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Common Core State Standards

Overview


In 2011, Washington adopted the Common Core State Standards (CCSS), which aim to develop common learning expectations for K-12 students across the country. Currently, 48 states have begun implementing CCSS.


What are the Common Core State Standards?


The Common Core State Standards establish consistent goals for what students will learn at each grade level. The standards are the same throughout the city, state and country. Comparable learning expectations for all students, no matter where they live, promote equity in education, and ensure that all students are prepared to succeed in college and the workforce.

Learn more in our Nov. 13, 2013 letter to families. Translations available in Chinese, Somali, Spanish and Vietnamese.

Resources for Families


Want to know more about the Common Core Standards? See below for more information.

How is SPS preparing for CCSS?


The Department of Curriculum and Instruction has prepared the first phase of a multi-year professional development plan designed to:

  • Guarantee all certified teachers receive training on CCSS in English Language Arts, Mathematics, and 21st-Century skills.
  • Ensure that all teachers have foundational CCSS knowledge leading to culturally responsive instruction and teaching for every student, in every classroom, every day.

The CCSS in literacy, speaking & listening, and mathematics require a shared responsibility for instruction from all teachers in all content areas. The District requires professional development in CCSS of all teachers, including those who teach students in English Language Learners, Special Education and Advanced Learning programs.

In the fall of 2012, SPS began implementing CCSS in Mathematics in grades K-2 and 6-7. The District provided a 2-day workshop in the summer of 2012 for teachers of those grades in addition to offering training sessions for teachers and instructional assistants (IAs) in grades 3-5 and 8-12. For a complete overview, see the CCSS-Mathematics roll-out plan.

Last school year, all schools had the opportunity to have a faculty member receive training in English Language Arts and Literacy. Sessions provided:

  • information on reasons for the transition to the CCSS,
  • instructional support, and
  • tools to ensure cognitive rigor.

Additionally, all SPS principals have participated in a minimum of 6 hours of professional development in CCSS.

During the 2013-14 school year, all teachers will participate in two days of CCSS professional development. Training will be relevant, practical, and designed to meet the needs of content area and grade-level teachers.

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