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Daniel T. Connor

227 Main Street
Goshen, NY 10924
(845) 615-6720

Central School District

Common Core State Standards

Common Core OverviewOn July 19, 2010, the New York State Board of Regents adopted the Common Core State Standards (CCSS) for English language arts and literacy as well as for mathematics as new learning standards for all students in New York State. To date, 45 states have adopted similar CCSS. Establishing common education standards throughout the nation ensures that all children---regardless of geography, socioeconomic status, or life history---receive an education that values their potential.

In New York State, the CCSS provide a consistent, clear understanding of what students are expected to learn, so that teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for 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.

Learn more about the Common Core State Standards by viewing the video below, produced by the Hunt Institute:

Common Core "shifts"

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

What do the new standards look like? (Adapted from EngageNY.com)

Common Core Learning Standards for English Language Arts & Literacy
These standards set requirements not only for English language arts (ELA) but also for literacy in History/Social Studies, Science, and Technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the standards specify the literacy skills and understanding required for college and career readiness in multiple disciplines.

As a natural outgrowth of meeting the charge to define college and career readiness, the standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace.

Students who meet the standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today, both print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

Within Goshen, students in the upper grades will likely see the most dramatic shift in focus as the curriculum moves towards a greater emphasis on information literacy. Under the new standards, there will be an increased expectation for students to be able to provide text-based responses to questions.

Common Core Learning Standards for Mathematics
These standards define what students should understand and be able to do in their study of math. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from.

There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

Within Goshen, students at the elementary level will likely see the most dramatic shift in focus as the curriculum moves from a spiraling approach to a mastery approach. Meaning, students will be expected to develop a deeper conceptual understanding of core content and build upon it from year to year. The district's "Everyday Mathematics" program, as well as several other programs, will be evaluated in the coming months to ensure that they align with the new standards.

When were the new standards implemented?

The new standards were fully implemented in September 2012 although aspects of the program were gradually phased into classroom throughout the 2011-12 school year. In order to prepare, teams of teachers began meeting in summer 2011 to review and analyze the new standards and align them to the district's existing curriculum maps. Teachers and administrators also attended various trainings to learn how best to implement the new standards in the classroom.

How will the changes affect student performance on state exams?

Students were assessed on the new standards beginning in the 2012-13 school year. On August 7, 2013, the State Education Department released results of the grades 3-8 math and English Language Arts exams that students took in April 2013 -- results from the first exams that reflected the new, more difficult Common Core Learning Standards.

Before the Common Core was even implemented in the classroom, state officials warned parents, school leaders, teachers and media outlets to expect a dip in student scores on these exams. Read more about Goshen's exam results

According to New York State Education Commissioner John King, “…we expect the assessment scores will decline…The number of students meeting or exceeding Common Core grade-level expectations should not be interpreted as a decline in student learning or a decline in educator performance. The results from these new assessments will give educators, parents, policymakers, and the public a more realistic picture of where students are on their path to being well-prepared for the world that awaits them after they graduate from high school.”

This is the second year of Common Core, and like all schools who have adopted these standards, the district anticipates its scores to increase as students become accustomed to the higher standards. In the end, students will ultimately benefit not only by learning more, but also by developing better problem-solving, critical thinking and communications skills.

"Ultimately, we place great emphasis on ensuring that our students have the skills and knowledge that they need to be successful in life. As the district continues to move toward full alignment with the Common Core, we expect student achievement to increase and with that our performance on all state tests," said Dr. Frank Sheboy, assistant superintendent for curriculum, instruction, personnel and technology.

Links and resources for parents