Common Core State Standards and Their Potential Impact on Juvenile Justice and

Neglect Education

2

About NDTAC

Contract between U.S. Department of Education and the American Institutes for Research John McLaughlin

Federal Coordinator, Title I, Part D, Neglected, Delinquent, or At Risk Program

NDTAC’s Mission: Develop a uniform evaluation model

Provide technical assistance

Serve as a facilitator between different organizations, agencies, and interest groups

Join our listserv at http://www.neglected-delinquent.org/nd/forms/listserv1.asp

Title I, Part D and the Common Core

Simon Gonsoulin

4

Purpose of Title I, Part D

Ensure youth who are neglected or delinquent have the opportunity to meet the same challenging State academic standards that all children are expected to meet

Improve educational services for children and youth who are neglected, delinquent, or at risk of involvement with the juvenile justice system

Provide children and youth who are neglected or delinquent with the services needed to make a successful transition from institutions to schools and/or employment

Prevent youth who are at risk of academic failure from dropping out of school

Provide children and youth who have dropped out of school, or who are returning to school after residing in an institution, with a support system to ensure their continued education

5

Purpose of Title I, Part D

Ensure youth who are neglected or delinquent have the opportunity to meet the same challenging State academic standards that all children are expected to meet

Improve educational services for children and youth who are neglected, delinquent, or at risk of involvement with the juvenile justice system

Provide children and youth who are neglected or delinquent with the services needed to make a successful transition from institutions to schools and/or employment

Prevent youth who are at risk of academic failure from dropping out of school

Provide children and youth who have dropped out of school, or who are returning to school after residing in an institution, with a support system to ensure their continued education

6

Youth Characteristics

NeglectedOver 700,000 youth are maltreated or at risk of maltreatment

450,000 children and youth were in foster care system in the U.S.

23-47% of these children and youth have received special education services

Delinquent2.18 million youth are arrested in the U.S. every year

Over 90,000 youth are detained on any given day

34% of youth in juvenile corrections have a diagnosable educational disability

A disproportionate number of these youth have not acquired academic skills

7

Youth Academic Outcomes

NeglectedHigher rates of grade retention; lower scores on standardized tests; and higher absenteeism, tardiness, truancy, and dropout rates

Numerous changes in placement

“Fall through the cracks” as lines of responsibility and accountability for their educational outcomes are unclear

Often lack a consistent and knowledgeable adult advocate

DelinquentReading and math skills are four years below age equivalent peers

High rates of suspension, retention in grade, and expulsion from school prior to and following placement

Extremely high mobility

Attending multiple schools, sometimes in multiple districts

Poor academic outcomes contributes to higher than average rates of homelessness, criminality, drug abuse, & unemployment

8Implications of the Common Core State Standards

Can the use of the common core state standards provide the following for youth who are involved in systems?

Common measure/yardstick to determine educational achievement/outcomes

“Level the playing field” for youth who enter and exit schools multiple times

Consistent content for instruction across traditional, special and correctional educational settings

Standardized curriculum scope and sequence for instruction

Standardized expectations for all learners regardless of behaviors (e.g., delinquency, mental health)

NDTAC WebinarJanuary 20, 2011

Carrie Heath Phillips

Council of Chief State School Officers (CCSSO)

Carrieh@ccsso.org

State-led and developed common core standards for K-12 in English/language arts and mathematics

Initiative led by Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)

Common Core State Standards Initiative

What are educational standards?

Why do they matter?

Why do we need common standards? Why now?

Disparate standards across states

Global competition

Today’s jobs require different skills

For many young people, a high school degree isn’t preparing them for college or a good job

Why is This Important for Students, Teachers, and Parents?

Prepares students with the knowledge and skills they need to succeed in college and work

Ensures consistent expectations regardless of a student’s zip code

Provides educators, parents, and students with clear, focused guideposts

Offers economies of scale

Foundation for the Standards

Aligned with college and work expectations Prepare students for success in entry-level,

credit-bearing, academic college courses (2- and 4- year postsecondary institutions)

Prepare students for success in careers that offer competitive, livable salaries above the poverty line, opportunities for career advancement, and are in growing or sustainable industries

Standards Development Process

College- and career-readiness standards for English/language arts and mathematics developed summer of 2009

Based on the college and career readiness standards, K-12 standards for each grade were developed

Continual input throughout the process from educators and business and higher education leaders

Public comment period with nearly 10,000 responses

Final standards released on June 2, 2010

As of January 20th, 40 states and DC have fully adopted the Common Core State Standards; 3 states have provisionally adopted the standards; and 1 state has adopted the ELA standards only.

What’s in the Standards

Intentional design limitations

The standards do NOT define:

How teachers should teach

All that can or should be taught

The nature of advanced work beyond the core

The interventions needed for students well below grade level

The full range of support for English learners and students with special needs

Everything needed for students to be college and career ready

Applications

Applications for English language learners Learn academic content while learning English. English

proficiency is not a prerequisite to students achieving the goals laid out in the standards.

Application for students with disabilities “Students with disabilities are a heterogeneous group with one

common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education.” (IDEA 34 CFR §300.39, 2004) Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.

“Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards.”

STANDARDS FOR

ENGLISH/LANGUAGE ARTS (ELA)

&

LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

Design and Organization

Introduction Description of capacities of a literate student (e.g., demonstrate

independence, come to understand other perspectives and cultures)

Three main sections K−5 cross-disciplinary 6−12 English language arts 6−12 literacy in history/social studies, science, and technical subjects

Three appendices

A: Research and evidence; glossary of key terms

B: Reading text exemplars; sample performance tasks

C: Annotated student writing samples

In developing knowledge and skills in English/language arts, learners:

Demonstrate independence

Build strong content knowledge

Respond to the varying demands of audience, task, purpose, and discipline

Comprehend as well as critique

Value evidence

Use technology and digital media strategically and capably

Come to understand other perspectives and cultures

"Habits of mind" fostered by the Common Core State Standards

Design and Organization

Four strands: Reading Writing Speaking and Listening Language

An integrated model of literacyMedia requirements blended throughout

ELA Key Advances

Reading Balance of literature and informational texts Text complexity

Writing Emphasis on argument and informative/explanatory writing Writing about sources

Standards for reading and writing in history/social studies, science, and technical subjects Complement rather than replace content standards

in those subjects Responsibility of teachers in those subjects

MATHEMATICS

STANDARDS

Design and Organization

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student

Standards for Mathematical Content K-8 standards presented by grade level High school standards presented by conceptual theme

Appendix Designing high school math courses based on the Common

Core State Standards

In developing knowledge and skills in mathematics, learners:

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others.

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

"Habits of mind" fostered by the Common Core State Standards

Math Key Advances

Focus in early grades on number (arithmetic and operations) to build a solid foundation in math

Evened out pace across the grades

Focus on using math and solving complex problems, similar to what would see in the real world in high school

Emphasize problem-solving and communication

What’s Next?

States are implementing the standards now Plans vary based on state context Redesigning professional development in 2011 Major changes in instructional materials, graduation

requirements, etc., not expected until 2013 or later Teachers will start teaching to the Common Core

State Standards in 2013 or 2014 school year

What’s Next with Testing?

New tests tied to the Common Core State Standards will be live in 2014-2015 school year New assessments will be computer-based and given

several times throughout the year

Beyond multiple choice and more focus on application of knowledge

Two different consortia are developing assessments, so instead of every state having their own test, there will be only two different types of testing programs throughout the nation

www.corestandards.org