College Career Ready Glossary

Statements of common understanding about what students should know (knowledge) and be able to do (skills and dispositions) by content/subject area and grade level.
The acquisition and application of academic and technical knowledge, skills, and dispositions needed to effectively achieve a sustaining career that has opportunities for promotion and provides career longevity.
Level of preparation a student requires in order to successfully transition (without remediation) to a postsecondary institution offering a degree or certification program or in a career pathway where one can achieve a sustaining career.
Academic standards that progressively build the conceptual and procedural understanding and application of the knowledge, skills, and dispositions essential for students to successfully meet the high demands of today’s colleges, careers, and citizenship responsibilities.
The acquisition and application of academic and technical knowledge, skills, and dispositions upon the completion of high school, needed to effectively enter a post-secondary career training, apprenticeship or technical certificate program that has opportunities for promotion and provides career longevity.
Formal instructional content and learning experiences intentionally aligned (between grades and subject areas) and designed to achieve specific learning outcomes. Curriculum is delivered in a developmentally appropriate manner through sequenced units of instruction that are tightly aligned to academic standards.
Content area literacy focuses on study skills that can be used to help students learn from subject matter specific texts. Disciplinary literacy, in contrast, is an emphasis on the knowledge and abilities possessed by those who create, communicate, and use knowledge within the disciplines. The difference is that content literacy emphasizes techniques that a novice might use to make sense of a disciplinary text (such as how to study a history book for an examination), whereas disciplinary literacy emphasizes the unique tools that the experts in a discipline use to engage in the work of that discipline… Content area reading prescribes study techniques and reading approaches that can help someone to comprehend or to remember text better (with little regard to type of text), whereas disciplinary literacy emphasizes the description of unique uses and implications of literacy use within the various disciplines.
Essential behavioral capacities associated with success in college and careers: self-efficacy, initiative, tenacity, persistence, resilience, adaptability, follow-through, leadership, ethical behavior, civic responsibility, social awareness, self-control.
Mastery of rigorous content (across multiple disciplines) and the application or transfer of what has been learned to complex and novel situations.
Level of conceptual understanding and procedural skill and fluency one must be able to apply (to complex and novel situations) to achieve/demonstrate mastery.
The capacities and strategies that students need to engage in higher-order thinking and meaningful interaction with the world around them. 21st Century skills are embedded in the CCR standards: critical thinking, problem solving, metacognition and self-awareness, study skills and learning how to learn, time/goal management, creativity/innovation, and communicating effectively.
Assessments constructed to accurately measure the degree in which students have mastered select academic standards (knowledge and skills).
An educational delivery system that uses academic standards in all classrooms; establishes high expectations for all students by coherently aligning student learning expectations to curriculum, instruction, and assessments; enables interval grade-by-grade mastery of academic and technical proficiency, based on instructional effectiveness analysis from student learning outcomes.