This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Drew Polly, Toni Smith, Steve Leinwand, Aimee L. Papola-Ellis, Lori Meyer, Jennifer Ford, Glenda Hyer, Richard T. Houang, Susan Winebrenner, and Linda Dacey.
(2012). Disciplinary Literacy and the Common Core State Standards, Topics in Language Disorders. The purpose of this article is to present a perspective on disciplinary literacy and the Common Core State Standards based on the argument that disciplinary literacy is embedded in the standards. The article highlights possibilities and challenges associated with national efforts to prepare students for success in college and the workforce. Information is presented on the basis of a selected literature review of disciplinary literacy, adolescent literacy, student achievement, and the common core standards. Instructional strategies also are presented for developing students' disciplinary literacy and meeting common core goals. In the article, I call for collaborative inquiry and shared accountability among stakeholders to ensure that all students' literacy and learning needs are met in a new era of educational reform. [More] Descriptors: State Standards, Academic Standards, Intellectual Disciplines, Literacy
(2014). Text Complexity: The Importance of Building the Right Staircase, Reading Horizons. As more districts begin implementing the Common Core State Standards, text complexity is receiving a lot of discussion. It is important for educators to understand the numerous factors involved with text complexity and to have a wide range of strategies to support students with challenging text. This paper shares data from three elementary teachers that were impacted by the text complexity shift. Based on their understandings and interpretations of Common Core, teachers linked increasing the complexity of the text to using grade level text with all students, and changed their instruction significantly as a result. This shift in instruction led to an increase in whole class instruction with the same text, round robin reading, and less student engagement with reading. [More] Descriptors: Difficulty Level, Elementary School Teachers, Teaching Experience, Common Core State Standards
(2015). Quality Online Resources and Supports for Educators Teaching the Common Core State Standards for Mathematics, Regional Educational Laboratory Northeast & Islands. This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19 were classified as resources to support teachers' understanding of the CCSSM. Results indicate variability in the quality of available resources designed to support instruction and understanding of the CCSSM. Educators should determine which types high-quality online resources are most highly aligned to their specific needs. Appended are: (1) Data and Methodology; and (2) Educators Evaluating the Quality of Instructional Products (EQuIP). Rubric. [More] Descriptors: Internet, State Standards, Academic Standards, Mathematics Instruction
(2013). Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress, American Institutes for Research. Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as independent monitors of progress, because they have no high-stakes consequences for schools or students. The recently developed Common Core State Standards (CCSS) have been widely adopted by the states. These new standards, and the assessments being built to measure them, offer the possibility of far greater uniformity in curriculum and assessment across the nation than has characterized U.S. education in the past. In addition, the CCSS embody many emerging themes of education reform. In this context, the NAEP Validity Studies Panel (NVS Panel) devoted a substantial portion of its annual validity research agenda in 2011 and 2012 to exploring the relationship between NAEP and the CCSS, and to considering how NAEP can work synergistically with the CCSS assessments to provide the nation with the most useful information about educational progress. This volume includes two substantial studies exploring the relationship between the content of the NAEP mathematics, reading, and writing assessments and the CCSS in mathematics and English language arts (ELA). These two content studies are complemented by two shorter white papers that explore (1) the potential for incorporating learning progressions into NAEP assessments; and (2) the implications for the NAEP program of coming changes in psychometric approaches to statewide testing. The four studies presented herein are: (1) "A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)," by Gerunda B. Hughes, Phil Daro, Deborah Holtzman, and Kyndra Middleton (See ED545238); (2) "A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts," by Karen K. Wixson, Sheila W. Valencia, Sandra Murphy, and Gary W. Phillips (See ED545239); (3) "The Relevance of Learning Progressions for NAEP," by Lorrie Shepard, Phil Daro, and Fran B. Stancavage (See ED545240); and (4) "What Might Changes in Psychometric Approaches to Statewide Testing Mean for NAEP?," by David Thissen and Scott Norton (See ED545241). [Individual studies contain appendices and references.] [More] Descriptors: National Competency Tests, State Standards, Academic Standards, Academic Achievement
(2014). Making Assessments Work: Supporting Teaching and Learning in the Common Core Era. Illinois advanced landmark reforms in recent years to improve instruction for its 2 million students. Built upon the bedrock of new, rigorous Common Core State Standards, Illinois education leaders stepped up student expectations, championed educator evaluations intended to provide feedback and improve instruction, redesigned school report cards to put key information in the hands of families, and intensified efforts to improve struggling schools and the students they serve. The next step is putting in place a new generation of assessments that will measure whether students have the knowledge, skills, and understanding to succeed in an ever-changing world. This report highlights an example of how two school districts created an aligned system of instruction and assessment during the past decade with teachers at the table and students at the heart of instructional decisions. [More] Descriptors: Public Schools, Common Core State Standards, Instructional Improvement, School Districts
(2016). Common Core State Standards for Mathematics: How Well Do the Textbook and Instructional Methods Align?, ProQuest LLC. The Common Core Math Standards were written to address concerns that the math curriculum in the United States was not focused and coherent. Based on national and international assessments, the United States math scores have remained stagnant, while other countries have seen significant growth in their scores. This study, designed as an action research, explored how the instructional methods of teachers have been impacted by the Common Core Math Standards. It also explored teachers' reliance on the math textbook for content and instructional methods and the alignment of the textbook with the Common Core Math Standards. Analysis of the data showed that teachers have begun to make changes in their instructional methods; however, the changes resulted more from professional development initiatives led by the school and district than by individual teacher's understanding of the Common Core Math Standards. In addition, the textbook used by the school does not meet the levels of focus and rigor that are required in the Standards. The results of the study will provide insight for the school into the resources that are needed for teachers and students so that curriculum and instructional methods align to the Common Core Math Standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Common Core State Standards, Mathematics Education, Mathematics Instruction, Textbooks
(2015). A Compendium of Research on the Common Core State Standards. Updated February 10, 2015. In the spring and fall of 2013, the Center on Education Policy (CEP) convened two meetings of researchers, policymakers, and practitioners to discuss ideas for a more relevant and coordinated research agenda on the Common Core State Standards. Participants in these meetings identified several needs and made a number of thoughtful suggestions. Many agreed there was a need for a synthesis of existing research on the CCSS and their implementation and impact. To help meet this need, CEP has put together this compendium, which very briefly summarizes the published research on many different aspects of the CCSS. The objective was to create an accessible and readable overview of current research that can inform implementation, policy discussions, and the development of future research on the Common Core. Therefore, the creators have intentionally limited the description for each study to one page that summarizes its focus, methodology, and key findings and includes a URL, where available, or a citation. Topics are presented at the top of each study summary. The studies have been categorized based on a broad topics identified by researchers, policymakers, and practitioners as the most relevant and useful areas of study. The compendium is designed to be a living document and will be updated on a rolling basis–this is the second iteration. A list of studies by author is appended. [More] Descriptors: Educational Research, Academic Standards, State Standards, Elementary Secondary Education
(2014). Better Serving the Children of Our Servicemen and Women: How the Common Core Improves Education for Military-Connected Children. States across the country have always established their own academic standards, curricula, and achievement goals. What students are expected to know and be able to do often differs from state to state. Additionally, states with low standards may leave students unprepared for higher standards in other states. This inconsistency creates problems for children from military families, who must move and change schools frequently as their parents are reassigned. This brief report explains how moving from state to state not only has significant social and emotional challenges on these children, it also complicates their education. To minimize the strain that moving has on these children, it is critical that states adopt and effectively implement the Common Core State Standards to ensure that as students change schools, their education is consistent and of high quality. [More] Descriptors: Military Personnel, Student Mobility, Common Core State Standards, Educational Quality
(2014). Differentiation for Gifted Learners: Going beyond the Basics, Free Spirit Publishing. Within a group of advanced learners, the variety of abilities, talents, interests, and learning styles can be formidable. For the first time, this book connects the unique learning differences among gifted students to the specific teaching methods used to tailor their educational experiences. Differentiated instruction for gifted and talented students must go beyond adjusting content levels, task complexity, or product choice. Topics discussed include Common Core State Standards, real-world problem solving, abstract thinking, interdisciplinary concepts, authentic products, learning autonomy, accountability, grouping practices, affective curriculum, 21st-century skills, Advanced Placement and Honors classes, IB programs, underserved populations, and twice-exceptional learners. Downloadable digital content includes PowerPoint presentation for professional development and customizable reproducible forms. [More] Descriptors: Gifted, Individualized Instruction, Honors Curriculum, Advanced Placement
(2012). Common Core State Standards for Mathematics: The Big Picture, Teaching Children Mathematics. The Common Core State Standards for Mathematics (CCSSM) were "designed to be robust and relevant to the real world, reflecting the knowledge and skills that young people need for success in college and careers" (CCSSI 2010). For the first time in U.S. history, a set of standards is established that will be taught in nearly every state. Forty-four states have already adopted CCSSM. In this article, the authors provide a broad overview of the CCSSM by addressing four major parts of the document. First, they describe the Standards for Mathematical Practice, which apply to all students from kindergarten through grade 12. They then describe the parts of the grade-level Standards. Third, they explain how the Standards develop across grade levels. Finally, they discuss the intersection of the domains of the CCSSM. [More] Descriptors: Academic Achievement, State Standards, Elementary School Students, Elementary School Mathematics
(2012). Curricular Coherence and the Common Core State Standards for Mathematics, Educational Researcher. In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to the CCSSM. Finally, we used regression and analysis of covariance techniques to assess the relationship between the proximity of a state's standards to the CCSSM and performance on the 2009 National Assessment of Educational Progress (NAEP). After adjusting for cut-points on state assessments and controlling for state demographics related to socioeconomic status and poverty, we found that states with standards more like the CCSSM, on average, had higher NAEP scores. [More] Descriptors: State Standards, Academic Standards, Statistical Analysis, National Competency Tests
(2014). Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class, Behavioral Disorders. The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high school health class. Using a multiple probe multiple baseline across pairs of participants design, a functional relation was demonstrated between the intervention and students' persuasive writing skills as measured by essay elements, quality, and correct word sequences. Data on motivation to write and self-efficacy for writing were mixed, suggesting that additional research is needed. Social validity data suggested the intervention was socially acceptable to all participants, improving postintervention. Limitations and future directions are discussed. [More] Descriptors: Emotional Problems, Behavior Problems, Self Management, Persuasive Discourse
(2014). Blending Common Core Standards and Functional Skills in Thematic Units for Students with Significant Intellectual Disabilities, Journal of the American Academy of Special Education Professionals. Many teachers who educate students with significant intellectual disabilities struggle with the requirements for teaching academics linked to the Extended Common Core State Standards (ECCSS, 2010) while also balancing the need to teach functional skills. This article provides a practical way of creating thematic units that focuses on functional skill topics to teach both academics linked to the ECCSS (2010) and functional skills in small groups. A detailed description on how to collaborate with all stakeholders to create a thematic unit about a functional skill topic to teach both academics and functional skills are provided. The article also includes examples of: (a) a lesson plan, (b) vocabulary words, (c) task analysis of a functional skill, (c) systematic instruction plan, and (d) data collection sheets. [More] Descriptors: Intellectual Disability, Common Core State Standards, Daily Living Skills, Interdisciplinary Approach
(2014). Teaching Kids with Learning Difficulties in Today's Classroom: How Every Teacher Can Help Struggling Students Succeed. Revised and Updated Third Edition, Free Spirit Publishing. A gold mine of practical, easy¬-to-¬use teaching methods, strategies, and tips to improve learning outcomes for students who score below proficiency levels. This fully revised and updated third edition provides information on integrated learning, problem solving, and critical thinking in line with Common Core State Standards and 21st-¬century skills. It reflects the use of technology and schoolwide cluster grouping in support of all students and includes proven, practical, classroom-tested strategies and step-by¬-step instructions for how to use them. Sidebars throughout highlight special information for working with students on the autism spectrum; "tech tips" describe technologies that are especially useful for kids with LD [learning disabilities]. ¬Digital content includes all of the book's customizable forms, additional content organization charts, and a PDF presentation for book study groups and professional development. [This book was written with the assistance of Lisa M. Kiss.] [More] Descriptors: Teaching Methods, Learning Problems, Common Core State Standards, Interdisciplinary Approach
(2014). How Business Leaders Can Support College and Career-Readiness: Staying the Course on Common Core. White Paper, Committee for Economic Development. For the first time in the nation's history, a majority of students in the United States are learning based on a common set of standards for mathematics and English language arts (ELA) that will prepare them for the demands of the 21st century. The Common Core State Standards (CCSS) provide a clear, consistent framework for what students should know at each grade throughout their K-12 education, aligned to the expectations of colleges, career training programs and the workforce.1 The standards level the playing field for students, rich or poor, black or white, and set the stage for collaboration on a range of tools to support teaching and learning. This white paper presents a discussion of the Common Core from idea, to development, to adoption, an overview of implementation, and an action plan for business leaders to show support for the Common Core. The paper begins by discussing why the common core is needed. [More] Descriptors: Academic Standards, Common Core State Standards, Elementary Secondary Education, Alignment (Education)