• Common Core Learning Standards

    New educational standards designed to raise the bar for student achievement
    In 2011-12, New York State began changing its guidelines for what your child needs to learn in order to achieve success in school and beyond. The new educational guidelines—known as Common Core State Standards (CCSS)—align with a national initiative. The Common Core State Standards describe the knowledge and skills in English Language Arts and Mathematics that students will need when they graduate, whatever their choice of college or career. These sets of standards define the knowledge and skills students should have to succeed in entry-level, credit-bearing, academic college courses and in workforce training programs. For more information on Common Core State Standards and what they will mean to Queensbury students, please visit the Common Core Learning Standards FAQ page.

    You may have read or heard about how New York State assessments have changed as a result of the shift to Common Core Standards and the effect these changes are likely to have on your child’s score. District administration has created the following video to offer information about the new standards and upcoming assessments. Please take a few minutes to view the video, available through Queensbury’s Qtube channel.

    The presentation shown in the video is also available for downloading. Parents are encouraged to contact their child’s building principal with any questions they may have. Contact information is included at the end of the video.

    Please visit the Resources page at the left to find helpful links and materials about the Common Core Standards.

    Pedagogical Shifts demanded by the Common Core State Standards (from engageny.org)

    There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

    Shifts in ELA/ Literacy
    Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts.
    Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
    Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
    Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.
    Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.
    Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
    Shifts in Mathematics
    Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.
    Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
    Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.
    Shift 4 Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.
    Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.
    Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

    Additional Resources: