Parents Encouraged to Learn More about Common Core Georgia Performance Standards (CCGPS)
Superintendent Scarlett Copeland is encouraging all Parents to learn more about the Common Core Georgia Performance Standards (CCGPS) designed for all students K – 12. This initiative is designed to prepare our students futuristically to compete internationally. She stated we are currently underway with this effort in Appling County School System, the state, and forty-four other states across the nation. All schools and administrators in Appling County are currently meeting and addressing this new initiative. We encourage Parents to read and learn more about this important endeavor and do not hesitate to ask questions of your teachers, administrators, and county office staff.
Appling School System and CCGPS
Why is Georgia implementing the Common Core Georgia Performance Standards (CCGPS)?
In 2012-2013, Georgia will implement a nationally benchmarked set of performance standards in the areas of English Language Arts (reading, writing, and grammar) and mathematics. The Common Core Georgia Performance Standards (CCGPS) include an instructional focus relevant to the developing global marketplace and twenty-first century skills. The standards were developed by a coalition of states led by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) and incorporate the collaborative efforts of teachers, school administrators, and content experts. An extensive review and feedback process occurred for all stakeholders prior to adoption by the Georgia State Board of Education in July of 2010. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Consistent standards provide appropriate benchmarks for all students, regardless of where they live. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The Common Core GPS will ensure that students graduate high school able to succeed in entry-level, credit-bearing college courses and in work-force training programs. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
More information on Georgia’s new curriculum can be found at https://www.georgiastandards.org/Common-Core/Pages/default.aspx
Parents can access further information regarding the collaborative perspective for the new curriculum at http://www.corestandards.org/ and http://www.achieve.org/
Information about how the new curriculum will be assessed beginning in 2014-2015 can be accessed at http://www.parcconline.org/
The National PTA also provides grade by grade information for parents seeking to support students at their website - http://www.pta.org/4446.htm
What does implementation of the CCGPS mean for Appling County School stakeholders?
* Opportunities to share and collaborate with educators across the United States
* Clear, focused expectations that provide a common understanding for all stakeholders enabling them to collaboratively support student learning
* Consistent expectations across schools within the system , across systems within the state, and across other states
What does implementation of the CCGPS mean for Appling County School students?
* Clear, consistent, and challenging expectations for instruction and assessment across grade levels and schools
* Greater emphasis on critical thinking skills
* More evidence-based writing in response to literary and informational texts being read
* More opportunities to read and write in content area subjects like science and social studies
* Increased emphasis on students being able to read and respond to “cold” (unfamiliar) texts and to apply learned mathematics concepts and skills to new situations
* Less emphasis on forced-response assessments (multiple choice, true/false, etc.) and greater emphasis on constructed-response assessments (fill-in-the-blank, written response, solving mathematical problems, etc.)
Instruction and assessment in English/Language Arts classrooms will require students to write frequently. They will also be reading more texts that are informational in nature as opposed to literary in nature. Students will read with pen in hand to record their reactions to the content and to record evidence for use in responding to writing prompts. Students will engage in fewer “traditional” grammar, vocabulary and spelling activities because instruction in these areas will be embedded in study of texts being read rather than as separate activities. For example, spelling lists will be developed based on text read and common errors in student writing.
Instruction and assessment in mathematics classrooms will require that students have a balance between developing understanding of concepts and practicing skills. Teachers are expected to provide opportunities for “productive struggle” (solving more rigorous, real-life problems) and “ritualized practice” (timed tests on basic facts and practice of arithmetic calculations). Students will be expected to not only do mathematics, but to explain their reasoning orally and in writing.
In science, social studies and technical subjects, the content standards have not changed; however, instruction and assessment will require that students rely more on reading and writing skills to acquire the content as well as to demonstrate their understanding of it.
In 2012-2013, Georgia will implement a nationally benchmarked set of performance standards in the areas of English Language Arts (reading, writing, and grammar) and mathematics. The Common Core Georgia Performance Standards (CCGPS) include an instructional focus relevant to the developing global marketplace and twenty-first century skills. The standards were developed by a coalition of states led by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) and incorporate the collaborative efforts of teachers, school administrators, and content experts. An extensive review and feedback process occurred for all stakeholders prior to adoption by the Georgia State Board of Education in July of 2010. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Consistent standards provide appropriate benchmarks for all students, regardless of where they live. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The Common Core GPS will ensure that students graduate high school able to succeed in entry-level, credit-bearing college courses and in work-force training programs. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
More information on Georgia’s new curriculum can be found at https://www.georgiastandards.org/Common-Core/Pages/default.aspx
Parents can access further information regarding the collaborative perspective for the new curriculum at http://www.corestandards.org/ and http://www.achieve.org/
Information about how the new curriculum will be assessed beginning in 2014-2015 can be accessed at http://www.parcconline.org/
The National PTA also provides grade by grade information for parents seeking to support students at their website - http://www.pta.org/4446.htm
What does implementation of the CCGPS mean for Appling County School stakeholders?
* Opportunities to share and collaborate with educators across the United States
* Clear, focused expectations that provide a common understanding for all stakeholders enabling them to collaboratively support student learning
* Consistent expectations across schools within the system , across systems within the state, and across other states
What does implementation of the CCGPS mean for Appling County School students?
* Clear, consistent, and challenging expectations for instruction and assessment across grade levels and schools
* Greater emphasis on critical thinking skills
* More evidence-based writing in response to literary and informational texts being read
* More opportunities to read and write in content area subjects like science and social studies
* Increased emphasis on students being able to read and respond to “cold” (unfamiliar) texts and to apply learned mathematics concepts and skills to new situations
* Less emphasis on forced-response assessments (multiple choice, true/false, etc.) and greater emphasis on constructed-response assessments (fill-in-the-blank, written response, solving mathematical problems, etc.)
Instruction and assessment in English/Language Arts classrooms will require students to write frequently. They will also be reading more texts that are informational in nature as opposed to literary in nature. Students will read with pen in hand to record their reactions to the content and to record evidence for use in responding to writing prompts. Students will engage in fewer “traditional” grammar, vocabulary and spelling activities because instruction in these areas will be embedded in study of texts being read rather than as separate activities. For example, spelling lists will be developed based on text read and common errors in student writing.
Instruction and assessment in mathematics classrooms will require that students have a balance between developing understanding of concepts and practicing skills. Teachers are expected to provide opportunities for “productive struggle” (solving more rigorous, real-life problems) and “ritualized practice” (timed tests on basic facts and practice of arithmetic calculations). Students will be expected to not only do mathematics, but to explain their reasoning orally and in writing.
In science, social studies and technical subjects, the content standards have not changed; however, instruction and assessment will require that students rely more on reading and writing skills to acquire the content as well as to demonstrate their understanding of it.
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