Conversation around implementation of the Common Core State Standards in Oregon is clipping right along. The Common Core State Standards (CCSS) are academic outcomes for K-12 based in part on the KSUS (Knowledge and Skills for University Success standards, 2003). CCSS are endorsed by the national governor’s association and have been adopted by most states. On October 28, 2010, Oregon’s State Board of Education adopted the two sets of standards:
- The CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA)
- The CCSS for Mathematics
I found this CCSS Factsheet from the Oregon Department of Education helpful.
Two testing organizations—PARCC and SMARTER Balanced—are developing assessments to be used to evaluate children at multi-year stages. Oregon has signed on for SMARTER Balance (you may have seen the ILAGO listserv message asking for quick feedback on the SMARTER Balanced draft). SMARTER Balanced is part of a consortium that has received federal grants under Race to the Top (we will be bound to use these assessment measures and not our locally developed OAKS test). Evaluating English language arts using standardized multiple-choice tests raises serious converns for higher ed writing and English faculty, and members of the Oregon Writing and English Advisory Committee (OWEAC) constituents are participating on the CCSS listserv and looking for opportunities to give input from a faculty/instructional perspective.
I’ve been talking to Trish Conlon from MidWillamette Education Consortium (MWEC). Trish is part of the CCSS stewardship team. I asked her for the most important points to share at the Oregon Community College Library Association (OCCLA) Directors’ meeting on March 9th and here are her notes:
“As community colleges we should be involved in conversations regarding what “college ready” means… If the goal for K-12 is for students to be college and career ready, then I think we need to make sure that they understand what that means!