This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Selina Bartels, Amy Gillespie, Danielle Johnson, Christie Blazer, Sharlene Kiuhara, Mary Fulton, Paolo DeMaria, Carol Gilles, Norman Lederman, and Cheryl Blanco.
(2013). Implementing the Common Core State Standards for Mathematics: A Comparison of Current District Content in 41 States. Working Paper #32, Education Policy Center, Michigan State University. Beginning in the spring of 2011 the Center for the Study of Curriculum at Michigan State University conducted a survey of school district curriculum directors/supervisors in the 41 states that had officially adopted the new Common Core State Standards for Mathematics (CCSSM). The Center's goal was to provide baseline information to inform and guide the efforts of states, local districts, and schools as each entity moves toward implementation of the newly adopted CCSSM. The challenge of implementing the world-class and demanding CCSS is likely to vary from state to state depending, for example, on the age and quality of a state's former mathematics standards. Additional factors likely to affect CCSSM implementation include the ability of a state education agency to disseminate information and expectations about the standards to local districts, schools, and teachers. The following are appended: (1) Percent of Districts in the 41 States that Currently Intend Coverage of the Fourth Grade Topic: "Understand decimal notation for fractions, and compare decimal fractions; (2) Percent of Districts in the 41 States that Currently Intend Coverage of the Eighth Grade Topic: "Understand congruence and similarity using physical models, transparencies, or geometry software; and (3) Percent of Districts in the 41 States that Currently Intend Coverage of the High School Topic: "Use properties of rational and irrational numbers. [More] Descriptors: State Standards, Mathematics Education, Program Implementation, Comparative Analysis
(2012). Implementing the Common Core State Standards: The Role of the Elementary School Leader. As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The new Common Core State Standards (CCSS) are strongly aligned with those sentiments. The CCSS provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers–regardless of state or zip code. For elementary principals this means supports for planning, capacity building, and implementation. Elementary and middle school principals need assistance to ensure that they understand the requirements and have the resources for providing professional development to teachers, have access to the needed curricula, and have a chance to provide input into assessment protocols and procedures. The understanding and leadership of principals is essential to the success of the CCSS. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for elementary leaders is offered as a "starting point," designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders–who are faced with dramatically increased expectations in the context of fewer resources–with a deeper understanding of the standards and their role in implementing the standards. This Action Brief will provide no-cost takeaways, talking points and action steps that school leaders and counselors can begin to put into practice in their schools today. Appended are: (1) Talking Points for Leaders; and (2) Resources. (Contains 16 resources and 18 footnotes.) [This paper was a joint action brief with College Summit.] [More] Descriptors: State Standards, Stakeholders, Educational Improvement, Principals
(2014). High School Teachers Use of Writing to Support Students' Learning: A National Survey, Reading and Writing: An Interdisciplinary Journal. A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school year, with nine activities applied by at least one-half of the teachers once a month or more often. Teachers' responses, however, raised several concerns. One, a majority of teachers indicted they did not receive adequate preservice or inservice preparation on how to use writing to support learning (this issue was especially acute for science and math teachers). Two, many of the nine most commonly applied writing to learn activities involved little or no analysis, interpretation, or personalization of information to be learned. Three, use of writing activities involving the use of digital tools, report writing, and written arguments were infrequent. Such activities are stressed by the Common Core State Standards. Four, when respondents taught students how to apply writing to learn activities, they only used effective teaching practices slightly more than one half of the time (math teachers did this even less often). We further found that use of writing to support learning was related to teachers' preparation to apply such strategies, perceptions of capabilities to teach and use these tools, and percent of below average students in the class. [More] Descriptors: National Surveys, Writing (Composition), Teacher Attitudes, Science Teachers
(2014). Learning English in Rural America, Education Commission of the States. Today, English language learners (ELLs)–students whose primary language is other than English–are the fastest-growing major school population in the United States. Between 2000-01 and 2010-11, the number of these students, whose level of English proficiency is not sufficient to support learning in a regular English language classroom, rose 18 percent nationwide. As newcomers arrived in waves, many schools and districts quickly went from low-incidence to high-incidence levels of ELLs. The federal research center, REL-Appalachia, identified four stages in district responses to emerging ELL communities: ad hoc services, consistent services, developed program of services, and expanded or integrated services. Now states look to each other for a more consistent approach. A recent set of recommendations from the Council of Chief State School Officers on identifying ELLs and identifying when they are proficient will help that process along. This report explores ways rural districts are addressing the challenge of teaching the growing English as a second language population while simultaneously teaching the Common Core State Standards. [More] Descriptors: English (Second Language), Second Language Learning, English Language Learners, Language Proficiency
(2014). Demystifying Nature of Science, Science and Children. With the emergence of the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), it is apparent that teaching and learning about nature of science (NOS) continues to be an important goal of science education for all K-12 students. With this emphasis on NOS, early childhood teachers are asking how to design instruction to teach NOS within the context of these new standards. During a recent research project, the authors had the opportunity to teach NOS to 70 first-grade students in an urban midwestern city. For this study, their instruction focused on the learning of three aspects of NOS from the "NGSS": Scientific knowledge is based on empirical evidence; science is a way of knowing; and scientific knowledge is open to revision in light of new evidence. However, it is important to note that other aspects of NOS, including "Science is a human endeavor," were also addressed. The lessons were integrated into the science curriculum and augmented with literature connections. Interwoven throughout these inquiry lessons were reading, writing, and drawing activities. These multidisciplinary lessons allowed them to address topics found in both the "Common Core State Standards for English Language Arts" (CCSS-ELA) (NGAC and CCSSO 2010) and the "NGSS" (NGSS Lead States 2013). In this article, they share examples of lessons and activities they used in the study. [More] Descriptors: Science Instruction, Scientific Concepts, Scientific Principles, Elementary School Teachers
(2013). Common Core State Standards for Mathematics: Teacher Self Learning Series. Module 6: Standards for Mathematical Practice–Implementation in the Classroom. This module assumes that the information presented in previous modules is well known to the learner. Module 6 is the third of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 6 focuses on strategies for implementing the practices in the classroom, determining the degree of students' progress towards meeting the practices, and using an observation tool to ensure that practices are evident in a classroom. Course Objectives: By the end of the module, the learner will be able to: (1) understand how to determine the progress that a student is making in meeting a practice; (2) state how specific instructional strategies are used to promote the use of practices and increase student achievement; and (3) use an observation tool to identify ways to make math practices visible to observers in the classroom and to assist in understanding the meanings of the practices. [More] Descriptors: Mathematics Education, Academic Standards, State Standards, Mathematics Instruction
(2014). Standardized Testing in Alabama and Nationwide. Updated, A+ Education Partnership. Standardized testing serves several purposes. Tests provide feedback on a student's performance. They can help teachers understand student achievement relative to class objectives. Tests can also help administrators identify excellent teachers and those who need more professional support. And, likewise, they can help administrators and policymakers identify which schools are high performing and which are not serving students effectively. Alabama's previous generation of standardized tests provided a skewed picture on all of these fronts. In short, previous tests only considered Alabama's students performance as it related to their peers in the state, but the new tests will broaden this horizon. Alabama is implementing a new generation of standardized tests to provide more clarity, however the new assessments will still only provide a snapshot of student performance at one point in time. It will take much more work and research to implement any assessment that captures student growth modeling and provides more than just an annual snapshot. This memo provides a brief overview of the standardized testing landscape in Alabama, especially as it relates to the College and Career Ready Standards in our state and the Common Core State Standards nationally. [This report was originally released December 2013.] [More] Descriptors: Standardized Tests, Testing, Academic Achievement, College Readiness
(2013). Implementing the Common Core State Standards for Mathematics: What We Know about Teachers of Mathematics in 41 States. Working Paper #33, Education Policy Center, Michigan State University. The adoption of the Common Core State Standards in Mathematics (CCSSM) by nearly every state represents an unprecedented opportunity to improve U.S. mathematics education and to strengthen the international competitiveness of the American labor force. The mere adoption of the Common Core, however, will amount to little if it is not implemented appropriately. Successful implementation will require coordinated efforts on the part of all education leaders: state education agencies, college/university faculty, school district administrators, curriculum specialists, and teachers. Teachers are particularly important as they operate in the critical arena where educational intentions are translated into learning opportunities and experiences for students. Teachers must digest what students are expected to learn as embodied in standards and in concert with the pedagogical material found in existing textbooks and craft appropriate learning experiences for their students. Indeed, the primary importance of other education leaders is in their support of the efforts of teachers in the classroom. The report also includes the Appendix: Average Percent of Teachers in Each of 40 States Indicating They Feel Well Prepared to Teach Topics. [More] Descriptors: State Standards, Mathematics Education, Mathematics Teachers, Teacher Competencies
(2011). Revisions to the PARCC Model Content Frameworks for Mathematics and ELA/Literacy Based on Public Feedback. The PARCC Model Content Frameworks for Mathematics and ELA/Literacy have been developed through a state-led process in collaboration with members of the Common Core State Standards (CCSS) writing teams. The frameworks were reviewed by the public between August 3-31, 2011. Nearly 1,000 responses were collected, and respondents included K-12 educators, principals, superintendents, higher education faculty, school board members, parents and students. In fact, over 77 percent of respondents were teachers, administrators or curriculum directors. While some 200 responses were suggested line-item edits, the vast majority of responses fell into major themes. This paper describes those themes by content area and how the frameworks have been revised to address them. (Contains 2 footnotes.) [For related reports, see "PARCC Model Content Frameworks: English Language Arts/Literacy–Grades 3-11" (ED526347) and "PARCC Model Content Frameworks: Mathematics–Grades 3-11" (ED526348).] [More] Descriptors: Feedback (Response), Elementary Secondary Education, State Standards, Mathematics
(2011). Reading Success for All Students: Using Formative Assessment to Guide Instruction and Intervention, Jossey-Bass, An Imprint of Wiley. This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so that teachers know exactly how to teach necessary skills. Tests and other evaluative devices are aligned with Common Core State Standards and state frameworks. This book offers a proven model for monitoring and assessing students. The assessments and instructional strategies are easy to implement as part of any curriculum and practical strategies are modeled on a tested approach for helping students work through their problem areas. [More] Descriptors: Formative Evaluation, Reading Instruction, Intervention, Early Reading
(2014). Developmental Strategies for College Readiness and Success {What State Policymakers and Education Leaders Need to Know}. Resource Guide, Education Commission of the States. The Developmental Strategies for College Readiness and Success Resource Guide was produced by the Education Commission of the States and the Southern Regional Education Board for the "Countdown to 2015: Developmental Strategies to Advance Readiness in the Common Core Era" convening held April 21-23, 2014 in Charlotte, North Carolina. The meeting was the culmination of a project between the Community College Research Center, Complete College America, Education Commission of the States, Education First and the Southern Regional Education Board. The meeting brought together 10 state teams, consisting of policy leaders and K-12 and higher education officials, committed to improving college readiness for all students. The overarching goal was to help states develop action plans to ensure that significantly more students are prepared for postsecondary education, complete entry-level college courses and persist toward credential completion. This challenge will become even more apparent in 2015 when the results of the first full administration of new assessments aligned to the Common Core State Standards are released. The Resource Guide summarizes information about developmental models, research and examples of state policies and institutional practices. The guide is designed to help policymakers and postsecondary leaders and practitioners identify and implement strategies that will improve college readiness and completion in their states. [More] Descriptors: College Readiness, Success, Developmental Studies Programs, Guides
(2009). National Academic Standards. Information Capsule. Volume 0903, Research Services, Miami-Dade County Public Schools. Currently, every state has its own set of academic standards, but that may soon change. The National Governors Association and the Council of Chief State School Officers are spearheading a state-led process that will lead to the development and voluntary adoption of K-12 national reading and math standards. Forty-six states and the District of Columbia, Puerto Rico, and the U.S. Virgin Islands have signed on to the process. This Information Capsule describes the Common Core State Standards Initiative and reviews advantages and disadvantages of national standards. [More] Descriptors: Academic Standards, State Standards, National Standards, Reading Achievement
(2012). Experts Fear Handwriting Will become a Lost Art, Education Week. Educators and experts say students still need to learn penmanship, even in a digital age. Handwriting still has a place in the digital age, its proponents say, and they hoped that what they billed as a "summit" on the subject at a conference would spotlight their case for the enduring value of handwriting in the learning process. The Washington conference was designed to draw together research from psychology, occupational therapy, education, and neuroscience to demonstrate handwriting's role in students' physical and cognitive development, states' learning standards, and the classroom. The occasion also marked National Handwriting Day, Jan. 23–the birthday of that most famous exemplar of penmanship, John Hancock. Proponents of teaching–in some cases, reintroducing–handwriting in the school curriculum say their concern over the fading importance of handwriting became more urgent with the advent of the Common Core State Standards. The standards, which were released in 2010 and have been adopted by all but four states, mention keyboarding but not handwriting. [More] Descriptors: Expertise, Handwriting, State Standards, Teaching Methods
(2012). The Common Core State Standards: Closing the School-College Gap, Trusteeship. Many barriers can prevent students from entering and succeeding in college, including financial difficulties, family obligations, and personal problems. However, the most significant impediment is inadequate academic preparation. As higher education widens its focus from college access to degree completion, a new relationship between K-12 and higher education is necessary. Higher education institutions and schools must collaborate to define the knowledge and skills students need to be ready for college and to determine the most effective means of helping students meet those expectations. And leaders of colleges and universities, including boards of trustees, can play a key role in encouraging that. Despite the critical need for collaboration between K-12 and postsecondary education to ensure that students graduate from high school ready to succeed in college, the two sectors have traditionally maintained an arm's length relationship. Postsecondary educators have not communicated effectively to their K-12 counterparts what students need to know in order to be ready for college, and K-12 has limited understanding of which academic skills will ensure student success in higher education. The two sectors have distinct cultures and have operated, for the most part, independently of each other. That is changing. A national movement is bringing educators together from across the Pre-K to 16 continuum with a common goal: re-establishing the United States as an international leader in educational attainment. Across the country, educators are working together in ways they never have before to put in place the Common Core State Standards (CCSS) that define the core competencies in mathematics and English-language arts students need to succeed in college and their careers. Boards are encouraged to actively support efforts to build a culture of collaboration with K-12 and to align key policies and priorities of student retention and graduation with the new standards. [More] Descriptors: Higher Education, State Standards, School Holding Power, College School Cooperation
(2013). "I'm No Longer Just Teaching History." Professional Development for Teaching Common Core State Standards for Literacy in Social Studies, Middle School Journal (J3). This article describes Common Core State Standards (CCSS) that teach literacy strategies to all content teachers in the U.S. It describes how three Social Studies teachers from three middle schools incorporated literacy strategies into their content areas and exposed their reading strategies. These teachers were asked to identify and write down the strategies they themselves used when they read texts generally and in their disciplines. With some support from the researchers, they determined the particular strategies their students might need when reading in their disciplines. Finally, they embedded those strategies in their teaching to support students' construction of meaning in social studies texts. The authors found that teachers use slightly different strategies for reading in their disciplines than they use for reading outside their disciplines, and confirmed that any professional development focused on infusing literacy strategies into the content areas must be done "with" content area teachers and not "to" content area teachers. [More] Descriptors: History Instruction, Professional Development, State Standards, Literacy