phase of implementation training specific to the B.E.S.T. Standards for Mathematics. There are three scheduled locations, as described below, in which districts will be able to attend. For the guaranteed slots, registration is open until April 9 at 5:00 pm EST at https://www.math.floridasteamposium.org/. Starting April 10 at 9:00 am EST until May 30, registration will be open on a first-come, first-serve basis. Participants of this event can expect to 1) increase their knowledge of the B.E.S.T. Standards for Mathematics, 2) gain resources for their district to implement the B.E.S.T. Standards for Mathematics with fidelity, 3) actively engage in student-centered instruction, and 4) take part in a community of learners and leaders with their peer districts.

North | July 13-15, 2021 | Milton High School, Milton, FL

Central | July 20-22, 2021 | George Jenkins High School, Lakeland, FL

South | July 27-29, 2021 | Gulf Coast High School, Naples, FL

B.E.S.T. Planning for Learning and Instruction

The following webpage is intended to provide course information and resources to support the learning and instruction of the B.E.S.T. Standards for Mathematics.

Current Mathematics Florida Standards (MAFS)

The Mathematics Florida Standards were approved by the Florida State Board of Education on February 18, 2014. These standards were fully implemented in the 2014-15 school year and thereafter. The current Mathematics Florida Standards will continue to be used for instructional and assessment purposes through the end of the 2021-2022 school year.

Florida Standards Assessments (FSA)

This portal is your source for information about the Florida Standards Assessments, including test item specifications, test design summaries and practice tests.

National Assessment of Educational Progress (NAEP)

Student and Parent Resources

Contact Information

PJ Duncan
Director, Office of STEAM
Bureau of Standards and Instructional Support
325 West Gaines Street, Suite 432
Tallahassee, Florida 32399-0400
Phone: 850-245-0808
Patricia.Duncan@fldoe.org

Ashley M. Harvey
Elementary Mathematics Specialist
Bureau of Standards and Instructional Support
325 West Gaines Street, Suite 432
Tallahassee, Florida 32399-0400
Phone: 850-245-0067
Ashley.Harvey@fldoe.org

Courtney Starling
Secondary Mathematics Specialist
Bureau of Standards and Instructional Support
325 West Gaines Street, Suite 432
Tallahassee, Florida 32399-0400
Phone: 850-245-9066
Courtney.Starling@fldoe.org

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The Florida Department of Education is excited to announce Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for Mathematics were adopted by the State Board of Education on February 12, 2020.

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These standards provide a consistent framework to prepare students for success in college and/or the 21st century workplace. The Georgia State Board of Education adopted the GSE on February 19, 2015.

* More about the GSE

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English Language Arts Georgia Standards of Excellence (GSE)

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These standards provide a consistent framework to prepare students for success in college and/or the 21st century workplace. The Georgia State Board of Education adopted the GSE on February 19, 2015. * More about the GSE

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What it is, what it is not​

Hawaii Common Core Standards are a call to take another leap forward in our efforts toward ensuring that all of our students graduate from high school college-, career- and community-ready. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history, social studies, science and technical subjects.

It's important to note that the Common Core is not curriculum or teaching methods, but standards. Standards define what students should understand and be able to do at each grade level. Schools and teachers choose curriculum, and choose how standards are taught in the classroom.

Put another way, the standards are the platform from which teachers and schools can innovate. See how the Kailua-Kalaheo Complex Area is approaching the standards in the video, above.

Schools began phased implementation of Common Core in 2011-12 with grades K-2 and 11-12, and full implementation in 2013-14. Teachers are working collaboratively with principals and leadership to design educational tools and practices that best deliver on these standards. Common Core will help the state reach its goals of greater college attendance, readiness and graduation for our keiki. Learn more on the Hawaii P-20 page.

Family is key to student success

Mom, dad, tutu, uncle - you're a key factor in student success! New standards and instructional shifts are creating more dynamic learning environments that can look quite different from when you went to school. We encourage family members to reach out to their child's teachers and principal for guidance on how to assist their child with learning at home - please review our family resources for more information.

​​

Instructional shifts

The standards triggered three major changes in instruction:​

MATHEMATICS

1. Teachers will focus on the most important topics for each grade level allowing your child to develop a deeper understanding of mathematical ideas and skills.

2. Teachers will provide more opportunities for students to make connections between the mathematics they learn from grade to grade.

3. Students will still be expected to know their "math facts" and compute using efficient strategies. Along with those expectations, learning experiences will help students to understand why those strategies and skills work and how to apply them to solve problems that arise everyday life experiences and other real-world situations.

ENGLISH LANGUAGE ARTS/LITERACY​

1. ﻿There is an increased emphasis on building a strong vocabulary so that your child can read and understand challenging material.

2. Teachers will provide more challenging reading and ask more questions that will require your child to refer back to a passage he or she has read.

3. In addition to stories and literature, there will be more reading that provides facts and background knowledge in science and social studies.

Instructional materials

Hawaii's educators have selected a consistent set of statewide instructional materials aligned to the new Hawaii Common Core standards to support teachers and students. The Curriculum Materials Review Summary Report ​ provides an overview of Hawaii's vetting and selection process.

Schools were provided $26 million in additional funding to support the purchase of ELA materials by the 2016-17 school year and math by 2017-18.

The Department believes in a balanced approach of "standardization" (high expectations and high-quality foundational materials for classroom use) and "customization" (through teachers' individual decisions and instructional practices). Instructional materials are not a script. While teachers use a consistent set of materials as a primary resource, they are still expected to be innovative and creative to address their students' learning needs.

Schools, however, still have the ability to select alternative instructional materials, provided they align with the Hawaii Common Core. Schools opting to use materials other than those selected by the Department need to file an exception request outlining an implementation plan. The request will be reviewed by a technical committee and approved by the Complex Area Superintendent. See the FAQ​​ for more information.

The Assessment: Smarter Balanced

Our schools are transitioning from the Hawaii State Assessment to a new statewide test aligned to the Common Core. The Smarter Balanced exam had a test-run in the 2013-14 school year, and was implemented in spring 2015.​

Hope S​treet Group fellowship reports

In 2014, the Department and the Hawaii State Teachers Association (HSTA) announced a fellowship program ​ led and run by the Hope Street Group, a national nonprofit. Through the partnership, a cohort of exceptional teacher leaders serve as Hawaii State Teacher Fellows, trained in peer and community engagement, data collection and media strategies to communicate learning standards and instructional shifts with the public. ​

The 2014-15 Hawaii State Teacher Fellows gathered input on the professional development supports that teachers are reporting that they need relating to Common Core, and policies and processes to support future reviews of instructional materials. Here are the reports:

​​

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Hawaii DOE | Hawaii Common Core Standards

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Hawaii Common Core Standards are a call to take another leap forward in our efforts toward ensuring that all of our students graduate from high school college-, career- and community-ready. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history, social studies, science and technical subjects.

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​​​​​​​​​​​​​​​​​​​​​​

What it is, what it is not​

Hawaii Common Core Standards are a call to take another leap forward in our efforts toward ensuring that all of our students graduate from high school college-, career- and community-ready. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history, social studies, science and technical subjects.

It's important to note that the Common Core is not curriculum or teaching methods, but standards. Standards define what students should understand and be able to do at each grade level. Schools and teachers choose curriculum, and choose how standards are taught in the classroom.

Put another way, the standards are the platform from which teachers and schools can innovate. See how the Kailua-Kalaheo Complex Area is approaching the standards in the video, above.

Schools began phased implementation of Common Core in 2011-12 with grades K-2 and 11-12, and full implementation in 2013-14. Teachers are working collaboratively with principals and leadership to design educational tools and practices that best deliver on these standards. Common Core will help the state reach its goals of greater college attendance, readiness and graduation for our keiki. Learn more on the Hawaii P-20 page.

Family is key to student success

Mom, dad, tutu, uncle - you're a key factor in student success! New standards and instructional shifts are creating more dynamic learning environments that can look quite different from when you went to school. We encourage family members to reach out to their child's teachers and principal for guidance on how to assist their child with learning at home - please review our family resources for more information.

​​

Instructional shifts

The standards triggered three major changes in instruction:​

MATHEMATICS

1. Teachers will focus on the most important topics for each grade level allowing your child to develop a deeper understanding of mathematical ideas and skills.

2. Teachers will provide more opportunities for students to make connections between the mathematics they learn from grade to grade.

3. Students will still be expected to know their "math facts" and compute using efficient strategies. Along with those expectations, learning experiences will help students to understand why those strategies and skills work and how to apply them to solve problems that arise everyday life experiences and other real-world situations.

ENGLISH LANGUAGE ARTS/LITERACY​

1. ﻿There is an increased emphasis on building a strong vocabulary so that your child can read and understand challenging material.

2. Teachers will provide more challenging reading and ask more questions that will require your child to refer back to a passage he or she has read.

3. In addition to stories and literature, there will be more reading that provides facts and background knowledge in science and social studies.

Instructional materials

Hawaii's educators have selected a consistent set of statewide instructional materials aligned to the new Hawaii Common Core standards to support teachers and students. The Curriculum Materials Review Summary Report ​ provides an overview of Hawaii's vetting and selection process.

Schools were provided $26 million in additional funding to support the purchase of ELA materials by the 2016-17 school year and math by 2017-18.

The Department believes in a balanced approach of "standardization" (high expectations and high-quality foundational materials for classroom use) and "customization" (through teachers' individual decisions and instructional practices). Instructional materials are not a script. While teachers use a consistent set of materials as a primary resource, they are still expected to be innovative and creative to address their students' learning needs.

Schools, however, still have the ability to select alternative instructional materials, provided they align with the Hawaii Common Core. Schools opting to use materials other than those selected by the Department need to file an exception request outlining an implementation plan. The request will be reviewed by a technical committee and approved by the Complex Area Superintendent. See the FAQ​​ for more information.

The Assessment: Smarter Balanced

Our schools are transitioning from the Hawaii State Assessment to a new statewide test aligned to the Common Core. The Smarter Balanced exam had a test-run in the 2013-14 school year, and was implemented in spring 2015.​

Hope S​treet Group fellowship reports

In 2014, the Department and the Hawaii State Teachers Association (HSTA) announced a fellowship program ​ led and run by the Hope Street Group, a national nonprofit. Through the partnership, a cohort of exceptional teacher leaders serve as Hawaii State Teacher Fellows, trained in peer and community engagement, data collection and media strategies to communicate learning standards and instructional shifts with the public. ​

The 2014-15 Hawaii State Teacher Fellows gathered input on the professional development supports that teachers are reporting that they need relating to Common Core, and policies and processes to support future reviews of instructional materials. Here are the reports:

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Hawaii DOE | Hawaii Common Core Standards

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Hawaii Common Core Standards are a call to take another leap forward in our efforts toward ensuring that all of our students graduate from high school college-, career- and community-ready. The aim was to create a set of common learning expectations for Mathematics and for English Language Arts/Literacy in subjects including literature, history, social studies, science and technical subjects.

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Idaho State Department of Education (SDE)

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The State Department of Education has full-time regional coaches focused on supporting educators in improving instructional practices and developing deeper understanding of Idaho's English Language Arts/Literacy Content Standards. The Idaho Coaching Network supports the Superintendent's objectives by building relationships with and among teachers to raise collective efficacy, increasing teacher expertise and effectiveness, and building leadership skills so that all Idaho teachers and students achieve excellence in the classroom and life.

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IDAPA 08.02.02.16 states that all Idaho teachers or administrators working on interim certificates (alternate authorizations, nontraditional routes, reinstatements or coming from out of the state), with an All Subjects (K-8) endorsement, any mathematics endorsement, Exceptional Child Generalist endorsement, Blended Early Childhood/Early Childhood Special Education endorsement, or Administrator certificate must complete a state board approved Teaching Mathematical Thinking (TMT) as a one-time requirement for full certification (4-11-19).

Background

As a part of the Idaho Math Initiative passed in 2008, a course was developed called Mathematical Teaching for Instruction (MTI). All teachers in Idaho who taught mathematics as well as administrators were required to take the course. This intensive professional development effort over a decade provided a strong foundation for high-quality mathematics education throughout the state. As the Idaho Math Initiative evolved, the SDE created Regional Math Centers at University of Idaho, Idaho State University and Lewis-Clark State College in addition to Boise State University. As more universities began to offer the course, the name was changed to Teaching Mathematical Thinking (TMT).

Presently, all teachers of mathematics and administrators in Idaho have taken either MTI or TMT as a part of the recertification process. The state approved mathematics course aligns to the standards and dispositions found within all of Idaho's teacher and administrator preparation programs.

Educators who are new to the state or who did not learn the content of the TMT course in a preservice program are the only teachers who are now required to take the course. This requirement ensures that teachers entering the mathematics education community in Idaho have a common foundation on which to base collaborative conversations to promote high quality mathematics pedagogy across the state. It is highly recommended that all teachers of mathematics, instructional coaches and administrators in Idaho take this course even if it is not required for certification.

Our state is proud of the community of mathematics educators we have created through the Math Initiative and welcome those new to the profession and our state to join it.

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Idaho State Department of Education (SDE)

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IDAPA 08.02.02.16 states that all Idaho teachers or administrators working on interim certificates (alternate authorizations, nontraditional routes, reinstatements or coming from out of the state), with an All Subjects (K-8) endorsement, any mathematics endorsement, Exceptional Child Generalist endorsement, Blended Early Childhood/Early Childhood Special Education endorsement, or Administrator certificate must complete a state board approved Teaching Mathematical Thinking (TMT) as a one-time requirement for full certification (4-11-19).

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​The Illinois Learning Standards (ILS) for math K-12 are designed to help students acquire a deep, conceptual understanding of core math content through focus, coherence, and rigor . Focus shifts teaching/learning from a mile long and an inch deep model to a deeper, richer understanding of fewer concepts.

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The Indiana Academic Standards for English/Language Arts contained in the table below are organized into four domains: Reading Foundations, Reading Comprehension, Writing, and Communication and Collaboration. The skills listed in each domain indicate what students should know and be able to do in English/Language Arts at each grade level. It is important that all students be able to comprehend texts of steadily increasing complexity as they progress through each grade level.

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The Indiana Academic Standards for English/Language Arts contained in the table below are organized into four domains: Reading Foundations, Reading Comprehension, Writing, and Communication and Collaboration. The skills listed in each domain indicate what students should know and be able to do in English/Language Arts at each grade level.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course. The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content, and the ways in which students should synthesize and apply mathematical skills.

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The Indiana Academic Standards for Mathematics contained in the tables below consist of domains that vary per grade level and course. The skills listed in each domain indicate what students should know and be able to do in Mathematics at each grade level or course.

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Introduction

The Iowa Core Literacy Standards ("the Standards") are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work.

As specified by CCSSO and NGA, the Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.

The Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards, released in draft form in September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K-12 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest grades, seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms.

The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards.

As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

Key Design Considerations

CCR and grade-specific standards
The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9-12) standards work in tandem to define the college and career readiness line-the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments.

Students advancing through the grades are expected to meet each year's grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards.

Grade levels for K-8; grade bands for 9-10 and 11-12
The Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9-12 to allow schools, districts, and states flexibility in high school course design.

A focus on results rather than means
By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

An integrated model of literacy
Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.

Research and media skills blended into the Standards as a whole
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today's curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

Shared responsibility for students' literacy development
The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students' literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K-12 schools and comparatively little scaffolding.

The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K-5, the Standards follow NAEP's lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP's growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6-12 ELA requires much greater attention to a specific category of informational text-literary nonfiction-than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes if the NAEP assessment framework is to be matched instructionally. To measure students' growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.

NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP's shifting emphases: standards for grades 9-12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade To Persuade To Explain To Convey Experience 4 30% 35% 35% 8 35% 35% 30% 12 40% 40% 20% Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.

Focus and coherence in instruction and assessment
While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task. For example, when editing writing, students address Writing standard 5 ("Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach") as well as Language standards 1-3 (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading. When discussing something they have read or written, students are also demonstrating their speaking and listening skills. The CCR anchor standards themselves provide another source of focus and coherence.

The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms.

What is Not Covered by the Standards?

The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:

1. The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not-indeed, cannot-enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.

4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.

5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school lives.
Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.

6. While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning. Similarly, the Standards define literacy expectations in history/social studies, science, and technical subjects, but literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, schoolwide literacy program.

Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker's key points, request clarification, and ask relevant questions. They build on others' ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.
Students are engaged and open-minded-but discerning-readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author's or speaker's assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence.

They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

How to Read This Document

Overall Document Organization
The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.

Each section is divided into strands. K-5 and 6-12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6-12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

Standards for each grade within K-8 and for grades 9-10 and 11-12 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.

Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title.

Who is responsible for which portion of the Standards?
A single K-5 section lists standards for reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6-12 are covered in two content area-specific sections, the first for the English language arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s).

Key Features of the Standards

Reading: Text complexity and the growth of comprehension
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade "staircase" of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

Language: Conventions, effective use, and vocabulary
The Language standards include the essential "rules" of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

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The Iowa Core Literacy Standards ("the Standards") are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

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Introduction

The Iowa Core Essential Elements (EEs) are specific statements of knowledge and skills linked to the grade-level expectations identified in the Iowa Core Standards. The purpose of the EEs is to build a bridge from the content in the Iowa Core Standards to academic expectations for students with the most significant cognitive disabilities. A group of general educators, special educators, and content specialists from member states in the Dynamic Learning Maps (DLM) Consortium gathered to determine the essence of the Common Core State Standards (CCSS). The stakeholder group members were selected by their states to participate in this work. State education agency (SEA) representatives and SEA‐selected teachers collaborated to develop the EEs.

Beginning with the English Language Arts CCSS, stakeholders defined links to illuminate the precursors for the essential content and skills contained in the grade level CCSS standards and indicators. These EEs are not intended as a redefinition of the standards. Rather, they are intended to describe challenging expectations for students with significant cognitive disabilities in relation to the CCSS. The EEs clarify the bridge between grade‐level achievement expectations for students with significant cognitive disabilities who participate in alternate assessments and the CCSS.

Neither are the EEs intended to prescribe the beginning or end of instruction on the content and skills they represent; rather, they indicate the grade level at which initial mastery would be the target to be assessed. Students should begin instruction in content and skills at the earliest point possible and continue instruction until mastery is attained.

System Alignment

The EEs are intended to contribute to a fully aligned system of standards, curriculum, teaching, learning, technology, and assessment that optimize equity of opportunity for all students in each classroom, school, and local education agency to access and learn the standards. To the degree possible, the grade level EEs are vertically aligned and linked to the grade level Iowa Core Standards.

The linkages provided by the EEs to the Iowa Core Standards are intended to increase access to the general curriculum for all students with disabilities. Just as the EEs are designed to define achievement in academic content areas linked to the Iowa Core, the EEs reframe the expectations for foundational skills in pre‐academic and academic areas. Precursor/prerequisite and the unique enabling skills related to English language arts content is specified in the context of their roles as a foundation for students with significant cognitive disabilities to achieve skills related to academic content. The EEs are designed to allow students with significant cognitive disabilities to progress toward the achievement of state standards linked to grade level expectations. The relationship of standards and assessment to teaching and learning are depicted for use by teachers, assessment designers, and users of alternate assessment results.

Federal Guidance

The stakeholder group's work was guided by the U. S. Department of Education's Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001 [NCLB]), which requires that alternate academic achievement standards align with the alternate assessment. They must

knowledge and skills that link to grade level expectations,

promote access to the general curriculum, and

reflect professional judgment of the highest learning standards possible for the group of students with the most significant cognitive disabilities.

Although the grade‐level content may be reduced in complexity or modified to reflect prerequisite skills, the link to grade‐level standards must be clear. The Peer Review Guidance notes that the concept of alternate achievement standards related to grade level may be ambiguous. According to the Guidance, the descriptors

Should be defined in a way that supports individual growth because of their linkage to different content across grades;

Are not likely to show the same clearly defined advances in cognitive complexity as the general education standards when examined across grade levels;

Should rely on the judgment of experienced special educators and administrators, higher education representatives, and parents of students with disabilities as they define alternate achievement standards; and

Should provide an appropriate challenge for students with the most significant cognitive disabilities as they move through their schooling.

The Guidance requires links to grade‐level standards. The EEs were developed by DLM consortium states to differentiate knowledge and skills by grade level. This differentiation is intended to clarify the link between the grade‐level EEs and the grade‐level CCSS and to show a forward progression across grades. The progression of content and skills across years of instruction reflect the changing priorities for instruction and learning as students move from grade to grade. The differences from grade level to grade level are often subtle and progression is sometimes more horizontal than vertical.

Access to Instruction and Assessment

The EEs developed by the DLM consortium states are intended to create the maximum possible access to the CCSS for students with significant cognitive disabilities. The way in which information is presented for instruction and assessment and the manner in which students demonstrate achievement is in no way intended to be limited by statements of EEs. To that end, modes of communication, both for presentation or response, are not stated in either the EEs unless a specific mode is an expectation. Where no limitation has been stated, no limitation should be inferred. Students' opportunities to learn and to demonstrate learning should be maximized by providing whatever communication, assistive technologies, augmentative and alternative communication (AAC) devices, or other access tools that are necessary and routinely used by the student during instruction.

Students with significant cognitive disabilities include a broad range of students with diverse disabilities and communication needs. For some students with significant cognitive disabilities, graphic organizers similar to those used by students without disabilities provide useful access to content and are adequate to maximize opportunities to learn and demonstrate achievement. Other students require a range of assistive technologies to access content and demonstrate achievement. For some students, AAC devices and accommodations for hearing and visual impairments will be needed. As with other physical disabilities, students with visual impairments may perform some expectations using modified items, presentations, or response formats. A few items may not lend themselves to such modifications. Decisions about the appropriate modifications for visual impairments are accounted for in the design of the assessments.

The access challenge for some is compounded by the presence of multiple disabilities. All of these needs, as well as the impact of levels of alertness due to medication and other physical disabilities which may affect opportunities to respond appropriately, need to be considered.

The Alignment Process

The process of aligning the learning map and the EEs began by identifying nodes in the maps that represented the essential elements in mathematics and English language arts. This process revealed areas in the maps where additional nodes were needed to account for incremental growth reflected from an essential element in one grade to the next. Also identified were areas in which an essential element was out of place developmentally, according to research, with other essential elements. For example, adjustments were made when an essential element related to a higher-grade map node appeared earlier on the map than an essential element related to a map node from a lower grade (e.g., a fifth-grade skill preceded a third-grade skill). Finally, the alignment process revealed EES that were actually written as instructional tasks rather than learning outcomes.

This initial review step provided the roadmap for subsequent revision of both the learning maps and the EEs. The next step in the DLM project was to develop the claims document, which served as the basis for the evidence-centered design of the DLM project and helped to further refine both the modeling of academic learning in the maps and the final revisions to the EEs.

Claims and Conceptual Areas

The DLM system uses a variant of evidence-centered design (ECD) as the framework for developing the DLM Alternate Assessment System. While ECD is multifaceted, it starts with a set of claims regarding important knowledge in the domains of interest (mathematics and English language arts), as well as an understanding of how that knowledge is acquired. Two sets of claims have been developed for DLM that identify the major domains of interest within mathematics and English language arts for students with significant cognitive disabilities. These claims are broad statements about expected student learning that serve to focus the scope of the assessment. Because the learning map identifies particular paths to the acquisition of academic skills, the claims also help to organize the structures in the learning map for this population of students. Specifically, conceptual areas within the map further define the knowledge and skills required to meet the broad claims identified by DLM.

The claims are also significant because they provide another means through which to evaluate alignment between the EEs and the learning map nodes and serve as the foundation for evaluating the validity of inferences made from test scores. EEs related to a particular claim and conceptual area must clearly link to one another, and the learning map must reflect how that knowledge is acquired. Developing the claims and conceptual areas for DLM provided a critical framework for organizing nodes on the learning maps and, accordingly, the EEs that align with each node.

EEs are represented with codes that reflect the strands in mathematics with the strand listed first, followed by the standard. For example, EE.1.NBT.2 is the EEs that align with Numbers and Operations in Base Ten in first grade.
Clearly articulated claims and conceptual areas for DLM served as an important evidence-centered framework within which this version of the EEs was developed. With the claims and conceptual areas in place, the relationship between EEs within a claim and conceptual area or across grade levels is easier to track and strengthen.

For more information please refer to pages 1-24 of the Iowa Core Essential Elements Mathematics for Students with Significant Cognitive Disabilities.

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The Iowa Core Essential Elements (EEs) are specific statements of knowledge and skills linked to the grade-level expectations identified in the Iowa Core Standards. The purpose of the EEs is to build a bridge from the content in the Iowa Core Standards to academic expectations for students with the most significant cognitive disabilities.

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Joann McRell Kyle Lord Tierney Kirtdoll
English Language Arts Consultant Library, Media, and Technology Consultant Administrative Specialist
jmcrell@ksde.org klord@ksde.org tkirtdoll@ksde.org
785.296.2144 785.296.3259 785.296.3142

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Kansas College and Career Ready ELA > Standards > Standards Documents

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Joann McRell Kyle Lord Tierney Kirtdoll English Language Arts Consultant Library, Media, and Technology Consultant Administrative Specialist jmcrell@ksde.org klord@ksde.org tkirtdoll@ksde.org 785.296.2144 785.296.3259 785.296.3142

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The Maine Learning Results K-12 English language arts (ELA) and literacy standards and appendices are presented in various groupings to help you study and use all of the documents. The Maine Department of Education ELA team suggests that you look at each of the four primary documents (Standards and Appendices A, B and C) in their entirety first, then consider which method of chunking or grouping of the documents best helps you with your implementation tasks at the local level.

Getting Started Guide

Before you even look at the Common Core State Standards for English Language Arts and Literacy (CCSS for ELA/Literacy), you should study the information presented in Appendix A. This is critical information for interpreting and implementing the standards. Each of the guided study exercises includes two components. You will have pre-reading directions with a suggestion for text annotation and directions for an activity to help you process and document your learning.

The guided study exercises are designed to be fairly brief, each taking 20 to 30 minutes to complete. They will also provide you materials for a portfolio if you would like to start a CCSS implementation collection at the local level.

Information and professional development activities provided throughout the CCSS modules for professional development all assume that you are familiar with the information in Appendix A. The professional development modules are grouped by "getting familiar," "shifts and alignment" and "implementation." These modules provide a roadmap for professional learning that you can do independently, as part of a team or in larger groups.

Once you complete your study of Appendix A, we suggest you begin your unpacking and alignment with reading, standard 10. This one must be implemented correctly, as it so profoundly affects the rest. Reading standards one through nine should be considered with the six standards in the language strand, as these are intended to be paired with or embedded in the instruction of each of the other strands. You should also get familiar with Appendix B and the Student Performance Tasks found there.

Moving to the writing strand, we suggest also beginning with standard 10. As you unpack standards one through nine, look again to the language strand to embed instruction and inform rubric development. Use Appendix C as a guide to consider student examples of the writing standards in action.

Speaking and Listening has only six standards, three for each area. These should also be considered with the language standards. Check our website frequently, as we add new information and tools often.

Be sure to read the introduction, which includes information about the organization and use of the standards. This link, provided by the National Governors' Association and the Council of Chief State School Officers, includes accessible versions of the documents.

ELA/Literacy Standards and Resources. Access the standards and appendices in disagregated sections for easier study and use.

Interactive Standards Progression. Search this site from North Carolina to read the Common Core State Standards for English Language Arts in a K-12 progression, by a single grade or by any range of grades. Select "highlight changes at each grade level" to see the change in each standard from the previous grade.

Introduction to the ELA/Literacy Standards Appendices

Appendix A (PDF). Includes clarifying information, a bibliography and a glossary.

Appendix B (PDF). Lists text exemplars for reading and sample student performance tasks aligned to grade-level reading standards.

Appendix C (PDF). Provides examples of authentic student writing.

Professional Development and Support. The Maine DOE has developed resources for impelementing Main'e learning standards and collected worthy resources from other agencies and entities.

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Student Learning Standards for ELA/Literacy

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The Maine Learning Results K-12 English language arts (ELA) and literacy standards and appendices are presented in various groupings to help you study and use all of the documents.

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As part of the Maine Department of Education's commitment to supporting schools in the delivery of effective PK-12 mathematics instructional programs, this page provides links to resources to support implementation of Maine's mathematic academic standards. How schools implement these standards is entirely a local decision.

Maine's Mathematics Academic Standards

Maine Learning Results: Mathematics. The Mathematics standards in the Maine Learning Results have been updated and adopted as of July 18, 2020 and still continue to include the Common Core State Standards.

Early Childhood Learning Guidelines. These guidelines direct State and local early care and education practitioners' efforts to improve early childhood professional practice and programs for young children ages three through their entrance into kindergarten. The guidelines also consider the core elements contained in the Maine Learning Results.

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As part of the Maine Department of Education's commitment to supporting schools in the delivery of effective PK-12 mathematics instructional programs, this page provides links to resources to support implementation of Maine's mathematic academic standards. How schools implement these standards is entirely a local decision. Maine Learning Results: Mathematics.

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English language arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. We receive information through listening, viewing, and reading, and we send information through speaking, non-verbal expression, and auditory, visual, and written representations.

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Mathematics is a discipline whose basic ingredients are numbers, shapes, and algebraic relationships. Logical reasoning is used to study the properties of these objects and develop connections between them. The results can be used to understand and analyze a vast array of phenomena arising in all of the sciences, engineering and everyday life. For this reason, mathematics is often called the "language of science." We support mathematics achievement for all learners by providing guidance and technical assistance on implementation of academic standards, current best practices, and multi-tiered systems of intervention.

For more information about Mathematics, contact Susan Ingvalson .

Distance Learning Resources

Please visit the Student Instruction COVID-19 Resources page to find resources for providing student instruction via distance learning. On this page, you can also subscribe to email alerts to stay up to date with Minnesota Department of Education (MDE) distance learning resources.

Standards, Assessments, and Graduation Requirements

The Minnesota K-12 Academic Standards in Mathematics are grounded in the belief that all students can and should be mathematically proficient. All students need to learn important mathematical concepts, skills and relationships with understanding. The standards describe a connected body of mathematical knowledge students learn through the processes of problem-solving, reasoning and proof, communication, connections, and representation. The standards are grouped by strands: 1) Number and Operation; 2) Algebra; 3) Geometry and Measurement; and 4) Data Analysis and Probability.
The mathematics standards were revised in 2007, with full implementation by the 2010-11 school year. Though the math standards were scheduled to be reviewed again during the 2015-16 school year, the review has been postponed. As passed in the spring 2015 first special legislative session, according to Chapter 3, H.F. 1, the math standards review has been postponed until 2021-22. Find the math standards documents below.

Assessments
The Minnesota Comprehensive Assessment (MCA) III Mathematics exam assesses the mathematics standards in grades 3-8 and 11. There are also standards for literacy in science and technical subjects contained within the Minnesota K-12 Academic Standards in English Language Arts (2010). The MCAs and the Minnesota Test of Academic Skills (MTAS) are state tests that help districts measure student progress toward Minnesota's academic standards. Most students take the MCA, but students who receive special education services and meet eligibility criteria may take the MTAS. Read more about the MCAs and statewide assessments on the Statewide Testing page.

Graduation Requirements
The graduation requirements for mathematics include credit requirements and standards requirements. All students are required to satisfactorily complete three credits in mathematics encompassing the high school academic standards. Visit the Graduation Requirements page to learn more.

Special Projects and Initiatives

The Frameworks for Minnesota Mathematics and Science Standards is an online resource for use by educators for planning instruction, professional development, curriculum design and assessment. It provides instructional resources directly connected to each standard and sections focused on best practices and standards implementation. The website is a collaboration of MDE and SciMathMN, and reflects the expertise of teachers in identifying resources. View the frameworks.

getSTEM is a web portal that connects more than a thousand Minnesota educators and businesses. The website provides a sharing network, allowing schools to request materials and human resources, such as equipment, volunteers, speakers and judges. Businesses, in turn, offer materials, programs, and presentations to schools. getSTEM is a collaborative project of MDE and the Minnesota High Technology Council. Visit getSTEM and get started!

The Minnesota STEM Network is a project to improve STEM education in Minnesota by addressing critical issues and forming collaborations across the state. The project is sponsored by SciMathMN. Go to SciMathMN.org to read more.

Recognition and Awards Programs
The Minnesota Department of Education provides state coordination for the Presidential Awards for Excellence in Mathematics and Science Teaching, the nation's highest honors for teachers of mathematics and science (including computer science). Two teachers from each state receive the award annually. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. Honorees receive a monetary award as well as a week-long professional development opportunity in Washington, D.C. Visit the Presidential Awards for Excellence website.

Standards and Related Information

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Mathematics is a discipline whose basic ingredients are numbers, shapes, and algebraic relationships. Logical reasoning is used to study the properties of these objects and develop connections between them. The results can be used to understand and analyze a vast array of phenomena arising in all of the sciences, engineering and everyday life.

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The Office of English Language Arts (ELA), as part of the Office of Elementary Education and Reading and the Office of Secondary Education, is responsible for providing support to teachers and schools throughout the state in the implementation of Mississippi's College and Career Readiness Standards (CCRS) for English Language Arts. The staff in the Office of English Language Arts develops resources for teachers, delivers statewide and school-based professional development, and supports schools in the alignment of curriculum, instruction, and assessment.

Professional Development available by request.
Standards Curriculum and Planning Instruction English Language Arts Online Learning

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The Office of English Language Arts (ELA), as part of the Office of Elementary Education and Reading and the Office of Secondary Education, is responsible for providing support to teachers and schools throughout the state in the implementation of Mississippi's College and Career Readiness Standards (CCRS) for English Language Arts.

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The Department of Mathematics, as part of the Offices of Elementary Education and Reading, and the Office of Secondary Education, is responsible for supporting and training Mathematics teachers, curriculum specialists, administrators, and parents by providing the most up-to-date information and resources needed to implement the 2016 Mississippi College-and Career-Readiness Standards (MS CCRS) for Mathematics, grades K-12.
Instructional Planning Guides for Mathematics K-12 MS Math Educators Listserv Professional Development for Mathematics Professional Mathematics Organizations
MS CCRS for Mathematics Resources for Educators
These resources are meant to provide supplemental curriculum materials for Math educators to use as guidance in teaching the MS CCRS for Mathematics.

MS CCRS for Mathematics

Instructional Planning Research Resources MS Mathematics Manipulatives Manual (Featured Activities Will Be Shared Twice a Month)
Instructional Plan Writing Support and Exemplars
These resources provide suggested guidance on how to develop lessons plans that are aligned to the MS CCRS for Mathematics. Included are rubrics for writing and evaluating a lesson plan, along with exemplars for selected standards.

High Quality Instructional Materials Review Resources
(HQIM) is defined as materials that are aligned with the Mississippi College- and Career-Readiness Standards, externally validated, comprehensive, and include engaging texts (books, multimedia, etc.), problems, and assessments. These resources can be used to analyze a resource as being a HQIM.

Assessment Support
The following resources provide sample assessment items and testing guidelines to support the teaching and mastery of MS CCRS for Mathematics in preparation for the MAAP Assessment.

Transition to College Support
Resources that support instruction and ease the transition from HS to college.

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The Department of Mathematics, as part of the Offices of Elementary Education and Reading, and the Office of Secondary Education, is responsible for supporting and training Mathematics teachers, curriculum specialists, administrators, and parents by providing the most up-to-date information and resources needed to implement the 2016 Mississippi College-and Career-Readiness Standards (MS CCRS) for Mathematics, grades K-12.

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Missouri Poetry Out Loud Announces 2023 State Champion

Congratulations to Nick Merlo, Crossroads College Preparatory School (St. Louis), the 2023 Missouri state champion of Poetry Out Loud. This year's runner-up in the is Erin William, Pembroke Hill School (Kansas City). In addition to Nick and Erin, Missouri's other regional champions who competed for the state title are Gilberto Alexander, Stockton High School (Stockton); Hayley Brown, Cole Camp R-1 High School (Cole Camp); Bella Lutfiyya, Timberland High School (Wentzville); Zoe Skidis, Parkway West High School (Ballwin). Nick will now represent Missouri in the national finals on May 8-10 in Washington, D.C.
Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

ELA MLS

English Language Arts Missouri Learning Standards

State Literacy Plan

K-12 State Literacy Plan

The State Literacy Plan Is Currently Under Review. Check back for updates.

Overview of the State Literacy Plan

K-12 Missouri State Literacy Plan

What's Your Status Questions

SLP Walk Through: What Does Literacy Look Like in Your District?

Missouri State Literacy Plan Meeting Presentation

Reflection Questions for Twitter Activity

ELA PD

Professional Development, Conferences, and Competitions

DESE Literacy Summit

Conference for Missouri Educators July 13-14 at Stoney Creek Inn in Columbia, Missouri. Keynote speaker is Wiley Blevins. Professional development will be provided by Missouri Writing Projects Network and other state literacy experts. Reservations are required and can be made through Jessica Steele at Jessica.Steele@dese.mo.gov.

DESE English Language Arts K-5 Content Meetings

October 19, 2022, and March 8, 2023, in Jefferson City, Missouri (Reservations will be required. Watch for announcement through DESE's ELA/Library listserv. To join the listserv, go to https://lists.mo.gov/mailman/listinfo/english-language-arts.)

DESE English Language Arts 6-12 Content Meetings

October 20, 2022, and March 9, 2023, in Jefferson City, Missouri (Reservations will be required. Watch for announcement through DESE's ELA/Library listserv. To join the listserv, go to https://lists.mo.gov/mailman/listinfo/english-language-arts.)

Assessment Resources

Assessment Resources

ELA Items Specifications
Guide to Creating Quality Assessments

Use the materials in this set to see what blended writing looks like and to get an idea about how blended writing can be scored with the new EOC scoring guide.

Scoring Guide

Content Development/Elaboration (4 points)

Writing Task

Models of Blended Writing

Reading Improvement Plans (SB319)

Senate Bill 319

State Policies on Reading Assessment, "Reading Improvement Plans", Student Retention and MAP Testing

Enacted in 2001, Senate Bill 319 clarified reading assessment as defined in Missouri Revised Statute § 167.645. Senate Bill 319 calls for the early assessment of students' reading skills and requires school districts to intervene with students who are reading below grade level. The law requires:

Elimination of the "retest" requirement for students scoring at "Step 1" on the MAP exams.

Limiting the use, for accreditation purposes, of MAP scores from students with limited English proficiency.

Assessment of students in grades 3-6 (with some exceptions) to determine their reading level.

Individualized "Reading Improvement Plans" for students in grades 4-6 who are substantially below grade level in reading.

Additional reading instruction for students with Reading Improvement Plans.

Retention of students in grade 4 if they are reading below the third-grade level. (Several exceptions to this requirement are specified in the law).

Frequently Asked Questions

How does the law affect MAP testing policies?

Students, with limited English proficiency, scores from the Missouri Assessment Program (MAP) shall not be counted until the students have been enrolled in school (in Missouri or another state) for at least three full years. Such students must take the appropriate MAP exams, but their scores will not be included, for accreditation purposes, in districts' results until students have met the three-year threshold.

Eliminates the requirement that students who score at "Step 1" on any MAP exam must retake the exam the following year.

How does the law affect reading instruction and assessment?

Previous regulation provided that any child who was more than one grade level below his/her current grade in reading must be retained. Section 167.645, RSMo provides specific requirements for identifying and assisting elementary students who are substantially below grade level in reading and restricts the prospect of mandatory retention to grade 4. Following are the law's key provisions related to reading assessment and remediation:

School districts must assess and determine the grade-level reading ability of students in grade 3 and students in grades 4-6 who transfer in during the year. This determination must be made within 45 days of the end of the school year. This assessment is NOT required for students who have already been determined to be reading at or above grade level. (See Question 3 for details about options for conducting reading assessment.)

Students with disabilities or limited English proficiency may be exempted from the mandatory reading assessment. In addition, assessment is not required for students who have been determined "prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement [of this law]." (See page 4 for the full definition of who may be exempted from reading assessment.)

School districts must develop an individualized "Reading Improvement Plan," to be implemented during grade 4, for any third-grader who was determined to be reading below second-grade level. Each school district will determine the content of students' Reading Improvement Plans. The reading plan MUST include, at a minimum, "30 hours of additional reading instruction or practice outside the regular school day during the fourth-grade year." Such instruction may be provided during the summer before grade 4 or during the regular school term.

Summary

Minimally, school districts must have systematic assessment procedures in grade 3 to determine the reading level of students. Assessment is also required for students in grades 4-6 who transfer in during the year, unless they have already been determined to be reading at or above grade level.

Reading Improvement Plans must be implemented for identified students in grades 4-6.

(1) Students in grade 4 who are reading below third-grade level will be required to have summer reading instruction; they must be assessed again at the end of summer school. (2) Students in grade 3 who are reading below second-grade level MAY be required, by local policy, to attend summer school as a condition for promotion to fourth grade.

Mandatory retention in grade 4 will be applied for students who are still reading below third-grade level at the end of summer school (and who don't qualify for an exemption).

How is grade-level reading ability determined?

The law permits each school district to establish its own methods for assessing students. "Multiple methods of assessment" are encouraged. Reading assessment is defined as "a recognized method of judging a student's reading ability, with results expressed as reading at a particular grade level. The term reading assessment shall include, but is not limited to, standard checklists designed for use as a student reads out loud, paper-and-pencil tests promulgated by nationally recognized organizations and other recognized methods of determining a student's reading accuracy, expression, fluency and comprehension . Assessments which do not give a grade-level result may be used in combination with other assessments to reach a grade-level determination."

What happens in grade 4?

Students in grade 4 with Reading Improvement Plans must be assessed again within 45 days of the end of the school year. Those who are still reading below third-grade level "shall be required to attend summer school to receive reading instruction." The reading level of these students must be assessed again at the end of summer school. At this point, if a child is still reading below third-grade level, the district must notify the parents or guardians, "and the child shall not be promoted to fifth grade."

Mandatory retention may only be imposed once. The law states: "No student shall be denied promotion more than once solely for inability to meet the reading standards set out in this [law]." However, school districts MUST repeat the assessment procedures to monitor children's reading progress during grades 4-6, and school districts MAY continue to mandate summer school attendance.

What follow-up measures are required in grades 5 and 6?

The law states that the process of conducting annual reading assessment and developing Reading Improvement Plans "shall be repeated as necessary through the end of the sixth grade, with the target grade levels rising accordingly." Minimally, this means that school districts must re-assess students who have Reading Improvement Plans at the end of grades 5 and 6. It is recommended, however, that districts develop a comprehensive assessment plan to monitor the reading progress of all students.

Are there any exceptions to mandatory retention?

Mandatory retention does NOT apply to students who are appropriately exempted from the required reading-assessment process. (See "Exceptions," page 4). Although mandatory retention based on reading level applies only in grade 4, school districts MAY adopt policies that require retention for any student who does not fulfill local requirements to attend summer school for extra reading instruction. School districts also may adopt or maintain their own policies regarding retention of other students, regardless of age or grade level, when a decision is made that "retention is in the best interests of the student."

How long must Reading Improvement Plans be used?

The requirements related to reading assessment, Reading Improvement Plans, additional instruction and summer school participation apply from the end of grade 3 through the end of grade 6. School districts may provide other forms of reading assistance or intervention before grade 3 and beyond grade 6.

What records must be kept regarding a student's reading level?

At the end of grade 6, school districts MUST make a notation on the permanent record of any student who is determined to be reading below the fifth-grade level. This notation may be removed at any time the child reaches his/her appropriate reading level.

Are there specific requirements for summer reading programs?

School districts must offer extra reading instruction in the summer (at least 40 hours) for any student with a Reading Improvement Plan. Such instruction may be offered in conjunction with a regular summer school program, and districts may provide these services on a cooperative basis.

Will remediation under this law affect a district's accreditation?

No. The law prohibits state education officials from using remediation data from any school district as part of the accreditation process.

What information must be provided to parents and citizens?

Upon request, school districts MUST provide parents, patrons, the news media and others with information about the number and percent of students who are receiving extra reading instruction pursuant to this law. Note: School districts may wish to consider this requirement in connection with § 160.522, RSMo, concerning "school report cards."

School districts must "make a systematic effort" to inform parents and patrons about their reading programs, teaching methods and related policies. Districts also must provide clear information ("in terms understandable to a lay person") about these topics to the parents of any child with a Reading Improvement Plan.

What Are the Exceptions?

Some students may be exempted from the assessment, remediation and retention requirements of § 167.645, RSMo. Specifically, these provisions do not apply to: "[1] students receiving special education services under an individualized education plan pursuant to § 162.670 to § 162.999, RSMo, [2] to students receiving services pursuant to Section 504 of the Rehabilitation Act of 1973 whose services plan includes an element addressing reading, [3] or to students determined to have limited English proficiency [4] or to students who have been determined, prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement set out in this section, [§ 167.645, RSMo], provided that districts shall provide reading improvement plans for students determined to have such insufficient cognitive ability."

DESE's Recommendations: Start Early; Update Policies

While § 167.645, RSMo, prescribes steps school districts must take in grades 3-6, the Department of Elementary and Secondary Education strongly encourages systematic reading assessment BEFORE grade 3. Procedures for monitoring student progress in reading, identifying problems and providing intervention should begin during the second semester of kindergarten and continue during grades 1-3.

School districts must be prepared to make informed, official decisions about the reading level of students in grade 3 and those who transfer in during grades 4-6. Districts must also be prepared to make informed, official decisions about mandatory summer school attendance for some students and possibly retaining students in grade 4. Therefore, districts should carefully review their existing policies and procedures regarding reading assessment; the development of Reading Improvement Plans; summer school attendance; retention in grade 4 based on reading level; retention at other levels and for other reasons; and the notification of students, parents and the public about reading-related matters.

Resources for Reading Assessment

In April 2000, the Department of Elementary and Secondary Education published and distributed Reading-Assessment Instruments as a tool to assist Missouri school districts. It was developed in response to the 1999 state law that authorized the "Read to Be Ready" grant program ( §167.346, RSMo). The guide describes 34 assessment instruments available to school districts from various sources.

For other information or assistance related to reading assessment, please contact DESE Communication Arts Curriculum Consultant at (573) 751-4898.

Curriculum Resources

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Missouri Poetry Out Loud Announces 2023 State Champion Congratulations to Nick Merlo, Crossroads College Preparatory School (St. Louis), the 2023 Missouri state champion of Poetry Out Loud. This year's runner-up in the is Erin William, Pembroke Hill School (Kansas City).

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Math News!
Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

Essential Resources

Essential Resources

Mathematics Item Specifications

In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri educators from across the state collaborated to create the documents necessary to support the implementation of these expectations.

One of the documents developed is the item specification document, which includes all Missouri grade level/course expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document serves as the foundation of the assessment development process.

Although teachers may use this document to provide clarity to the expectations, these specifications are intended for summative, benchmark, and large‐scale assessment purposes.

Components of the item specifications include:

Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.

Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.

Item Format indicates the types of items used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.

Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.

Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.

Calculator Designation indicates whether a calculator will be available for test questions written to a particular expectations on the large-scale assessment.

Expanded Version of the Mathematics Grade- and Course-Level Expectations

The following documents, linked below, were created by Missouri educators to provide classroom teachers a more descriptive version of the mathematics Grade- and Course-Level Expectations (GLEs and CLEs). Much of this work came from the committees that developed the new expectations; however, many other educators have read and contributed to them. Please remember, these are curriculum development documents and are not designed as an assessment resource. Additionally, the examples and lists provided are not exhaustive and are not meant to place limits on the work being done in Missouri classrooms or on assessment development.

While all efforts were made by the committees to provide a clear expectation of student learning, at times it may be difficult to ascertain exactly what the committee intended. These documents will alleviate some of the questions that inevitably arise when new expectations are released.

In the example below, which illustrates how the documents are organized, the left-hand side lists the official GLE or CLE in order. The right-hand side is the expanded expectation.

Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.

The expectation for the student is to compare and order fractions, or decimal numbers to the thousandths place, by reasoning about their size. Record the results of comparisons with symbols >, = or <, and justify the conclusions. ( e.g., by using benchmarks, number lines, manipulatives or drawings)

The reader will find instances where both the original and expanded versions are the same. In these cases it was determined the expectation was clear and any additional description could be detrimental or limiting to the original intent of the committee.

These are working documents and the authors encourage the readers to develop their own examples and lists to bring these mathematics expectations to life in their classrooms. Also note that these curriculum development documents may be updated in the future to include more detail or clarification of the intended student learning.

GRADE-LEVEL EXPECTATIONS

Kindergarten - Expanded Expectations PDF | Word

Grade 1 - Expanded Expectations PDF | Word

Grade 2 - Expanded Expectations PDF | Word

Grade 3 - Expanded Expectations PDF | Word

Grade 4 - Expanded Expectations PDF | Word

Grade 5 - Expanded Expectations PDF | Word

Grade 6 - Expanded Expectations PDF | Word

Grade 7 - Expanded Expectations PDF | Word

Grade 8 - Expanded Expectations PDF | Word

COURSE-LEVEL EXPECTATIONS

Algebra 1 - Expanded Expectations PDF | Word

Geometry - Expanded Expectations PDF | Word

Algebra 2 - Expanded Expectations PDF | Word

Performance Level Descriptors (PLD)

Additional Resources

Assessed Standards

The Revised standards, approved on April 19, 2016 are for implementation beginning in the 2016-2017 academic year. They will be assessed beginning in the 2017-2018 school year.

Mathematics - K-5: K-5 PDF | K-5 Word
Mathematics - 6-12: 6-12 PDF | 6-12 Word
Mathematics - K-12: K-12 Excel

Additional Resources

MLS-Math Resources

Math Practice Forms

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

EOC Practice Forms

Presentations

Presentations
Updates on the Implementation of the Mathematics Missouri Learning Standards

Professional Learning

Professional Learning

Math Content Meetings for 2021 - 2022 will be in September, November, January and March. This year we are currently planning on virtual sessions. Here is the link to the Curriculum calendar: https://dese.mo.gov/college-career-readiness/curriculum#Calendar to register for these meetings. On each of these months there will be a K - 5, 6 - 12, and an Assessment Update session.

Math Content meeting materials and recording at the Math Hub.

Please contact Chip Sharp at chip.sharp@dese.mo.gov with questions or for more details.

Enhanced Learning Maps (ELM)

Take advantage of a free professional development opportunity! The Missouri Department of Elementary and Secondary Education is recruiting interested teachers to participate in the Enhanced Learning Maps (ELM) project, an innovative program aimed at developing and implementing research-based instructional resources for English language arts and mathematics taught in grades 2-8. For more information, call the Office of College and Career Readiness/Curriculum and Assessment at 573-751-3545 or click this link: https://bit.ly/2q6Jy47

For over thirty years the Interface Conference has been a place where educators collaborate to improve mathematics and science instruction for the children of Missouri. Please consider presenting at one of Missouri's premier professional learning events. Feel free to forward this message to other educators that you believe would also be interested in providing high quality presentations.

The 2022 Interface dates are:

Tuesday, February 22- Thursday, February 24, 2022
*Interface A and B will held simultaneously due to the virtual nature of this conference.

2022 Interface Registration Information - available Fall 2021

Sponsored by the Missouri Department of Elementary and Secondary Education in cooperation with the MU Conference Office

Organizations

Professional Mathematics Organizations

It is vital for Missouri mathematics educators to be active life-long learners in the field of improving mathematics instruction. Two characteristics of being a life-long learner are an active engagement in professional organizations and networking with other professionals in your field. The following organizations, listed below, are available to support mathematics educators. Please consider becoming an active member in one or more of these groups. If you have questions please visit their websites or contact the individual listed for each group.

National Mathematics Organizations

National Council of Teachers of Mathematics (NCTM)

State-Wide Mathematics Organizations

Missouri Council of Teachers of Mathematics (MCTM)

Missouri Council of Supervisors of Mathematics (MoCSM)

American Regions Mathematics League (ARML)

Missouri Mathematics Association for the Advancement of Teacher Training (MAT)2

Regional Mathematics Organizations

Central Missouri Mathematics Educators (CM2E)

Kansas City Area Teachers of Mathematics (KCATM)

Mathematics Educators of Greater St. Louis (MEGSL)

Mathematics Educators of South Central Missouri (MESCM)

Southwest Missouri District Association of Mathematics Teachers (SWMDAMT)

Additional Sample Items

Released Scored Performance Events

Released Scored Performance Events

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Assessment Development Recruitment As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest.

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montana office of public instruction website

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English Language Arts & Literacy Standards

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Grade Level Standards

Achieve the Core Grade Level Focus Standards

Alternate Math Standards (Core Content Connectors): Alternate standards are not formally adopted by the OPI but are aligned to and used in the creation of the Montana's Multi-State Alternate Assessment.

​​Tech Directors: To access a machine readable version of the official Montana Content Standards for Mathematics, please visit the IMS Global CASE Network site. Create a free login, select Montana Office of Public Instruction, and view or download the standards. The CASE version of the standards can be uploaded to student information systems, curriculum mapping programs, and a variety of other uses. Learn more about the CASE Network CASE Network FAQ

Math Planning Resources
The 2021 Summer Learning & Enrichment: State Guidance for District and School Leaders

This Guide offers support as schools plan for summer 2021 learning opportunities to meet the most pressing needs of students and teachers in this uniquely challenging school year. The resources and considerations in this document are based on leading research and evidence-based, best practices for summer learning and closing learning gaps. It also includes guidance on how to use ESSER funding to integrate school and community resources to create innovative summer learning programs.

One Page Summary of the 2021 Summer Learning & Enrichment document.
Louisiana's Pre-K-High School Tutoring Strategy

No longer are the days of remediation, catch-up, and cramming skills in isolation. Such strategies have proven ineffective and often detrimental to student learning. Accelerate is an equal-access, just-in-time tutoring model that is focused on identifying, celebrating, and building upon the assets students bring to the learning experience. An acceleration approach addresses unfinished learning in an equitable way. Acceleration means connecting unfinished learning in the context of new learning, integrating new information and the needed prior knowledge.
TNTP Learning Acceleration Guide

The New Teacher Project's (TNTP)Learning Acceleration Guide: Planning for Acceleration in the 2021-2022 School Year guides school leadership teams through the process of creating a student learning acceleration plan while helping teams tackle barriers that may affect the outcome of the plan.
EdReady Montana

EdReady is a free Montana-based program through MTDA, ready to help schools with support for math programming in grades 5 to 12 identifying and addressing gaps and gains for fall, ACT Skill Prep, and providing supplemental class material for online/blended or face to face instruction.

Student Achievement Partners - Priority Math Standards

This document provides guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics standards.
Charles A Dana Center - Front mapping tool

This google folder holds lost learning mapping outlines for grades 4- Algebra I math courses. This tool can be used to connect standards or concepts that may not have been taught to future grade level standards.
Coherence Mapping tool- grades K- Algebra II

This spreadsheet is designed to help math teachers and leaders better understand the potential consequences of leaving gaps in their mathematics curriculum. It is a model of how many lessons and hours are needed to teach sequences of standards as defined by the Coherence Map. Created by Raymond Johnson, Mathematics Specialist, Colorado Department of Education.
Cognitively Demanding (Rich) Math Tasks

This free digital resources contain Cognitively Demanding (Rich) Math Tasks to assist with engaging students in learning mathematics with technology online or face-to-face. This document was created by Hawaii Department of Education.

Upcoming Professional Development

Facilitated Math Courses: Check out our three-week, 9-15 renewal unit, facilitated math courses for all grade levels. Learn more about the 2020-2021 school year courses and sign up today on the Teacher Learning Hub! 2021-2022 Course Calendar is now release- take a look today!

MEMC- Montana Elementary Math Community is back up and running for the 20-21 school year. Join our monthly meetings on the first Wednesday of the month from 4-5 pm. We will be discussing and sharing ideas on all things remote, blended and face to face teaching of elementary mathematics. Join our ongoing conversation via Slack.

MCTM- Montana Council of Teachers of Mathematics is hosting a collaborative series of learning sessions throughout the fall. To sign up, email mctm.montana@gmail.com.

Check out our calendar of upcoming events- The Professional Learning Portal
Curriculum Selection Resources:
Free Online Educational Resources (OER):
Organizations:
Featured Math Teacher Learning Hub Courses

Looking for free, online professional learning? Take a look at the Teacher Learning Hub for a variety of excellent mathematics courses.

2020-2021 Calendar of Math Facilitated Courses - grades K-12, take a look and sign up today for a course that meets your needs!

2021-2022 Calendar of Math Facilitated Courses - Facilitated course list for 2021-2022 is out! Mark your calendars today!

How Can Your School Use the Courses?

Choose a course to take at your first math department or grade-level meeting. Use the course to center your discussion for the year!

Check out the "Primary Claim Covered" for each course and select a course based on your Smarter Balanced Category report. While all courses cover all three claims, the Primary Claim is listed.

Align your PIR day for time to discuss the course in person and for teachers to talk about implementation of new strategies learned during the course.

Have teachers go through the list of courses during your first week of school and select which course is most relevant to them. Use the course as a topic of conversation for one-on-one teacher-principal meetings.

Schools may use funds to provide stipends for teachers who complete the course outside of the contract day. This is a district level decision. (Note: teachers can not receive both a stipend and renewal units upon completion).

Self-Paced Highlights!
NEW! Multiplication Strategies: Multi-Digit Numbers
This course will provide educators with strategies for teaching multi-digit multiplication based on place value and properties. Teaching multiplication in a way that connects with the learning progressions and Montana content standards is essential. Participants will have multiple opportunities to learn, practice, and analyze the strategies for efficiency.
But What About Fact Fluency?
"My kids just don't know their math facts!" If you have said this before and want to learn how to best help students improve fact fluency, this course will be valuable to you!
Addition & Subtraction Strategies
Learn the various strategies for addition and subtraction based on place value, properties, and the inverse relationship.
Multiplication Strategies
"My kids just don't know their multiplication facts!" Have you ever found yourself say that statement? If so, this course is for you. The Montana Content Standards emphasize solving multiplication problems by using strategies based on place value and properties. This course will focus on how to build multiplication fact fluency with your students by building a conceptual understanding first to learn foundational and derived facts.

Looking to learn more about grade level expectations? Check out our Just for Families page.

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montana office of public instruction website

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Achieve the Core Grade Level Focus Standards Alternate Math Standards (Core Content Connectors): Alternate standards are not formally adopted by the OPI but are aligned to and used in the creation of the Montana's Multi-State Alternate Assessment. ​​Tech Directors: To access a machine readable version of the official Montana Content Standards for Mathematics, please visit the IMS Global CASE Network site.

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2014 English Language Arts Standards

Nebraska's College and Career Ready Standards for English Language Arts

Adopted by the State Board of Education on September 5, 2014

2014 ELA Standards (vertical) (pdf)

2014 ELA Standards (horizontal) (pdf)
2014 ELA Standards Glossary An Overview of ELA Standards:
Standards establish what students should know and be able to do by the end of a specified grade level. English Language Arts (ELA) standards are created and revised by stakeholders across the state, and are adopted by the Nebraska State Board of Education at the end of a 7-year cycle. The standards challenge students to develop the essential literacy skills needed to succeed in college, career, and life. They cover a broad array of core knowledge and proficiencies in areas such as reading, writing, and listening and speaking. For more information, please download the FAQs for 2014 ELA Standards
Nebraska's standards are organized with three levels of specificity:

K-12 Comprehensive Statements - Identify broad, general statements that are not grade-level specific and cover big ides in English Language Arts (Reading, Writing, Speaking and Listening, and Multiple Literacies.)

Grade-Level Expectations - Statements that identify what students should know and be able to do by the end of each identified grade/band. These are organized into categories, but not course specific.

Curricular Indicators - Specific information to distinguish expectations between grade levels. They are no longer simply examples, but are considered an integral part of the standard to be taught.

Nebraska has historically been a local control state with no mandated curriculum or textbooks. The standards are not meant to be a curriculum. Rather, districts are expected to align their local curriculum to the Nebraska Standards to add more specificity. Nebraska's draft standards are written using verbiage that describes the knowledge and skills students are expected to master at the various grade levels rather than using performance expectation language. Districts also have the choice to adopt their own standards only if they are more rigorous than the state standards.

The numbering system is illustrated in this graphic:

Key Instructional Shifts for Quality Implementation CCR Standards

Academic standards provide a framework for ensuring quality teaching and learning. Recent revisions and updates to Nebraska content standards, per Nebraska Revised Statute 79-760.01, require a number of key shifts that are essential to fulfill the vision of Nebraska's College and Career Readiness (CCR) Standards for English Language Arts, Mathematics, and Science. These shifts require thoughtful changes in instruction. Practitioners must develop a deep understanding of the CCR standards as well as their implications for teaching and learning. By doing so, they equip students with the body of knowledge and skills that prepares them for success in college, career, and civic life. This document provides an overview of the key instructional shifts in the subject areas of English Language Arts, Mathematics, and Science.

Sign up for Our Listservs:
Elementary Listserv Middle Grades Listserv High School Listserv Contact Dr. Payzant:
Marissa Payzant
marissa.payzant@nebraska.gov
402-937-2070

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2014 ELA Standards (vertical) (pdf) 2014 ELA Standards (horizontal) (pdf) 2014 ELA Standards Glossary An Overview of ELA Standards: Standards establish what students should know and be able to do by the end of a specified grade level.

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Virtual Resources During COVID-19 Crisis

Due to the Covid-19 outbreak, the Nevada Department of Education would like to provide teachers with resources to assist in the development of distant learning plans. Below you will find resources that may help during this challenging time. We will update this website as we receive new resources. If you have questions, please feel free to reach out any time.

Please be cautious of:

1. Digital resources that require teachers or students to create online accounts (whether verified through email or not)

2. Digital resources that have copyright restrictions (many of these may also require account creation)

3. Digital resources being shared by companies that have temporarily opened their paid for resources to use for free for a limited time (some but not all of these can also require account creation)

4. Follow all district, state, and FERPA policies regarding the privacy of our students.

5. Review all content prior to giving students assignments to ensure it is appropriate for your students.

The following toolkit will provide you with resources to adapt and provide online instruction including setting up your digital classroom, and instructional best practices for online learning.

Effective March 28, 2017

Note: Effective March 28, 2017, the K-12 English Language Arts Standards have been reformatted to comply with the Americans with Disabilities Act. The contents of the standards have NOT changed. Instead, they have been reformatted so that individuals with disabilities have full access to Nevada's ELA standards.

Overview

The study of English Language Arts begins before children even enter school. Young children listen and observe the words and interactions of those around them. They communicate at first without words but then, as they add language to their vocabulary, express their thoughts and needs with increasing clarity and precision. Adults communicate basic desires, and some make communication itself an art form.

The study of language arts is the study of communication in many forms. English language arts classes in schools aim to give students the tools to be effective communicators: readers, writers, speakers, and listeners. Students are taught to read by being trained in a variety of reading strategies and processes and are given numerous opportunities to practice their skills. Students write for a variety of purposes: to inform, to persuade, and to entertain. Listening and speaking skills first gained in the English language arts classroom are essential to helping students be active and strong learners in every other classroom and must be encouraged and practiced there, as well. Students should also be provided with opportunities to use telecommunication to collaborate, publish, and interact with peers, experts, and other audiences to reach beyond traditional classroom walls.

The Nevada English Language Arts Standards are intended to give Nevada children the tools and experiences that will help them not only to succeed in school but also to become lifelong and adept readers, writers, listeners, and speakers. The scope of English language arts study extends far beyond the English language arts classroom. Students apply the skills learned there in every content area; for example, students write science reports and make presentations in social studies classes. It is the same with research. While students often gain their research skills through instruction in the English language arts, the practice of those skills spans many content areas. Technology tools used within the English language arts classroom to enhance productivity, communication, and research can assist students as they construct models, prepare publications, and produce other creative works. Many of the standards set out for younger students are on the surface similar to those written for high school students. What changes between the sets of expectations is the developmental abilities of students to, for example, write more sophisticated compositions or to read more complex texts.

Members of a state prioritization team prioritized each of the benchmarks standards based on a three-part framework which included Enduring Knowledge, Important Knowledge and Knowledge Worth Being Familiar With. The state prioritization team also identified whether the benchmark standards in grades 3, 4, 5, 6, 7, 8, and 12 would be assessed locally by school district personnel or through a state assessment. In doing so, it was assumed that all standards would be assessed at the local level but that only some of the standards are appropriate for assessment at the state level.

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Due to the Covid-19 outbreak, the Nevada Department of Education would like to provide teachers with resources to assist in the development of distant learning plans. Below you will find resources that may help during this challenging time. We will update this website as we receive new resources.

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District schools, public charter schools, and private schools each adopt their own curriculum, not the Department of Education nor the State Board of Education.

The NH CCRS includes three components; knowledge, skills and work study practices. Students need background knowledge in a variety of subjects in order to efficiently and productively engage in academic and career products of learning and work. The skills students are required to demonstrate are written as learning goals for a variety of content areas and are based on the research work of experts in their respective fields. The work study practices of the NH CCRS includes such attributes as creativity, collaboration, communication, critical thinking, persistence, tenacity, regulating behavior and emotions, approaches to learning and other expressions of what is sometimes called habits of mind.

New Hampshire has adopted standards in content areas such as: mathematics, English language arts/literacy, science, social studies, technology, early learning, the arts, career development and physical education.

We define college as any post-secondary (after high school) education experience. This may include a two-year and/or four-year higher education institution or a training program that has a course sequence and examination. We define career as much more than a job. A career may also have a training program or a certificate requirement that is often shorter than a two year program. Being ready for career also means the student will have an opportunity for longevity in that profession, advancement or promotion over time and that as an employee they are mentally engaged in their productive work life.

Contact

Melissa White
Administrator for Academics & Assessment
603-271-3855
[email protected]

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District schools, public charter schools, and private schools each adopt their own curriculum, not the Department of Education nor the State Board of Education. The NH CCRS includes three components; knowledge, skills and work study practices. Students need background knowledge in a variety of subjects in order to efficiently and productively engage in academic and career products of learning and work.

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District schools, public charter schools, and private schools each adopt their own curriculum, not the Department of Education nor the State Board of Education.

The NH CCRS includes three components; knowledge, skills and work study practices. Students need background knowledge in a variety of subjects in order to efficiently and productively engage in academic and career products of learning and work. The skills students are required to demonstrate are written as learning goals for a variety of content areas and are based on the research work of experts in their respective fields. The work study practices of the NH CCRS includes such attributes as creativity, collaboration, communication, critical thinking, persistence, tenacity, regulating behavior and emotions, approaches to learning and other expressions of what is sometimes called habits of mind.

New Hampshire has adopted standards in content areas such as: mathematics, English language arts/literacy, science, social studies, technology, early learning, the arts, career development and physical education.

We define college as any post-secondary (after high school) education experience. This may include a two-year and/or four-year higher education institution or a training program that has a course sequence and examination. We define career as much more than a job. A career may also have a training program or a certificate requirement that is often shorter than a two year program. Being ready for career also means the student will have an opportunity for longevity in that profession, advancement or promotion over time and that as an employee they are mentally engaged in their productive work life.

Contact

Melissa White
Administrator for Academics & Assessment
603-271-3855
[email protected]

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District schools, public charter schools, and private schools each adopt their own curriculum, not the Department of Education nor the State Board of Education. The NH CCRS includes three components; knowledge, skills and work study practices. Students need background knowledge in a variety of subjects in order to efficiently and productively engage in academic and career products of learning and work.

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New Jersey Student Learning Standards

English Language Arts

Erika Leak, English Language Arts Coordinator

New: The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS were adopted by the State Board of Education on June 3, 2020. The 2020 New Jersey Student Learning Standards webpage provides links to the 2020 NJSLS and information regarding curriculum implementation dates. The NJSLS in English Language Arts and Mathematics were adopted by the New Jersey State Board of Education in May 2016 and are not currently under review.

The New Jersey Student Learning Standards for English Language Arts (ELA) build on the best of existing standards and reflect the skills and knowledge students need to succeed in college, career, and life.

The ELA Standards were revised in 2016, with the recommendations of teams of teachers, parents, administrators, supervisors and other stakeholders and reflect the strong beliefs that

Literature and informational (nonfiction) text are important for our students and should maintain their rightful place in our classrooms;

Background knowledge and motivation are critical to the success of students when learning to read and when accessing complex text;

Research by students provides the opportunity to learn more about a subject, but equally as important, provides students the opportunity to look beyond their research to questions left unanswered (new avenues for student research);

Using evidence remains a critical skill, interspersed throughout the standards, allowing students to ground their thinking in the work of authors and experts in literature and in the content areas;

Literacy must be recognized and guided in content areas so that students recognize the academic vocabulary, media representations, and power of language inherent in the work of scholars and experts, and

The importance of foundational skills in the early grades, as students learn to read, cannot be overstated and calls for targeted, sustained intervention at any point of struggle for a student.

The NJDOE recommends 90-minutes of uninterrupted literacy instruction for all students in grades K-5, and 80 minutes for grades 6 through 8.
New Jersey Student Learning Standards for ELA K-12 English Language Arts Revisions (crosswalk)

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New Jersey Student Learning Standards: English Language Arts

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New Jersey Student Learning Standards English Language Arts Erika Leak, English Language Arts Coordinator New: The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS were adopted by the State Board of Education on June 3, 2020.

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New Jersey Student Learning Standards

Mathematics

Deidre Richardson, Coordinator

New: The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS were adopted by the State Board of Education on June 3, 2020. The 2020 New Jersey Student Learning Standards webpage provides links to the 2020 NJSLS and information regarding curriculum implementation dates. The NJSLS in English Language Arts and Mathematics were adopted by the New Jersey State Board of Education in May 2016 and are not currently under review.

The principles for school mathematics address the overarching themes of equity, curriculum, teaching, learning, assessment and technology. (NCTM, 2000)

Equity: Excellence in mathematics education requires equity - high expectations, worthwhile opportunities, accommodation for differences, resources, and strong support for all students.

Curriculum: A coherent curriculum effectively organizes standards and mathematical ideas, focuses on important mathematics, and is well articulated within and across grades.

Teaching: Effective standards-aligned mathematics instruction is a complex endeavor that requires understanding what students know and need to learn, and then challenging and supporting them to learn it well. Effective teaching requires continually seeking improvement.

Learning: Conceptual understanding is an important component of proficiency. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge. Learning with understanding is essential to enable students to solve the new kinds of problems they will inevitably face in the future.

Assessment: Standards-aligned assessment, a routine part of ongoing classroom activity, should enhance students' learning and inform instructional decisions.

Technology: Technology, not to be used as a replacement for basic understandings and intuitions, is an essential tool in teaching and learning mathematics; it influences the mathematics that is taught, supports visualization, facilitates organizing and analyzing data, and offers efficient computation.

Intent and Spirit of the Mathematics Standards
For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is "a mile wide and an inch deep."

The math standards provide clarity and specificity rather than broad general statements. The standards draw on the most important international models for mathematical practice, as well as research. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles (coherence) such as place value and the laws of arithmetic to structure those ideas.

In addition, the "sequence of topics and performances" that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing "sequenced obstacles and challenges for students...absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise." Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards.
New Jersey Student Learning Standards for Mathematics NJSLS Mathematics Crosswalk

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New Jersey Student Learning Standards: Mathematics

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New Jersey Student Learning Standards Mathematics Deidre Richardson, Coordinator New: The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS were adopted by the State Board of Education on June 3, 2020. The 2020 New Jersey Student Learning Standards webpage provides links to the 2020 NJSLS and information regarding curriculum implementation dates.

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Instructional Materials

High Quality Instructional Materials (HQIM)

High-Quality Instructional Materials (HQIM) are content-rich, fully accessible, culturally and linguistically relevant, free from bias, research-based, and aligned to New Mexico state standards. They are written with clear purpose, effective lesson structure, and pacing to provide flexibility for teachers to best suit the learning styles of all students, encouraging inquiry and curiosity. HQIM may also provide a variety of relevant assessments to equip teachers with professional tools to evaluate student comprehension of the content and provide deeper understanding of the standards. HQIM also provide support to identify the linguistic and cultural lenses that students use to make meaning in the content area.

Our High Quality Instructional Materials (HQIM) Reviews website contains reviews conducted by New Mexico educators for New Mexico educators. Level II and Level III educators from across New Mexico review the submitted instructional materials for alignment with state-adopted standards and other high-quality criteria. Please visit the website for review scores, appraisals, and other useful information about K-12 Math and 9-12 English Language Arts, Spanish Language Arts, English Language Development, and World Languages core instructional materials.

In Light of COVID-19, additional resources (print and digital) for distance learning are being offered in support of Core Instructional Materials that are on the New Mexico adopted multiple list (based on publisher responses). Click here: Distance Learning Resource List

Collaborative for Student Success

The Collaborative for Student Success reached out to all publishers whose materials are rated green on EdReports and asked them to provide information about the adaptations, resources, or training being developed to support users in supporting the learning needs of students in a drastically altered context, whether that be in-person, online, or a hybrid of the two.

CCSSO High-Quality Curriculum State Resource for Remote Learning

CCSSO runs the High-Quality Instructional Materials and Professional Development (IMPD) Network that currently supports eight states, including New Mexico. Its purpose is to significantly increase the number of districts selecting high-quality, standards aligned instructional materials and to increase the number of pre-service and in-service teachers receiving professional development grounded in the use of those materials. Through the work of these network states to identify and leverage high-quality instructional materials, CCSSO is sharing recommendations for high-quality materials to be used for remote learning due to COVID-19 school closures. Click here: CCSSO High Quality Curriculum State Resource for Remote Learning

This HQIM resource manual is designed to walk teachers, schools, and districts through the research behind high quality instructional materials; how materials are selected for adoption on the list in New Mexico; and how districts can navigate options for essential considerations and ongoing implementation. View and download the HQIM resource manual.

Not sure what Instructional Material is being adopted this year? Available here is quick access to the Adoption Cycle.

Our Vision

The Instructional Material Bureau works to ensure High Quality Instructional Material is in the hands of every educator and learner in New Mexico and used to its fullest extent.

Our Mission

The mission of the Instructional Material Bureau, in support of educators and learners, is to vet instructional materials through a rigorous review process, conducted by New Mexico educators, to determine alignment with New Mexico Content Standards and Benchmarks and to inform local agencies of the efficacy of the process and provide them access to high quality instructional material.

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High Quality Instructional Materials (HQIM) High-Quality Instructional Materials (HQIM) are content-rich, fully accessible, culturally and linguistically relevant, free from bias, research-based, and aligned to New Mexico state standards. They are written with clear purpose, effective lesson structure, and pacing to provide flexibility for teachers to best suit

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Common Core Math Resources

New Mexico Math Framework 1.0

Below are a variety of resources to support educators and administrators in the implementation of the Common Core State Standards for Mathematics and the Standards for Mathematical Practices

Foundations of Common Core Math

Appendix

Math Appendix A - Designing high schools courses based on the Common Core State Standards for Mathematics

Learning Progressions

Understanding the Standards

Tools

Open Educational Resources (OER)

What Can We Help You Find?

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New Mexico Math Framework 1.0 New Mexico Math Framework Below are a variety of resources to support educators and administrators in the implementation of the Common Core State Standards for Mathematics and the Standards for Mathematical Practices Foundations of Common Core Math Common Core State Standards for Mathematics Key Shifts in Mathematics Appendix

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In September 2017, the Board of Regents approved the New York State Next Generation Learning Standards for English Language Arts, which will become effective at the beginning of the 2020-2021 school year. The 2011 P-12 Learning Standards for English Language Arts & Literacy will remain effective until that time. The following are available resources related to the standards.

New York State Next Generation Learning Standards for English Language Arts (2017)
New York State P-12 Learning Standards for English Language Arts & Literacy (2010) Previous Standards

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In September 2017, the Board of Regents approved the New York State Next Generation Learning Standards for English Language Arts, which will become effective at the beginning of the 2020-2021 school year. The 2011 P-12 Learning Standards for English Language Arts & Literacy will remain effective until that time.

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Page 2 offers hyperlinks to specific grade levels

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Secure websites use HTTPS certificates. A lock icon or https:// means you've safely connected to the official website.

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Secure websites use HTTPS certificates. A lock icon or https:// means you've safely connected to the official website.

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials. In addition to the information available now, we will be providing additional resources to help educators learn about, and begin using, the revised standards.

Ohio's Learning Standards for English Language Arts (revised 2017)

In 2015-2016, Ohio embarked on an updating process resulting in revised standards that the State Board of Education adopted in February 2017. The 2018-2019 Ohio's State Tests will assess the content of the revised 2017 standards.

Appendices to the Standards

The updated appendices to the standards reflect the revisions adopted in 2017 for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Go to our Instructional Strategies page to find more information on text complexity, as described in Appendix A.

PLANNING AHEAD FOR 2020-2021 SCHOOL YEAR IN RESPONSE TO COVID-19

All documents in the table below are draft documents and will be updated within the next few weeks.

These documents, represented by strand, show how the standards progress from kindergarten through grade 12 for each of the college and career readiness anchor standards.

Additional Resources for Understanding Ohio's English Language Arts Learning Standards

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Ohio's Learning Standards for English Language Arts

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials.

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Mathematics as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials. In addition to the information available now, we will be providing additional resources to help educators learn about, and begin using, the revised standards.

Ohio's Learning Standards for Mathematics (revised 2017)

In 2015-2016, educators statewide and the Ohio Department of Education began an updating process resulting in revised standards that the State Board of Education adopted in February 2017. The 2018-2019 Ohio's State Tests will measure how students are progressing through the revised 2017 standards.

To assist educators in preparing to use the revised standards, the information below outlines suggested steps for 2017.
Also see: Three-Year View (2017-2019) of Suggested Transition Activities for Mathematics

Special Note Regarding Accessibility

The Ohio Department of Education is dedicated to making information posted on these webpages accessible, in accordance with Section 508 of the Rehabilitation Act of 1973. We will be making improvements to portable document format (PDF) documents so that mathematics documents are more accessible. In the meantime, those needing assistance may contact (877) 644-6338.

STEP ONE: Learn about the revised standards

District leaders and teachers
Review the revised standards for your grade level(s) or high school course. When available this spring, review supporting documents and videos.

All Grades

Planning Ahead for 2020-2021 school year in response to covid-19

Mathematics Student Readiness Toolkit PowerPoint ( Narrated Version)
Overview - Student Readiness Toolkit for Mathematics

Kindergarten - Grade 8

High School

Other Transition Resources

Videos

STEP 2: Develop a local transition plan

Develop a plan for updating local curriculum to address concepts and skills found in the revised standards, as well as complexity of thought expected. Use gap analysis documents as guides when posted, as well as our model three-year plan.

Begin updating district curricula based on the standards revisions.

Determine plan for updating grade-level instructional plans to address concepts and skills found in the revised standards, as well as the complexity of thought expected. Usegap analysis document for your grade or course when posted as a guide.

Experiment with resources, strategies or classroom examples that address the revisions.

STEP 3: Seek professional development

District leaders

Plan professional development for staff about the standards revisions and district curriculum updating efforts.

Begin participating in related professional development supporting deeper content knowledge, increased rigor and instructional practices.
Mathematics Resources - This section provides assistance to educators for learning about and preparing to teach with the revised standards.

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Ohio's Learning Standards for Mathematics

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Mathematics as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials.

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ELA Curriculum Framework

The ELA Curriculum Framework is a hub of resources developed to help teachers translate standards into classroom practice. They do not represent a directive to teachers, schools, or districts for classroom instruction.

▶ ELA Framework

Objective Analysis with Teacher & Student Actions, Resources, & Insights

Student Proficiency Levels & Instructional Guidance

Literacy Progressions

Engagement Strategies

Implementation Resources

These documents support teachers and school districts in fully implementing the Oklahoma Academic Standards for English Language Arts.

▶ Crosswalk, Grades Pre-K-5

▶ Crosswalk, Grades 6-12

▶ Vertical Progression, Grades Pre-K-5

▶ Vertical Progression, Grades 3-8

▶ Vertical Progression, Grades 6-12

▶ Glossary

▶ Appendix

▶ EngageOK 2021 video & landing page

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ELA Curriculum Framework The ELA Curriculum Framework is a hub of resources developed to help teachers translate standards into classroom practice. They do not represent a directive to teachers, schools, or districts for classroom instruction.

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Oklahoma Academic Standards for Mathematics (2016):

Competencies:

Competencies provide a pathway for teachers who are looking to guide their students to the next mathematical level. Competencies are available for those schools/districts who have not already established competencies for Math of Finance, Intermediate Algebra, Statistics & Probability, Precalculus, and/or Trigonometry.

The competency committee members looked at existing competencies within and outside of our state, Oklahoma high school and college course syllabi, vertical alignment documents, our Oklahoma Academic Standards for Mathematics, and the NCTM Essential Understandings for High School Mathematics to determine which essential skills should be included in our Oklahoma competencies. What has resulted is guidance for Intermediate Algebra, Math of Finance, Statistics & Probability, Precalculus, and Trigonometry that will help our students be college and career ready.

We invite you to use this guidance and provide your feedback. We value your input!

If you have any questions about the competencies, please email Christine Koerner, Director of Secondary Mathematics, at christine.koerner@sde.ok.gov.

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Standards and Competencies for Oklahoma Mathematics

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Competencies provide a pathway for teachers who are looking to guide their students to the next mathematical level. Competencies are available for those schools/districts who have not already established competencies for Math of Finance, Intermediate Algebra, Statistics & Probability, Precalculus, and/or Trigonometry.

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Oregon Department of Education : Standards - ELA : English Language Arts : State of Oregon

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Oregon Department of Education : Mathematics Standards : Mathematics : State of Oregon

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The Rhode Island Core Standards for English Language Arts (ELA)/Literacy articulate clear, consistent expectations about the knowledge, skills, and practices students should know and be able to do at each grade level.

Rhode Island transitioned to the Rhode Island Core Standards for English Language Arts/Literacy from the Common Core State Standards (CCSS) on March 9, 2021. Cohesive and aligned standards, curriculum, and assessment are critical to increasing student achievement. The Rhode Island Core Standards for ELA/Literacy are tightly aligned to the assessments in the Rhode Island state assessment program, including the RICAS assessment. These standards maintain the focus, coherence, and rigor of the CSS, while providing greater clarity and highlighting connections among the standards.

Standards

Resources for Educators

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Rhode Island Core Standards for ELA/Literacy

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The Rhode Island Core Standards for English Language Arts (ELA)/Literacy articulate clear, consistent expectations about the knowledge, skills, and practices students should know and be able to do at each grade level. Rhode Island transitioned to the Rhode Island Core Standards for English Language Arts/Literacy from the Common Core State Standards (CCSS) on March 9, 2021.

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Mathematics education in Rhode Island is currently centered on the Common Core State Standards (CCSS) for Mathematics.

These standards were developed by a state-led initiative that actively involved experts in the field of mathematics as well as state-level educational agencies, teachers, and parents. The CCSS provide clear, consistent expectations about the knowledge, skills, and practices students should know and be able to do at each grade level. Educators should use a local curriculum aligned to the standards to plan instruction and assessment. The RICAS assessment is used to measure Rhode Island students' mathematics proficiency level. For information and resources related to RICAS, please go to the RICAS Assessments page on our website.

Additional Content for Mathematics

Updates and Announcements

New opportunities for professional learning as well as new resources will be highlighted here.

SUM - Teacher/Interventionist Course

The Rhode Island Department of Education (RIDE) and the Rhode Island Mathematics Teachers Association (RIMTA) are proud to announce that Steps to Understanding Mathematics (SUM), the K-6 number sense diagnostic program created in partnership by RIDE and RIMTA, will be transitioning the Teacher/Interventionist course as well as the Implementation support to RIMTA.

If you are interested in information about SUM or you would like access to the Teacher/Interventionist course, please visit the SUM registration page on the RIMTA site.

Use this link to access SUM course content.

For questions or additional information, please contact Christopher Castillero at christopher.castillero@ride.ri.gov or Susan Pagliaro at susan.pagliaro@ride.ri.gov

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Mathematics education in Rhode Island is currently centered on the Common Core State Standards (CCSS) for Mathematics. These standards were developed by a state-led initiative that actively involved experts in the field of mathematics as well as state-level educational agencies, teachers, and parents.

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ELA Standards by Grade Level: Elementary SCCCR ELA Standards Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 SCCCR ELA Inquiry-Based Literacy byGrade Band

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Reading-Literature

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Reading-Literature. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

Reading Standards: Foundational Skills K-5

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Foundational Skills K-5. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

Reading for Informational Text

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Reading for Informational Text. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

Writing Standards

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Writing. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

Speaking and Listening Standards

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Speaking and Listening. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

Language Standards

The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Language. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

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Reading-Literature The Unpacked/Disaggregated documents now cluster standards within the College and Career Readiness Anchor Standards for Reading-Literature. Each anchor standard has one corresponding unpacked document which clusters the standards focusing on those key area of skills per grade level.

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Each cluster of standards below are unpacked including: aspects of rigor, evidence of students engaging in mathematical practice standards, learning progressions, examples of tasks, and achievement levels.

Back to the Progression of Standards

Each cluster of standards below are unpacked including: aspects of rigor, evidence of students engaging in mathematical practice standards, learning progressions, examples of tasks, and achievement levels.

Back to the Progression of Standards

Each cluster of standards below are unpacked including: aspects of rigor, evidence of students engaging in mathematical practice standards, learning progressions, examples of tasks, and achievement levels.

Back to the Progression of Standards

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Each cluster of standards below are unpacked including: aspects of rigor, evidence of students engaging in mathematical practice standards, learning progressions, examples of tasks, and achievement levels. Back to the Progression of Standards Each cluster of standards below are unpacked including: aspects of rigor, evidence of students engaging in mathematical practice standards, learning progressions, examples of tasks, and achievement levels.

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The State Board of Education has the authority to adopt academic standards for each subject area in grades K-12.

The ELA standards are designed to prepare students with the most important knowledge and 21st century literacy skills necessary to succeed in post-secondary and workforce arenas. The standards emphasize critical and divergent thinking, problem solving, active listening, recognition of patterns and anomalies, and evaluation and questioning of source material.

The standards reinforce the three ELA instructional shifts: regular practice with complex text and its academic vocabulary; reading and writing grounded in evidence from literary and informational text; and building knowledge through content-rich literary and informational text.
Download the ELA standards
All ELA standards from K-12 are placed in one document with a table of contents at the beginning. By presenting the standards in a vertical chart by standard-rather than separately by grade-we are seeking to emphasize how the skills for reading, writing, speaking and listening, and language spiral through all of the grade levels, leading to postsecondary and workforce readiness.

In grades K-5, the standards signal the importance of laying a solid foundation for reading and writing.

The middle grades, 6-8, solidify the foundation while increasing the complexity of text selection and tasks.

Finally, grades 9-12 focus on sophistication and style.

Since the standards build on each other over time, we highly recommend that educators review the standards of the grade level before and after their grade level in order to better understand how the standards in their grade level fit into the students' overall development.

Because the standards build on each other over time, it is necessary for educators to review the standards of the grade level before and after their grade level in order to better understand how the standards in their grade level fit into the students' overall development.

Note: The State Board of Education sets the requirements for high school graduation (see the High School Policy 2.103). Per SBE Rule, students must achieve four high school level units of English in order to graduate with a high school diploma.

ELA Electives
Download the approved ELA electives. Bible Standards
AP, IB, and Cambridge

Please visit the associated websites in order to view the standards for:

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The State Board of Education has the authority to adopt academic standards for each subject area in grades K-12. The ELA standards are designed to prepare students with the most important knowledge and 21st century literacy skills necessary to succeed in post-secondary and workforce arenas.

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Curriculum Standards page contains information on curriculum, assessment, and rules. We welcome any suggestions that will improve this page for individuals working to provide high quality reading and language arts (RLA) programs for students. Join the English Language Arts and Reading mailing list and receive updates.

The RLA team in the Curriculum Standards and Student Support Division provides content expertise and plans strategically with stakeholders implementing TEKS-based instructional programs.

RLA staff collaborates with the Student Assessment Division to develop state reading and writing assessments, assists the Instructional Materials Division in overseeing the state instructional materials adoption process for grades K-12 RLA instructional materials, and reviews state certifications related to RLA with the State Board for Educator Certification (SBEC).

Additional responsibilities include providing information about dyslexia and Texas graduation requirements. Information about dyslexia is available on the page of the website. Please see the page for information about high school graduation. State Graduation Requirements

Revised TEKS Resources

The Resources for the Revised English and Spanish Language Arts and Reading TEKS webpage has been created to assist parents and teachers in the transition to the revised English and Spanish language arts and reading TEKS for implementation as follows: kindergarten-grade 8: implementation beginning with 2019-2020 school year and grades 9-12: implementation beginning with 2020-2021 school year.

R/LA STAAR Resources
STAAR Reading Resources STAAR Writing and English I, II, III Resources
Sample writing items for grades 3-8 revising and editing are now available on the new Reading Language Arts STAAR Sample Items page.

Professional Development

Statewide professional development opportunities on reading and language arts topics are currently available at regional education service centers (ESCs) and online through the Texas Gateway.

Contact the reading and language arts specialist at your regional ESC for upcoming professional development opportunities.

Frequently Asked Questions

The following document provides information about Bible literacy in Texas.

Bible Literacy Frequently Asked Questions (PDF, 93KB)

Related Links

The following resources provide more information to support educators, accelerated instruction, and state assessments.
Educator Certification Rule
Children's Learning Institute (outside source)
Mathematics and Reading Academies Student Assessment Division
English Language Arts and Reading Support Site (outside source)

Texas Literacy Initiative

Texas SUCCESS (outside source)

Vaughn Gross Center for Reading and Language Arts (outside source)

Documents

The following documents are provided for additional information and assistance.

Reading/Comprehension Skills for Grades K-12 (PDF, 121KB) - a critical component of the English Language Arts and Reading standards

Reading/Comprehension Skills for Grades K-6 (PDF, 173KB) - a critical component of the Spanish Language Arts and Reading standards, in Spanish

2014-2018 Commissioner's List of Reading Instruments (PDF, 995KB)

Red Book Series, Book 1: Beginning Reading Instruction (PDF, 200KB)

Red Book Series, Book 2: Comprehension Instruction (PDF, 254KB)

Red Book Series, Book 3: Guidelines for Examining Phonics and Word Recognition (PDF, 197KB)

Red Book Series, Book 4: Research-Based Content Area Reading Instruction (PDF, 182KB)

Red Book Series, Book 5: Promoting Vocabulary Development (PDF, 357KB)

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Curriculum Standards page contains information on curriculum, assessment, and rules. We welcome any suggestions that will improve this page for individuals working to provide high quality reading and language arts (RLA) programs for students. Join the English Language Arts and Reading mailing list and receive updates.

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resources for common core state standards

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K-12 Core Curriculum - The Utah State Core Curriculum represents those standards of learning that are essential for all students. They are the ideas, concepts, and skills that provide a foundation on which subsequent learning may be built.

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Mathematics Core Guides

Core guides provide a description of the Core Standards, including concepts and skills to master, critical background knowledge and academic vocabulary. These guides also connect related standards both within and across grade levels or courses.

Major Works

The purpose of this document is to provide a brief overview of the most essential content in the grade level along with a progression of how the content was addressed in the prior grade level and will prepare students for content in the future grade level. This is not a comprehensive list of content in the grade level as defined in the Utah Core Standards, but rather highlights the major work of the grade level.

Assessment

Sample Assessment Items

The Mathematics Core Guides contain sample items for each standard and may be used by teachers as formative assessments. These items are samples of what rigor could look like in the standards and are not meant to be comprehensive or summative assessments.

Grades Kindergarten and Grades 3-11 Assessment Items:

Grades 1-2 Mathematics Assessment Items:

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"Acquiring literacy is an empowering process, enabling millions to enjoy access to knowledge and information which broadens horizons, increases opportunities and creates alternatives for building a better life."
~ Kofi Annan

As per the Education Quality Standards (EQS), Vermont uses the Standards for English Language Arts and Literacy as laid out by the Common Core State Standards (CCSS). The CCSS breaks literacy skills down into the following areas: Reading, ​ Writing, Speaking and Listening, and Language. Each of these College and Career Readiness Anchor Standards is further broken down into grade level strands. Recognizing the importance of building literacy across the curriculum, the CCSS also outlines literacy skills in history, social studies, science, and technical subjects. Students who become proficient in the CCSS for English Language Arts and Literacy develop the literacy skills and knowledge necessary to succeed in college, career, and life.

Table of Contents
A Vermont Portrait of a Graduate Through English Language Arts Newsletters English Language Arts Resources Performance Assessment and Project-Based Learning Resources Proficiency-Based Learning Resources Websites and Sources for Further Reading
A Vermont Portrait of a Graduate Through English Language Arts

The ability to engage in respectful discourse, to effectively express oneself while listening and responding to diverse perspectives, is an important skill for any global citizen. Literacy skills are also essential when thinking about lifelong learning. Students can gain experience toward proficiency in these aspects of a Vermont Portrait of a Graduate (PoG) and more through English Language Arts (ELA). Information about how the six attributes of a Vermont PoG can be addressed through ELA can be found below.
Return to Top
Professional Learning Resources

Newsletters
Return to Top
English Language Arts Resources
Return to Top
Performance Assessment and Project-Based Learning Resources
Return to Top
Proficiency-Based Learning Resources
Return to Top
Websites and Sources for Further Reading
Return to Top
Email Emily Leute.

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"Acquiring literacy is an empowering process, enabling millions to enjoy access to knowledge and information which broadens horizons, increases opportunities and creates alternatives for building a better life." ~ Kofi Annan As per the Education Quality Standards (EQS), Vermont uses the Standards for English Language Arts and Literacy as laid out by the Common Core State Standards (CCSS).

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In 2010, Vermont adopted the Common Core State Standards for Mathematics. The CCSS for Mathematics provide clear, consistent expectations for students, which define what students should understand and be able to do. The AOE has developed sample proficiency-based graduation requirements (PBGRs) for Mathematics based on the CCSS. These PBGRs are examples of a rigorous proficiency-based graduation framework that students must meet for graduation, under the content of Mathematics, as per EQS requirements. These standards do not dictate curriculum or teaching methods. They are also not intended to be new names for old ways of doing business but rather a framework to support schools as they deliver effective K-12 mathematics instruction and curriculum.

A Vermont Portrait of a Graduate (PoG) was collaboratively developed with educators and students to be used as a tool for reviewing and refining local PBGRs, including content specific PBGRs, as well as a guide for making instructional decisions. The PoG specifies the cognitive, personal, and interpersonal skills and abilities that students should be able to demonstrate upon graduation considering six attributes: learner agency, global citizenship, academic proficiency, communication, critical thinking, and well-being.

The Portrait of a Graduate as a Function of Math

In addition to learning the concepts of mathematics, a student can also address the attributes of the Vermont PoG through the study of mathematics. Below is a version of a PoG that depicts how a student in the study of mathematics will meet the six attributes described in the Vermont PoG. The information contained was largely inspired by the performance indicators of the Vermont PoG's attributes and also from the Equitable Mathematics Teaching Practices found in the book Catalyzing Change published by the National Council of Teachers of Mathematics.

Learner Agency = Ownership + High Expectations + Authentic Experiences

Global Citizenship = Universal Language + Complexity + Differing Cultures

Academic Proficiency = Essential Concepts + Application + Questions

Communication = Discourse + Multimodal + Context

Critical Thinking = Problem Solving + Evaluation + Collaboration

Well-Being = Confidence + Competence + Financial Independence

Standards

Resources

Newsletters

Professional Organizations

NCSM: National Council of Supervisors of Mathematics

NCTM: National Council of Teachers of Mathematics

VCTM: Vermont Council of Teachers of Mathematics

Email Ryan Parkman or call (802) 828-6468.

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In 2010, Vermont adopted the Common Core State Standards for Mathematics. The CCSS for Mathematics provide clear, consistent expectations for students, which define what students should understand and be able to do. The AOE has developed sample proficiency-based graduation requirements (PBGRs) for Mathematics based on the CCSS.

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Standards of Learning (SOL) & Testing

News & Announcements

NEW! Virtual Just in Time Mathematics Quick Checks

Virtual Just in Time Mathematics Quick Checks (Virtual JIT QCs) are provided by the Virginia Department of Education (VDOE) to facilitate the use of the Just in Time Mathematics Quick Checks while teaching and learning in a virtual environment. Virginia educators from around the state created a virtual version for each Just in Time Mathematics Quick Check. In March/April 2021, a team of Virginia teacher leaders assisted VDOE in vetting the Virtual JIT QCs linked in this Virtual Just in Time Mathematics Quick Checks (XLSX) spreadsheet. These Virtual JIT QCs mirror the original Just in Time Mathematics Quick Checks to the greatest extent possible, with changes made only when necessary for use in a virtual environment. VIrtual JIT QCs are currently available for kindergarten through Algebra I, and links for Geometry and Algebra II will be added to the spreadsheet as soon as the vetting process for those resources is complete. Questions about the Virtual Just in Time Mathematics Quick Checks should be directed to Student_Assessment@doe.virginia.gov.

NEW! Mathematics Bridging Standards Documents

Mathematics Bridging Standards Documents (K-8) have been created as part of the Virginia LEARNS Resources to assist in the identification of content that can be connected when planning instruction and promoting deeper student understanding. Standards are considered a bridge when they: function as a bridge to which other content within the grade level/course is connected; serve as prerequisite knowledge for content to be addressed in future grade levels/courses; or possess endurance beyond a single unit of instruction within a grade level/course.

Tracking logs for grades Kindergarten through Algebra II have been developed to assist teachers in identifying which standards students have had sufficient exposure and experience during the 2020-2021 school year. These logs may serve to support decisions regarding when and how experience with new standards might occur in the 2021-2022 school year.

Virginia Mathematics Pathways Initiative Community Informational Sessions

A series of one-hour VMPI Community Informational Sessions will be held during the next several months to provide parents and community members an opportunity to learn more about the Virginia Mathematics Pathways Initiative. The sessions will take place on the following dates:

Tuesday, March 23, 2021 - Why Change Mathematics Instruction?

Tuesday, April 13, 2021 - How does VMPI affect Virginia Children's Futures?

Tuesday, April 27, 2021 - Essential Concepts in Grades 8 - 10

Tuesday, May 25, 2021 - Advanced Pathways in Grades 11 - 12

All sessions will be live streamed on the VDOE's YouTube Channel beginning at 6:30pm with a 20-minute presentation from members of the VMPI Planning Committees and will follow with time for facilitators to respond to questions from the community. Questions participants would like to have addressed during the sessions can be submitted through the Virginia Mathematics Pathways Initiative form . Visit Virginia Mathematics Pathways Initiative (VMPI): Feedback for recordings of each session.

Virginia Mathematics Pathways Initiative

The Virginia Mathematics Pathways Initiative (VMPI) is a joint initiative among the Virginia Department of Education (VDOE), the State Council of Higher Education for Virginia (SCHEV) and the Virginia Community College System (VCCS). The Initiative supports the Profile of a Virginia Graduate by redefining mathematics pathways for students in the Commonwealth to address the knowledge, skills, experiences, and attributes that students must attain to be successful in college and/or the workforce and to be "life ready."

Superintendent's Memos Regarding Implementation

Superintendent's Memo 144-18 - The Desmos online calculator will be available beginning with the spring 2019 test administration.

Superintendent's Memo 043-18 - Change in the Implementation Timeline for End-of-Course (EOC) Tests Assessing the 2016 Mathematics Standards of Learning. The EOC mathematics tests measuring the 2016 Mathematics Standards of Learning will instead be implemented in the spring of 2019 test administration along with the revised grades 3-8 mathematics tests.

Superintendent's Memo 244-16 - Adoption of the Revised 2016 Mathematics Standards of Learning

Virginia's College & Career Ready Mathematics Performance Expectations

Mathematics Performance Expectations define the level of achievement students must reach to be academically prepared for success in entry-level credit-bearing college courses. The expectations were developed through the College & Career Readiness Initiative - a process that involved faculty from Virginia's two- and four-year colleges and universities, members of the business community and high school educators.

Resources for Instruction

Mathematics Standards of Learning Tracking Logs (2020-2021 School Year to 2021-2022 School Year) - Tracking logs for grades Kindergarten through Algebra II have been developed to assist teachers in identifying which standards students have had sufficient exposure and experience during the 2020-2021 school year. They may support decisions regarding when and how experience with new standards might occur in the 2021-2022 school year. Mathematics Bridging Standards documents (PDF) can be used in conjunction with the Tracking Logs as a support in the identification of content that can be connected when planning instruction and promoting deeper student understanding.

Just in Time Mathematics Quick Checks - These formative assessments align to the 2016 Mathematics Standards of Learning (SOL). These resources, developed by Virginia teachers and mathematics leaders, are designed to help teachers identify students with unfinished learning and assist in planning instruction to fill potential gaps "just in time." As new content is introduced throughout the school year, teachers can use these Quick Checks to identify and diagnose unfinished learning at grade level and/or to assess understanding of prerequisite knowledge that may be needed to access grade level content. Student gaps in mathematics understanding exist for a variety of reasons and these resources can be used to help get student mathematical learning back on track.

Mathematics Vertical Articulation Tool (MVAT) - This tool provides support in identifying concepts aligned to the 2016 Mathematics Standards of Learning (SOL) that articulate across mathematics grade levels or courses.

Mathematics Instructional Plans - includes instructional plans aligned to the 2016 Mathematics Standards of Learning to assist teachers in aligning instruction to the essential knowledge and skills.

Correlation between VASOL and CCSS (XLS) - This spreadsheet contains a draft of the correlations between the Kindergarten through Algebra II - 2016 Virginia Standards of Learning (VASOL) for Mathematics with the Common Core State Standards (CCSS) for Mathematics. This correlation has been created to support educators across the Commonwealth as they attempt to utilize materials that may only designate CCSS alignment. All VASOL and CCSS, as well as Virginia Process Goals and CCSS Mathematical Practices, are linked throughout the spreadsheet to allow for ease of cross-referencing.

Co-teaching Mathematics Instructional Plans - includes instructional plans aligned to the 2016 Mathematics Standards of Learning created by teachers participating in the Excellence for Co-teaching initiative. These plans include suggestions to enhance lessons and activities in a co-taught classroom.

Mathematics Vocabulary Word Wall Cards (K-8, Algebra I, Geometry, AFDA, and Algebra II) - provide a display of mathematics content words and associated visual cues to assist in vocabulary development.

Learning Disabilities in Mathematics - This page includes information and resources, as well as two new VDOE companion guides:

Rich Mathematical Tasks - (K-8, Algebra I, Geometry, Algebra II) These resources are provided to support teachers in implementing the 2016 Mathematics Standards of Learning in their classrooms. Teachers are encouraged to not only use these tasks with their students, but also to endeavor to implement them with fidelity by utilizing the detailed information provided in the task implementation templates.

2018 Mathematics Standards of Learning (SOL) Institutes - The 2018 Mathematics Standards of Learning Institutes provided training that focused on implementing the 2016 Mathematics Standards of Learning; strengthening the teaching and learning of mathematics through facilitating meaningful mathematical discourse; and supporting equitable mathematics learning opportunities for all students. A product of the 2018 Mathematics Institutes is a set of online professional development modules designed to be used by a group of teachers of a specific grade level or course, facilitated by a member of the team.

2017 Mathematics Standards of Learning Institutes - provided professional development resources focused on deepening participants' understanding of the 2016 Mathematics Standards of Learning and the use of effective mathematics teaching practices as outlined in the NCTM Principles to Actions: Ensuring Mathematical Success for All executive summary .

Computer Adaptive Testing (CAT) - includes CAT informational videos and resources

Instructional Videos for Teachers - instructional videos intended for teachers to support implementation of the 2016 Mathematics Standards of Learning

SOL Practice Items in TestNav 8 - provide examples of the content aligned to the 2016 Mathematics Standards of Learning and opportunities to practice with the online tools and features that are available in TestNav 8 during online SOL testing.

Resources for Assessment

Ancillary Test Materials - Ancillary test materials include mathematics formula sheets for grades 6-8 and End-of-course Algebra I, Geometry, and Algebra II; the Table of Standard Normal Probabilities (z-table); sample grid paper; and Chemistry Periodic Table of the Elements.

Desmos Online Calculator - The Desmos online calculator will be available beginning with the spring 2019 test administration.

Computer Adaptive Testing - Includes CAT informational videos and resources

SOL Practice Items in TestNav 8 - Provide examples of mathematics SOL content

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educational information for parents and students

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Information Centers description goes here.

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Update on K-4 Expectations for SY 2020-21: OSPI is encouraging all schools to meet the expectations of the Second Grade Reading Law ( RCW 28A.300.320) and the K-4 report card requirements of the Strengthening Student Outcomes Law ( RCW 28A.320.203) to the best of their ability in this time of hybrid, remote, and in-person learning, depending on your district's plan.

OSPI provides support to school districts and partners with the implementation of the English language arts (ELA) standards, educational initiatives, and laws required by Washington state.

The Common Core State Standards are the Washington State K-12 ELA Learning Standards. The standards describe what students should know and be able to do at each grade level. The Best Practices for Instruction are concepts, ideas, and practices that encourage a more equitable and just educational system.

Assessments are designed to help districts, schools, teachers, parents, and students determine the level of proficiency of a student's understanding of the ELA learning standards.

Resources to support alignment of instruction materials to the Common Core State Standards, curriculum alignment, classroom instructional supports, Open Educational Resources (OER) curricular reviews, and materials adoption.

Engaging Teacher Leaders in English Language Arts, Mathematics, Science, and Early Learning.

Dyslexia is a neurological disorder that is characterized by unexpected difficulties and abilities that are not consistent with the person's intelligence, motivation, and sensory capabilities. Learn more about recommended tools for early screening of dyslexia!

A 12th-grade course grounded in essential career and college readiness expectations as reflected in the Washington State K-12 Learning Standards for English Language Arts and Mathematics (the Common Core State Standards) to ensure that students passing the course are fully prepared for college-level coursework.

The mission of the Washington Reading Corps (WRC) is to improve reading abilities of K-6 students across Washington state.

Additional Information

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Update on K-4 Expectations for SY 2020-21: OSPI is encouraging all schools to meet the expectations of the Second Grade Reading Law (RCW 28A.300.320) and the K-4 report card requirements of the Strengthening Student Outcomes Law (RCW 28A.320.203) to the best of their ability in this time of hybrid, remote, and in-person learning, depending on your district's plan.

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Washington state formally adopted the Mathematics and English Language Arts K-12 Learning Standards. Assessments for these standards began in the 2014-15 school year. Overview These standards describe what students should know and be able to do at each grade level.