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DCPS is implementing Common Core

Jun 6, 2013 by

CommonCore205x300Officially it’s called the District of Columbia Comprehensive Assessment System Resource Guide 2013—but in reality, it’s a Guide to Making the CCSS a Tougher Version of Business as Usual. At the top of each page, from 12 – 33, is typed “Reading Tested Standards” in bold. Call them priority standards or power standards; they, along with their lifeless assessment stems for grades 2 through 10, will prevent the true intent of the CCSS from taking hold in DC’s schools.

The problem is not with any one standard or assessment stem—it’s with this checklist mentality. The great strength of the Common Core for literacy is not the standards themselves; it is in their call for a content-rich curriculum and their explanation of why systematically building knowledge is so very important.

Educators who read the full, original CCSS for English language arts and literacy, including the introduction and appendices, will learn how to accelerate knowledge and vocabulary growth through a carefully sequenced, grade-by-grade approach to constructing content-area domains. It is in this text that accompanies the individual standards that one grasps the transformational potential of the Common Core:

A critique of how DCPS is implementing Common Core.

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