• Colorado Academic Standards

    Introduction to the Colorado Academic Standards

    Standards-based education in Colorado begins with clear expectations that outline what students should know and be able to do at each grade level and content area. These expectations are outlined in the Colorado Academic Standards.

    The Colorado Academic Standards included 10 content areas for preschool through 12th grade (dance, drama and theater arts; mathematics; music; reading, writing and communicating; science; social studies; visual arts; and world languages). The updated standards are constructed backwards, starting with the competencies of prepared high school graduates to create learning expectations for what students should understand, know and be able to do at each grade level and content area. They provide clear understanding of the concepts and skills students need to master to help ensure they are successful in college, careers and life.

     

    Development of the Standards

    Senate Bill 08-212, Colorado's Achievement Plan for Kids, called for the development of rigorous standards for students. The Colorado Department of Education engaged in a year-long process to update its academic standards in English language proficiency and ten content areas: dance, drama and theater arts; mathematics; music; reading, writing and communicating; science; social studies; visual arts; and world languages. After releasing drafts of the standards for public comment, the State Board of Education adopted the Colorado Academic Standards in 2009.

     

    Design Principles

    • Created by Coloradans for Colorado students, the Colorado Academic Standards provide a road map to help ensure students are successful in college, careers and life.
    • Aimed at improving what students learn and how they learn in ten content areas (comprehensive health and physical education; dance; drama and theatre arts; mathematics; music; reading, writing, and communicating; science; social studies; visual arts; world languages).
    • Constructed backwards, starting with the competencies of prepared high school graduates, to create learning expectations for what students should understand, know, and be able to do at each grade level and in each content area.

    Instructional Priorities

    Rigor – Systematic, methodical, and deep engagement to:

    • Develop concepts and skills in each content area.
    • Compel the use of inquiry, critical thinking and creative processes.

    Relevancy-Authentic and meaningful experiences that:

    • Include real world scenarios that necessitate individual and group problem solving.
    • Require the application and transfer of knowledge, concepts and skill across situations and contexts.

    Disciplinary Literacy-Content-specific texts and communication processes/strategies that:

    • Facilitate working, thinking, talking, arguing as mathematicians, artists, scientists, readers/writers, historians, etc.

     

    (2014, November). Retrieved from http://www.cde.state.co.us/communications/casfactsheet

     

    For more information, visit the CDE standards website: http://www.cde.state.co.us/standardsandinstruction