History and Fact Sheet - the common core state standards
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1 the common core state standards History and Fact Sheet
CONTENTS Standards 1 Standards Adoption and Governance 1 State-driven Push Towards Common Standards 2 Purpose of the Common Core State Standards 3 Examples of Common Core State Standards 3 The Writing of the Standards 4 Tennessee Involvement in Providing Feedback 4 Status of State Involvement 5 Tennessee’s Adoption of Common Core State Standards 5 Implementation of Common Core State Standards 5 Assessment Development 6 PARCC Design 7 Tennessee Involvement in PARCC 7 Online Assessments 7 Curriculum 8 Instruction 8 Frequently Asked Questions 9 Appendix A 12
the common core state standards
History and Fact Sheet 1
STANDARDS
Education “standards” define expectations for student learning by stating what students
should know at the conclusion of a course of study. Standards have been adopted in
read more
No Child Left Behind Act
states for decades and were adopted in all 50 states after No Child Left Behind (NCLB) was
passed in 2001.
The move to standards-based education was motivated by the belief that student
performance could and should be raised and that specific goals needed to be established
to drive improvement. It was also based on the belief that all children should have access
to the opportunity to learn the content and skills required for employment and civic
participation. Establishing standards offered educators support in developing and sharing
curriculum and instructional best practices.
Standards define learning expectations. Standards do not dictate curriculum (e.g.,
textbooks and reading lists) or prescribe a method of instruction. As states uniformly
adopted learning standards, decisions about curriculum and teaching methods have
continued to be made by local communities. Typically, standards decisions are made
at the state level, curriculum decisions are made by local districts, and instructional
decisions are made by local teachers and principals.
STANDARDS ADOPTION AND GOVERNANCE
Tennessee’s State Board of Education is the governing and policy making body for the
Tennessee system of public elementary and secondary education. The board coordinates
read more efforts with the state department of education, which implements law and policies
TN State Board of Education FAQ
established by the General Assembly and the board.
The State Board of Education, made up of Tennessee citizens, is charged with adopting “a
curriculum framework for each subject area, grades K-12. These frameworks shall contain
the broad goals and objectives which identify the minimum content required at each
grade level and for each course. The approved frameworks shall be the basis for planning
instructional programs in each local system.”1 The State Board of Education is composed
of nine members—one from each of Tennessee’s congressional districts—appointed by
the governor for a five-year term.
Tennessee currently has standards for student performance for arts education, computer
technology, career guidance, pre-K early childhood, English language arts, English as a
read more Second Language, foreign language, health/PE/wellness, mathematics, reading, science,
State Curriculum Standards
service learning, and social studies.
To date, most standards have been written by teams of educators in each state on a state-
by-state basis.2 The process of standard writing has varied over time and by state.
1 Tennessee State Board of Education, Curriculum Frameworks 3.200. http://www.tn.gov/sbe/
Policies/3.200%20Curriculum%20Frameworks.pdf.
2 There are some examples of state consortia for standards and assessments prior to Common Core State
Standards. Since 2005, school students in New Hampshire, Rhode Island, and Vermont have defined
common standards and assessments in the New England Consortium Assessments Program. Maine joined
in 2009. It is a collaborative project of the New Hampshire, Rhode Island, and Vermont departments of
education, with assistance from the National Center for the Improvement of Educational Assessments.the common core state standards
History and Fact Sheet 2
Typically, standard setting involves teachers and content-area experts drafting language,
referencing other state standards and available resources, with opportunities for public
comment. At times, members of the higher education community and employers are
involved to attempt to align the expectations for student performance with the demands
of the workforce.
STATE-DRIVEN PUSH TOWARDS COMMON STANDARDS
The Common Core State Standards (CCSS) were created through a state-led initiative with
roots extending back over a number of years.
At the 1996 National Education Summit, a bipartisan group of governors and business
leaders decided to create and lead an organization dedicated to supporting standards-based
read more education reform efforts across the states. To do so, they formed Achieve, an independent,
Achieve Board of Directors bipartisan, non-profit education reform organization. Governor Bill Haslam is a member of
the board of Achieve. Governor Phil Bredesen was formerly a member of the board.
In December 2004, the American Diploma Project released the report, “Ready or Not:
Creating a High School Diploma that Counts.” This report documented that most high
school graduates need remedial help in college, most college students never attain a
degree, and most employers say high school graduates lack basic skills. The report states,
“While students and their parents may still believe that the diploma reflects adequate
preparation for the intellectual demands of adult life, in reality it falls far short of this
common-sense goal. The diploma has lost value because graduates could not compete
read more successfully beyond high school.” This study also found that “whether planning to enter
Ready or Not: Creating a High college or workforce training programs after graduation, high school students need to be
School Diploma that Counts
educated to a comparable level of readiness in reading and mathematics.” This discussion
began the development of the Common Core State Standards.
In 2007, the U.S. Chamber of Commerce gave Tennessee an “F” for “Truth in Advertising”
read more about student proficiency. While large percentages of students were proficient on
U.S. Chamber of Commerce
Education Report Card
2005 state math and reading assessments, much smaller percentages of students were
proficient in scores on NAEP (National Assessment of Educational Progress).
Starting in 2007, Tennessee created the Tennessee Diploma Project to help align
Tennessee’s education standards to skills needed to succeed in education and in the
workplace. The project was led by the Tennessee Alignment Committee, a panel of state
read more and local government officials, and business, postsecondary and K-12 leaders. Tennessee
Tennessee Diploma Project (PDF) joined 30 states working to align expectations for students as part of the American
Diploma Project Network.
In July 2008, Achieve documented the efforts of multiple states working to set career and
read more college ready standards. The report tracked the “voluntary standard-setting efforts in 16
New Report Shows States Taking early-adopter states including Arizona, Arkansas, Georgia, Indiana, Kentucky, Louisiana,
Lead on Developing Rigorous,
Common Core Standards Maryland, Michigan, Minnesota, New Jersey, New Mexico, Ohio, Oklahoma, Rhode Island,
Tennessee and Texas.”
The current Common Core State Standards initiative was launched by the National
read more
Ensuring U.S. Students Receive a
Governors Association (NGA) and Council of Chief State School Officers (CCSSO) in 2008.
World-Class Education (PDF) In December 2008, Education Week reported that NGA, CCSSO and Achieve released a
report urging for Common Core Standards.the common core state standards
History and Fact Sheet 3
read more In June 2009, Governor Bredesen and Education Commissioner Tim Webb joined the
Tennessee Joins 49 States and Territories
in Common Core Standards Initiative Common Core State Standards Initiative.
PURPOSE OF THE COMMON CORE STATE STANDARDS
The Common Core State Standards are meant to “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 standards are designed to be robust and relevant
read more to the real world, reflecting the knowledge and skills that our young people need for
Common Core State Standards success in college and careers. With American students fully prepared for the future, our
communities will be best positioned to compete successfully in the global economy.”
The motivation behind the development of the standards was to:
• Provide clear expectations aligned to the expectations of college and careers;
• Promote consistency by ensuring all students, no matter where they live, are well
prepared with the skills and knowledge necessary to collaborate and compete with
their peers in the United States and abroad; and
• Enable collaboration between states on a range of tools and policies, including:
◦◦ the development of textbooks, digital media, and other teaching materials; and
◦◦ the development and implementation of common comprehensive assessment
systems to measure student performance annually that will replace existing
state testing systems.
EXAMPLES OF COMMON CORE STATE STANDARDS
2nd Grade Math
CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
6th Grade Math
CCSS.Math.Content.6.G.A.1 Find the area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into rectangles or decomposing into triangles
and other shapes; apply these techniques in the context of solving real-world and
mathematical problems.
4th Grade Reading
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in
the text; summarize the text.
9th and 10th Grade Writing
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects
to answer a question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
The Common Core State Standards emphasize:
• Basic skills in math, reading and writing (including math without calculators and a
focus on basic reading skills in early grades)
• Critical thinking and problem solving skillsthe common core state standards
History and Fact Sheet 4
The Common Core State Standards focus on math, reading, and writing. Compared
to current standards, Common Core State Standards focus on deeper mastery of less
content each year. Rather than a “mile-wide, inch-deep” curriculum, leading to superficial
coverage of topics, the Common Core State Standards focus on the core skills required
for success in college and career. The Common Core State Standards do not prescribe a
particular curriculum or textbook, or prevent a particular course of study. Local school
districts maintain the ability to purchase curricular materials and create their own course
materials. The standards establish the skills that students should know and form the basis
for the assessments given at the end of the year.
THE WRITING OF THE STANDARDS
The National Governors Association (NGA) and the Council of Chief State School Officers
(CCSSO) coordinated the process to develop the Common Core State Standards.
read more • July 2009: NGA and CCSSO announced work groups and released a draft of college
CCSS Development Work Group and and career ready standards for public comment for educators, administrators, and
Feedback Group Announced
community and parent organizations.
read more
• September 2009: The Validation Committee was announced—a 25 member
Common Core State Standards Initiative committee of leading educators charged with providing independent, expert
Validation Committee Announced validations of the process.
• March 2010: The first public draft of the Common Core State Standards was released
for public feedback.
• June 2010: The final version of the Common Core State Standards was released to
the public.
• June 2010: Validation Committee published its final report stating, “Unlike past
read more standards setting efforts, the Common Core State Standards are based on best
CCSS Validation Committee report
practices in national and international education, as well as research and input from
numerous sources.”
The standards were developed with attention to the following criteria:
• Alignment with expectations for college and career success
• Clarity
• Consistency across all states
• Inclusion of content and the application of knowledge through higher-order skills
• Improvement upon current state standards and demands of top-performing nations
TENNESSEE INVOLVEMENT IN PROVIDING FEEDBACK
During development of the Common Core State Standards, Tennessee was represented
in the feedback groups for both the English language arts and math standards by the
content experts at the Tennessee Department of Education. This group of nationwide
experts was charged with providing feedback on the content and presentation of the
standards. There was also a period for public comment before the standards were
finalized. Dozens of comments from Tennessee teachers and parents were included in the
revision process.the common core state standards
History and Fact Sheet 5
STATUS OF STATE INVOLVEMENT
As of January 2013, 48 states and the District of Columbia were members of the Common
Core State Standards Initiative. Texas and Alaska are not members of the initiative.
Nebraska and Virginia are members but have decided not to adopt the standards.
Minnesota has adopted the English language arts standards but not the math standards.
TENNESSEE’S ADOPTION OF COMMON CORE STATE STANDARDS
read more In Tennessee, the decision to adopt Common Core State Standards was made by the
State Board of Education Minutes, governor and the State Board of Education. On July 30, 2010, Common Core State
July 30, 2010 (PDF)
Standards adoption was passed unanimously by the State Board of Education.
The Tennessee legislature, all 136 local education agencies and local boards of education
committed to the implementation of College and Career Ready Standards through the
Race to the Top Application and Grant Award (see Appendix A for a full list of the parties
that signed this commitment and dates signed).
IMPLEMENTATION OF COMMON CORE STATE STANDARDS
School districts in Tennessee have phased in use of the Common Core State Standards for
math and English language arts over the past two years. District introduction of the standards
has varied with some districts opting to fully implement in certain grades and other school
districts waiting until assessments aligned to the standards begin. During the 2011-12 school
year, most school districts began using Common Core State Standards for students in grades
K-2. During the 2012-13 school year, school districts used the Common Core State
Standards in math in grades 3-8, and about half of Tennessee school districts participated
in a pilot program to begin using the standards in English language arts and literacy.
The Tennessee Department of Education has provided no-cost training to support teachers
in deepening understanding of the expectations of the standards. These trainings have
been peer-led, with teachers learning from and working with other teachers from their
communities and regions. In spring 2012, 200 Tennessee math teachers were selected and
trained to serve as Core Coaches and lead summer training for other teachers in their
region. They received eight days of professional development prior to leading the trainings
over the summer. In July 2012, 13,000 Tennessee educators participated in a math training
on the Common Core State Standards. In January 2013, the department selected 700 new
Tennessee Core Coaches who started training in March. As of April, 25,000 Tennessee
educators have enrolled in the optional trainings offered for summer 2013.
In addition to teacher training, the department has offered optional courses for principals
and school leaders similarly structured in a peer-led learning process. More than 2,500
school and district administrators enrolled in a four-day course spanning January to May,
2013. The content of this course was co-created by the 90 Tennessee school and district
leaders selected as Leadership Coaches, blended with the content of teacher training.
The Tennessee Department of Education has also provided optional instructional
resources. One of the greatest potential values of the Common Core State Standards
is the opportunity to learn from each other to support student success. The Tennessee
Department of Education has sought to share high-quality resources from within
Tennessee and across states using Common Core State Standards, for use at the local
districts’ discretion. Additionally, the Expect More Achieve More coalition, which includesthe common core state standards
History and Fact Sheet 6
a broad range of education stakeholder organizations and business and community
leaders, provides support and coordination for Tennessee schools.
ASSESSMENT DEVELOPMENT
After adopting the standards, states partnered to develop common assessments of the
read more
Enhancing Assessments to Support adopted standards. As part of Race to the Top, the U.S. Department of Education issued
Teaching and Learning (PDF) an application calling for the development of next generation assessments.
The application specifically called for systems that would:
• Go beyond the current measurement of status/proficiency and measure individual
student growth, for all students across the achievement spectrum;
• Measure the extent to which each student is on track, at each grade level tested,
toward college- or career-readiness by the time of high school completion;
• Provide information that is useful in informing:
◦◦Teaching, learning, and program improvement;
◦◦Determinations of school effectiveness;
◦◦Determinations of principal and teacher effectiveness for use in evaluations and
the provision of support to teachers and principals; and
◦◦Determinations of individual student college- and career-readiness, such as
determinations made for high school exit decisions, college course placement in
credit-bearing classes, or college entrance.
Two applications were awarded grants in September 2010:
read more
PARCC Consortium Awarded Race To • The Partnership for Readiness for College and Careers (PARCC), and
the Top Assessment Funds
• The SMARTER Balanced Assessment Consortium (SBAC).
The original application for PARCC can be found here.
States are determining how to assess student performance of Common Core State
Standards in different ways. As of April 2013, 22 states had joined the Partnership for the
Assessment of Readiness of College and Career (PARCC). An additional 24 states form the
Smarter Balanced Assessment Consortia (SBAC). Two states have adopted Common Core
State Standards but are developing state assessments to measure student performance.
Tennessee was a founding member of the governing board of PARCC. The founding
Memorandum of Understanding with PARCC was signed by Governor Bredesen,
Education Commissioner Tim Webb, and State Board of Education Chair Fielding Rolston.
After the election of Governor Haslam and appointment of Commissioner Kevin Huffman,
an updated Memorandum of Understanding was signed by both individuals in June 2011.the common core state standards
History and Fact Sheet 7
PARCC DESIGN
The design of PARCC seeks to:
• Build a pathway to college and career readiness for all students,
• Create high-quality assessments that measure the full range of the Common Core
State Standards,
• Support educators in the classroom,
• Make better use of technology in assessments, and
• Advance accountability at all levels.
read more Specific information about the design of PARCC with Frequently Asked Questions is
PARCC Fact Sheet (PDF) available here.
TENNESSEE INVOLVEMENT IN PARCC
Tennessee has been involved in decision-making about PARCC from the start of the
consortium. The Tennessee PARCC team includes the commissioner of education as
the Governing Board member, 12 members of the Tennessee Department of Education,
four district educators on item review committees, and 24 members of the Educator
Leader Cadre. The Tennessee PARCC team also includes robust involvement of the higher
education community. Eleven Tennessee professors are involved in content and bias and
sensitivity committees.
ONLINE ASSESSMENTS
PARCC and SBAC are both designed to be administered online. Moving assessments
online provides a number of benefits to students, families, educators, and states. Online
assessments:
• Can more authentically assess student performance while still being machine-
scorable. Instead of being restricted to the multiple choice format, online
assessments can ask students to supply answers and use drag-and-drop technology
to assess what students know without bubble sheets.
• Reflect the nature of the work in college and career. Particularly in writing,
communication in college and career is predominately typed. Assessing students
online allows for the assessment to reflect the expectation of college and career
readiness.
• Allow for a faster return of information. Parents and educators have long complained
about the lag time between testing and information about results. Moving
assessments online will allow for results to be reported more quickly.
The PARCC assessments will begin during the 2014-15 school year. They will replace TCAP
in math, reading, and writing in grades 3-11.the common core state standards
History and Fact Sheet 8
CURRICULUM
According to Tennessee Code 49-6-2207, adoption of textbooks is governed strictly
by local boards: “The local boards of education are authorized and required to adopt
textbooks to be used in the public schools of their school districts, from the list of
textbooks listed for adoption by the commission, the adoption to be for a period of
no less than three years, but not exceeding the period agreed to in the state contract
approved by the commissioner.”
The Textbook Commission is composed of ten members, nine of whom are appointed
by the governor. The specific composition of the textbook commission is governed by
Tennessee Code 49-6-2201. It is the duty of the commission to prepare a list of standard
editions of textbook for approval by the state board of education for use in the public
schools of the state.
INSTRUCTION
Daily instruction of student learning is managed by the local teacher and school
administrator at a school level. With district support in the form of curriculum, teachers
are charged with the instruction of children in the subject, and teachers work with families
in their community to determine the best course of instruction for individual children.the common core state standards
History and Fact Sheet 9
FREQUENTLY ASKED QUESTIONS
What are the Common Core State Standards?
The Common Core State Standards establish clarity about what students should know and
be able to do when completing each grade, K-12, in math and English language arts in
order to be on track for readiness for college or career.
What subjects are included in Common Core State Standards?
Common Core State Standards focus solely on math and English language arts. Common
Core State Standards do not treat content in science, social studies or other subject areas.
Who leads the Common Core State Standards Initiative?
The nation’s governors and education commissioners, through their representative
organizations the Nation Governors Association (NGA) and the Council of Chief State
School Officers (CCSSO) led the development of the Common Core State Standards and
continue to lead the initiative. Teachers, parents, school administrators and experts from
across the country, together with state leaders, provided input into the development of
the standards.
Is it the same thing as curriculum?
No, standards are different from curriculum; standards represent the goal for what
students should learn and curriculum is a road map for how to meet those goals or
standards. Districts, schools, and teachers determine the curriculum, through textbooks
and plans and materials created by teachers and districts. Curriculum and instruction will
continue to be local decisions, as those closest to students are best positioned to know
how to support their learning.
Why did Tennessee adopt Common Core State Standards?
In Tennessee, the decision to adopt the Common Core State Standards was made by the
governor and the State Board of Education. The standards were adopted in July 2010
and represent the next step in the work the state had previously begun to strengthen
standards through the adoption of the Tennessee Diploma Project standards. In 2007, the
governor and General Assembly pushed for increased accountability in public education
by raising academic standards. That year, more than 130 business leaders from across
Tennessee worked with the governor and key legislators to articulate a vision for public
education in the future—all high school graduates ready for a career or college. It is vital
for the economic competitiveness of our state that employers are able to find skilled
people for jobs in Tennessee. Based on multiple assessments, such as the ACT and
National Assessment of Educational Progress (NAEP), Tennessee students are less well
prepared for life after high school—both those headed to college and those joining the
workforce—than students in some neighboring states.
What is the cost of implementing Common Core State Standards?
The primary costs of training teachers to be ready for Common Core State Standards
will be paid for by the Tennessee Department of Education as part of the Race to the
Top grant. These costs include $15 million in training and support and content material
development. Approximately $10 million of this allocation comprises stipends to
Tennessee educators who will lead these trainings.the common core state standards
History and Fact Sheet 10
The costs of preparing students to meet the Common Core State Standards are similar to
the costs currently allocated for the education of children. The Tennessee Department of
Education and local schools and districts have always paid for assessment, professional
development of teachers, and materials and resources. These costs will continue, but the
transition to Common Core State Standards should involve similar costs as administration
of the current Tennessee Diploma Project standards.
What about technology costs?
PARCC is designed to be administered online. There will be a paper-pencil backup
option for at least the first year of administration. Several states have moved to online
assessment across the past 15 years (Virginia moved to online assessments in 1996). To
administer PARCC online, schools will need approximately one computer for every six to
seven students.
Given the current and future workforce demands, students need to be prepared to
use technology. This is an instructional priority, beyond the change in the format of
assessments. Investing in technology in schools is an important priority to ensure
students are prepared for future options. One computer for every six or seven students
represents a minimum standard of instructional readiness for a 21st century school.
In this year’s budget, the governor included a one-time investment of $51 million for
technology in schools.
Does this affect homeschooling?
The adoption of Common Core State Standards has no impact on homeschooling.
How can parents learn more about the Common Core State Standards?
The Tennessee Department of Education and Tennessee school districts are deeply
committed to open communication with schools, teachers, and parents throughout the
transition to Common Core State Standards.
• TNCore.org is the primary website for information about implementing Common
Core State Standards and includes links to resources and training information.
• The email address tncore.questions@tn.gov was created to facilitate answering
questions about curriculum and instruction, including Common Core. We strive to
respond to each question within 24 hours. We respond to 400 to 600 inquiries each
month, and about 25 percent are related to Common Core State Standards.
• The email address tncore.feedback@tn.gov eas created to gather feedback
from educators and the general public about the Common Core State Standards
and implementation. Emails to this address are used to inform the process of
implementation.
• The email address tncore.trainings@tn.gov serves as a help desk for all training
related issues. This address responds to about 200 inquiries monthly related to the
various trainings being hosted by TDOE.
What data will be collected on students?
Federal law protects the privacy of student information and educational records
through the Family Educational Rights and Privacy Act (FERPA). Personally identifiable
information cannot be legally sold or even released to anyone without parental consent,
and Tennessee will not release personally identifiable student information that wouldthe common core state standards
History and Fact Sheet 11
be in conflict with federal law. The state of Tennessee has collected student information
through the TCAP assessment in accordance with state and federal law, and will continue
these practices under new assessments.
The Tennessee Department of Education is committed to the security of all student
information we collect. Only people with a valid educational interest, such as school and
district employees working with the student, will have access to the student information
protected by the Family Educational Rights and Privacy Act (FERPA).
The federal government does not have access to the student-level information housed
in state data systems. Common Core is not a mechanism for federal data collection, nor
does state implementation of Common Core and its related assessments require any data
collection beyond the aggregate data authorized by current federal law.the common core state standards
History and Fact Sheet 12
APPENDIX A
• January 12, 2010: First to the Top bill filed (SB7005)
◦◦January 13, 2010: Senate Education Committee recommends bill to pass with
amendments and refers the bill to Senate Finance, Ways and Means Committee
(12 ayes, 1 present and not voting)
◦◦January 15, 2010: First to the Top bill signed by Speakers of both House and
Senate
◦◦Passed House: 83 ayes, 8 nays, 1 present and not voting
◦◦Passed Senate: 29 ayes, 3 nays
• January 16, 2010: First to the Top bill signed by Governor Bredesen
• January 18, 2010: Race to the Top application submitted to U.S. Department of
Education
◦◦Signed by:
‒‒ Governor Phil Bredesen
‒‒ Education Commissioner Tim Webb
‒‒ State Board of Education Chair Fielding Rolston
‒‒ 136 school district superintendents and 4 state special schools
representatives
‒‒ 136 presidents of the local school board
‒‒ 115 (93%) local teachers’ union leaders
◦◦125 letters of support submitted by stakeholders, including:
‒‒ Tennessee Education Association (January 16, 2010)
‒‒ Principals’ Study Council (January 8, 2010)
‒‒ Supervisors’ Study Council (January 11, 2010)
‒‒ Tennessee Organization of School Superintendents (December 17, 2009)
‒‒ Tennessee School Boards Association (December 16, 2009)
‒‒ General Assembly leadership (January 15, 2010)
‒‒ State’s Congressional delegation (January 11, 2010)
‒‒ All candidates for 2010 gubernatorial election (January 18, 2010)
‒‒ State charter school association (December 18, 2009)
‒‒ Tennessee SCORE (January 14, 2010)
‒‒ Tennessee Chamber of Commerce (January 15, 2010)
‒‒ Tennessee Business Roundtable (December 18, 2009)
‒‒ Civil rights organizations: NAACP (December 16, 2009)
‒‒ Parents’ groups: Tennessee PTA (December 2009)
‒‒ Tennessee Higher Education Commission (December 16, 2009)You can also read
