Using the Core Curriculum Content Standards (CCCS) in instructional planning
The Core Curriculum Content Standards describe what all students should know and be able to do upon completion of a thirteen-year public education.
These standards are not meant to serve as a statewide curriculum guide. They define the results expected but do not limit district strategies for how to ensure that their students achieve these expectations. To assist local educators, the standards are further elaborated through curriculum frameworks. While also not a curriculum, these frameworks will bring to life the intent of the standards through classroom examples and a discussion of the underlying rationales. Local curriculum developers can use the frameworks as a resource to develop district curricula that best meet the needs of the students in each community. Curriculum Frameworks also serve as a resource to classroom teachers and to staff developers who want to modify instruction in light of the new standards.
Since our schools need to produce both excellent thinkers and excellent doers, the core curriculum content standards describe what students should know and be able to do in specific academic areas and across disciplines. Content standards are concerned with the knowledge students should acquire and the skills they should develop in the course of their K-12 experience. That is why each of the content standards is further described in terms of cumulative progress indicators at specific benchmark grades of 4, 8, and 12.
Status of the CCCS
The Core Curriculum Content Standards are currently under review and are being revised. The standards for language arts, math and science have been completed. Revisions to the remaining content areas are nearing completion.
If you would like to comment on the revision process, go to the State Board of Ed web site.