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This site is the official home of the Common Core State Standards. It is hosted and maintained by the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center). It provides parents, educators, policymakers, journalists, and others easy access to the actual standards, as well as supporting information and resources.

The Common Core State Standards for English Language Arts and Literacy build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life. Understanding how the standards differ from previous standards—and the necessary shifts they call for—is essential to implementing the standards well.

The Common Core State Standards for Mathematics build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life. Understanding how the standards differ from previous standards—and the necessary shifts they call for—is essential to implementing them.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

The New York City Department of Education (DOE) is the largest school district in the US, serving 1.1 million students in over 1,800 schools.

The New York State Legislature passes laws that are directly related to curriculum and instruction in the area of science. Article 17 of the New York State Education Law outlines instruction in certain subject areas. Two of the sections are directly related to science instruction.

Adopted in January, 2011, the New York State Teaching Standards cover the following items:

1. Knowledge of Students and Student Learning
2. Knowledge of Content and Instructional Planning
3. Instructional Practice
4. Learning Environment
5. Assessment for Student Learning
6. Professional Responsibilities and Collaboration
7. Professional Growth

In order to assist schools and districts with the implementation of the Common Core, NYSED has provided curricular modules and units in P-12 ELA and math that can be adopted or adapted for local purposes. Full years of curricular materials are currently available on EngageNY for grades Prekindergarten through 12th grade in Mathematics and Prekindergarten through 12th grade in English Language Arts (ELA).

Beginning in Spring 2012, NYSED launched the Bilingual Common Core Initiative to develop new English as a Second Language and Native Language Arts Standards aligned to the Common Core. As a result of extensive research and a three year process, NYSED has developed two sets of resources known as New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard (CCLS) in every grade. The NLAP and HLAP provide a framework for teachers to ensure that students in English as a New Language and Bilingual Education programs are meeting the CCLS. The Progressions include five levels of language proficiency and demonstrate a trajectory of language learning and teaching.

Professional development resource for educators.

The New York State Education Department provides videos of effective teacher practice aligned to Danielson’s Framework for Teaching Rubric. Click on a Video Album link below to view examples of effective teacher practice.

he New York State Education Department provides videos of effective teacher practice aligned to the NYSUT Teacher Practice Rubric. Click on a Video Album link below to view examples of effective teacher practice.

The Common Core State Standards help to create clear expectations for what children should know and be able to do in key areas: reading, writing, speaking and listening, language and mathematics. When parents and families know what these expectations are, they can work with schools to better prepare children for success.

New York Education Law §3012-c(2)(a) required Annual Professional Performance Reviews
(APPRs), resulting in a single composite teacher or principal effectiveness score that
incorporates multiple measures of effectiveness, including measures of student growth.
1 New
York State teachers of mathematics and English language arts (ELA) in Grades 4–8 and their
principals first received growth scores based on 2011–12 State tests.

It is the New York State Education Department's responsibility to set student learning expectations (standards) for what all students should know and be able to do as a result of skilled instruction. It is the responsibility of each local school district to develop curricula based on these NYS Learning Standards, select textbooks and instructional materials, develop pacing charts for learning (scope and sequence), and provide professional development for staff to ensure that all students have access to instruction leading to attainment of these learning standards.

he Regents are responsible for the general supervision of all educational activities within the State, presiding over The University and the New York State Education Department. The Regents are organized into standing committees, subcommittees and work groups whose members and chairs are appointed by the Chancellor.

On January 10th, 2011, the Board of Regents approved the recommended additions to the Common Core Learning Standards for English Language Arts & Literacy and Common Core Learning Standards for Mathematics, plus a new set of Prekindergarten Standards.

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. (CCSS-Literacy.ELA.CCRA.L)

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. (CCSS-Literacy.ELA.CCRA.R)

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. (CCSS-Literacy.ELA.CCRA.LS)

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. (CCSS.ELA-Literacy.CCRA.W)

The form below allows educators to search for strands of model performance indicators from the WIDA English Language Proficiency Standards, 2007 Edition. Please remember you are encouraged to transform the elements of the MPIs to fit your local curricular goals

WIDA LADDER is a professional learning program dedicated to helping schools and districts make data-informed improvements to programing and instruction for language learners. The key features of LADDER are its focus on continuous improvement, team-coaching, and multi-disciplinary leadership teams.

WIDA is proud to announce the release of the K–12 Can Do Descriptors, Key Uses Edition, the Early Years Can Do Descriptors (for children 2.5–5.5 years old), and the K–12 PODEMOS, the Spanish Language Development Edition of the Can Do Descriptors.

The WIDA Standards Framework was developed to meet the needs of educators serving English learners in WIDA Consortium states throughout the United States. In recent years, there has been a growing interest in WIDA's standards and assessments from educators outside the U.S. in schools that have adopted American educational models and curricula and that deliver content instruction in English. In response, we have expanded our work into international contexts. Our aim is to provide educators in these international schools with tools for designing instruction and using assessments to support their students as they acquire the academic language necessary for achievement in Englis