This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Linda Darling-Hammond, Mary Seburn, Melissa Dahlin, Allison Wilson, Louisa Kramer-Vida, Charlie R. Potter, Susan P. Kelly, Kathryn Baldwin, Joellen Killion, and Robert James Quinlan.
(2013). Building the Missing Link between the Common Core and Improved Learning, Bridgespan Group. The Common Core State Standards, adopted by 45 states and the District of Columbia, raise the bar for what students need to learn at each stage of their K-12 education. The goal is to better prepare students for college and careers. The most important thing that education leaders can do to help the Common Core succeed is to support teachers in improving their practice. While not all field leaders are grasping the opportunity presented by the Common Core to transform teaching and learning, three exemplars–Kentucky, Hillsborough County Public Schools in Florida, and Center for Inspired Teaching–are using the new standards to change the daily work of teachers and students. The type of systems change the Common Core requires is no easy task, but it is a critical one. The three case studies shared in this paper illustrate how leaders within the system can take steps to empower their best resource–teachers–to seize the opportunity of the Common Core to greatly improve teaching and learning nationwide. [More] Descriptors: Common Core State Standards, Alignment (Education), Educational Improvement, Case Studies
(2013). Professional Learning Initiative Analysis: A Workbook for States and Districts, Learning Forward. Given what system leaders must accomplish with limited resources, they must make bold decisions about their current investments to achieve high-priority goals related to implementing college- and career-ready standards. This workbook is designed to guide users through a five-step process of understanding what professional learning is available in their system; what is known about it; how it contributes to achieving the system's goals; and what actions leaders might consider to increase the overall effectiveness, efficiency, and equity of professional learning. The process outlined and the tools included in this workbook support teams of users in reviewing, revising, or replacing an existing professional learning system to address high-priority needs and initiatives, including the implementation of Common Core State Standards, new student assessments, and educator effectiveness systems. The following Tools are included: (1) Launching the Process; (2) Discovering Professional Learning; (3) Collecting Data; (4) Analyzing Data; and (5) Taking Action. [Note: The references are not included in this document.] [More] Descriptors: Workbooks, Professional Education, Professional Development, Learning Activities
(2013). Considerations for Aligning Early Grades Curriculum with the Common Core. CEELO FastFact, Center on Enhancing Early Learning Outcomes. A state's department of education requested assistance from the Center on Enhancing Early Learning Outcomes (CEELO) in developing a tool to assist with cross walking the Common Core State Standards (CCSS) Math and English Language Arts with their state's Kindergarten 1/2 day program CCSS Pacing Guide Grade Level Standards to transition with the CCSS. In response to this request, CEELO staff reviewed the Math and English Language Arts sections of the Kindergarten 1/2 day program CCSS Pacing Guide Grade Level Standards to transition with the CCSS and listed each item in the guide in a template. CEELO staff systematically examined the Common Core Mathematics and English Language Arts documents and listed standards aligned with each of the items in the pacing guide. Separately, they listed items that were not explicitly covered in the pacing guide. Herein, they describe what is currently known about assessments of the degree of alignment between standards, outline their findings, provide recommendations for next steps, and list resources and links for additional information. [More] Descriptors: Early Childhood Education, Kindergarten, Mathematics Education, Language Arts
(2012). How We Got Here: The Emergence of the Common Core State Standards, State Education Standard. On June 2, 2010, a group of educators and public officials met at Peachtree Ridge High School in Suwanee, Georgia, to unveil something new: a set of standards for English language arts and mathematics intended to be common for all states. These standards were meant to replace the standards states had developed on their own over the past two decades, and were designed to spell out the academic knowledge and skills all students need at each grade level to be ready for college and careers by the time they leave high school. By the end of 2010, six months after they were released, 43 states and the District of Columbia–which collectively educate more than 85 percent of U.S. students–had adopted them as their state standards. How did this happen? How did nearly every state agree to set the same, high expectations for student learning? This article will describe briefly the history of the standards movement over the past two decades, examine how the movement for common standards emerged, and look ahead to the challenges states face in putting the new system in place. [More] Descriptors: Academic Standards, State Standards, Public Officials, Language Arts
(2011). Lining up: The Relationship between the Common Core State Standards and Five Sets of Comparison Standards, Educational Policy Improvement Center (NJ1). In June 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Offices (CCSSO) released the Common Core State Standards. The stated aim of the Common Core standards is to define the knowledge and skills students should achieve in order to graduate from high school ready to succeed in a wide range of postsecondary educational settings (Common Core State Standards Initiative, 2010a). As of October 2011, 44 states and the District of Columbia had officially adopted the standards. This widespread potential implementation of the Common Core standards has led to interest by states and national organizations regarding the relationship between these new standards and existing systems of standards. Are Common Core standards aligned with the standards states and others have developed over many years? Are they as challenging? Do they cover the same topic areas with the same emphases? To help answer these questions, the Educational Policy Improvement Center (EPIC), designed and conducted this study to determine the extent of correspondence (alignment) between the exit level Common Core standards and each of five sets of existing standards, were explicitly written at the college readiness level, or represented a rigorous instructional program focused on college readiness. The purpose was to see if the Common Core standards cover similar content, how broadly they cover the comparison standards, and how the cognitive challenge level of aligned content matches up. While additional analyses at the individual state level are needed, the overall findings from this study suggest a general level of agreement between the Common Core standards and the comparison standards regarding what is important for high school students to know and be able to do and the cognitive level at which they need to demonstrate key skills in English language arts and mathematics in order to be ready for college and careers. Appended are: (1) Description of the Depth of Knowledge Calculation; (2) Common Core Standards; (3) Results by Individual Comparison Standards; and (4) Alignment Matches for Common Core Content-Specific Areas. [More] Descriptors: Academic Achievement, Educational Policy, State Standards, Best Practices
(2013). Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards, ProQuest LLC. Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of these models to curriculum-based measures (CBMs) and common core standards. In this study, I investigate the alignment of CBMs and standards, with specific reference to methodologies historically applied to large-scale assessments and state standards: expertise of judgments, specific training, and rating values. The data are from items developed for the new easyCBM middle school math measures at 6th grade and the 6th grade math portion of the Common Core State Standards (CCSS). Analyses document the degree of reliability between judges. Interclass correlation coefficients reflect moderate reliability and an adequate Index of Agreement with 72% of the items rated as aligned to CCSSs by all judges and 92% by at least two-thirds of the judges. Furthermore, 13 of 15 math items not aligned to CCSSs by at least two judges nevertheless reflect requisite skills required by the standards. Finally, using a two-way ANOVA on two individual judge triads indicate differences in harshness. Future research addresses practical implications regarding the role of CBMs in a comprehensive assessment plan. [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: Alignment (Education), Curriculum Based Assessment, Mathematics, Mathematics Instruction
(2013). Teacher Learning through Assessment: How Student-Performance Assessments Can Support Teacher Learning, Center for American Progress. As the internationally benchmarked Common Core State Standards, or CCSS, are adopted in states across the country, educators are seeking ways to support an increasingly diverse student population to meet these more demanding expectations. The likelihood that students will achieve the aims of the standards will be substantially shaped by how well teachers teach these challenging academic skills in ways that support a wide range of learners. Teachers' understanding of the standards and their grasp of how to teach them will also influence whether the new assessments provide useful insights, rather than harmful side effects, particularly for those students who have historically been least well served by their schools. This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems. The authors discuss how teachers' engagement with performance assessments influences their understanding of the standards and their students' abilities. This discussion includes comments from teachers about their experiences with performance assessments as provided through interviews conducted for this report as well as in previously published research. Finally, the authors recommend how these kinds of performance-assessment opportunities can be planted and scaled up as states and districts implement CCSS and deepen their efforts to teach 21st-century skills. [More] Descriptors: Common Core State Standards, Teacher Competencies, Faculty Development, Student Evaluation
(2013). The Problem of Academic Discourse: Assessing the Role of Academic Literacies in Reading across the K-16 Continuum, Across the Disciplines. Using a mixed methodology study, this article explores the influence of academic language comprehension on reading, writing, and academic performance at a regional comprehensive institution. We completed a comprehensive survey of 150 students in ENGL 101 and 201, asking questions about academic reading strategies and important disciplinary concepts in the majors of individual survey participants. Additionally, we conducted a phenomenological study of instructor perceptions of student reading ability in order to gain a more complete picture of the role of reading in student performance. Finally, we triangulated this information by coding and analyzing multiple writing samples from assignments specifically designed to capture student facility with academic language. In order to explore possible curricular changes, we compared our findings with theories of academic literacies and the requirements of the Common Core State Standards (CCSS). Our research suggests that the ongoing implementation of the CCSS provides an opportunity to reconsider and revise how universities approach academic literacies and reading across the curriculum at the university level. [More] Descriptors: Academic Discourse, Phenomenology, Coding, Academic Achievement
(2015). The Role of Supervisory Assistant Principals in District Change Initiatives within New York City Department of Education High Schools, ProQuest LLC. The onset of the first decade of the 21st century has seen many district change initiatives within the New York City Department of Education. Several of these district initiatives have been instructionally-based and thus have made the role of high school supervisory assistant principals integral in their successful implementation. The purpose of this study was to examine high school supervisory assistant principals' leadership roles in implementing district change initiatives such as the New York State Annual Professional Performance Review (APPR) system, which evaluates teacher effectiveness. Data were collected via in-person interviews that garnered qualitative data from New York City Department of Education high school supervisory assistant principals. Themes that emerged from this grounded-theory study were the importance of assistant principal leadership in the implementation of the APPR, building internal instructional capacity for the implementation of the Common Core State Standards, teacher evaluation and observation as a vehicle for change, assistant principals' impact upon student achievement through their instructional leadership in supporting teachers using the APPR, assistant principals' role in supporting student achievement within and outside of the classroom, the importance of assistant principals' creativity and flexibility, and lastly, distributive leadership and collaboration. The practical implications of this study are to guide future research into developing coherent standards for high school supervisory assistant principals' roles in their school building setting and also in framing high-stakes accountability measures for assistant principals under the APPR system within the New York City Department of Education. [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: School Districts, High Schools, Assistant Principals, Leadership Role
(2017). New Mexico PreK Program Annual Report for School Year 2015-2016, New Mexico Public Education Department. The purpose of the PreK Annual Report is to comply with statute and inform stakeholders regarding the Children, Youth and Families Department's (CYFD) and the Public Education Department's (PED) efforts and how these are connected to the State's current PreK initiatives. This funding was continued for the 2015-16 school year. In addition, CYFD received an appropriation to serve three-year-old children in Early PreK. New Mexico PreK programs highlighted in this report provide the following: (1) Alignment to the Common Core State Standards (CCSS); (2) Professional development (PD) that integrates early learning-responsive teaching and learning, inclusive school environments, and developmentally appropriate and culturally relevant curriculum; (3) Meaningful opportunities for family engagement (FE); and (4) Implementation of best practices for early childhood education in the following domains as defined in the "New Mexico Early Learning Guidelines." The following are selected PED PreK program facts and accomplishments for the school year 2015-2016: (1) PED received $24,500,000.00 to fund PreK programs in school districts and charter schools, $3,500,000.00 of which was allocated from federal TANF (Temporary Assistance to Needy Families) funds; (2) PED contracted with 55 school districts and six State charter schools to serve 5,426 children at 141 school sites, with 1104 of these children receiving extended-day services; and (3) PreK administrator meetings/trainings were provided by PED PreK staff at the University of New Mexico (UNM) Continuing Education Building in Albuquerque on September 18 and 25, 2015; and March 3 and 18, 2016, with 182 total administrators in attendance. The following are selected CYFD PreK and Early PreK program facts and accomplishments for school year 2015-2016: (1) CYFD received $22,607,100.00 ($11,600.00 in state general funds and $11,007,100.00 in TANF funds for New Mexico PreK programs; (2) CYFD also received $3,952,900.00 ($1,952,900.00 in state general funds and $2,000,000.00 in TANF (Temporary Assistance to Needy Families) funds for New Mexico Early PreK programs; and (3) CYFD contracted with 75 community-based providers at 133 different sites to serve 3,264 children to provide PreK services. CYFD also contracted with 21 community based providers at 25 different sites to serve 453 children to provide Early PreK services. Supplemental figures are appended. A glossary and a list of acronyms are also provided. [More] Descriptors: Annual Reports, Public Education, Preschool Education, Early Childhood Education
(2013). A Primer for Mathematical Modeling, Journal of Mathematics Education at Teachers College. With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school with the mathematics they will use outside of school. Instructors have found mathematical modeling difficult to teach. To successfully incorporate modeling activities I believe that curricular changes should be accompanied by professional development for curriculum developers, classroom teachers, and higher education professionals. This article serves as an introduction to modeling by defining mathematical modeling, outlining the steps to construct a model, and providing an example that illustrates the iterative non-linear process. Key to teaching modeling is the ability to understand how the modeling process differs from problem-solving activities, which this article discusses. This article describes the benefits and challenges of incorporating mathematical models. The overarching aim of this article is to serve as a primer to aid with the implementation of curricular reforms that call for an increased focus on modeling activities. [More] Descriptors: Mathematical Models, Common Core State Standards, Mathematics Activities, Problem Solving
(2012). Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders. Updated, Achieve, Inc.. Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their CCSS implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. Chapter 7 addresses the broad transformation many schools will need to make as they become true digital learning environments where technology is integrated into all parts of the school experience, including instruction and assessment. Chapter 8 identifies ways to advance and align college- and career-ready accountability systems with CCSS implementation. Chapter 10 examines ways to strengthen student transitions to higher education in light of the CCSS. The workbook ends with Chapter 11, which answers the final question–how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual sections contain endnotes. [This paper was developed with the U.S. Education Delivery Institute. This paper was written with the assistance of Marie O'Hara and Lauren Kurczewski. For the previous version of this report, see ED527109.] [More] Descriptors: State Standards, Accountability, State Agencies, Educational Experience
(2013). The Common Core Meets State Policy: This Changes Almost Everything. Policy Memorandum, Policy Analysis for California Education, PACE. The full policy implications of the Common Core State Standards (CCSS) for Mathematics and English Language Arts K-12 are just beginning to unfold across the 45 states (and DC) that are working to implement them. The CCSS will impact almost all key state education policies in fundamental ways. As was learned from the 1990-2005 era of systemic state standards-based reform, when academic standards change, so do policies related to student assessment and school accountability. Many other specific policies must be aligned and harmonized, including state curriculum frameworks, instructional materials, K-12 and college assessment, K-12 finance, professional development, teacher evaluation/preparation, preschool, and others. The Common Core standards provide a great opportunity for improving student attainment, and a great challenge for California to implement. Common Core is much more than just a new array of standards. It provides a new vision for teaching and learning that builds upon what the state began in the 1990s. Also, it is better aligned to the changing economy and demography of California. In this brief, the author outlines what the Common Core will mean for California education policy in each of these important areas. [More] Descriptors: Common Core State Standards, State Policy, Language Arts, Mathematics Education
(2012). Kindergarten Is More than Ready for the Common Core State Standards, Language Arts. Standards can aid educators as they work to produce strong student writers who can create meaningful and skillfully crafted authentic pieces of writing. This once-a-month, yearlong professional development program, conducted during the school day, shifted a district's kindergarten writing program to a writing workshop model that enabled the teachers to concentrate student work on kindergarten and beyond-grade-level writing standards. Transitioning from a basal-based, isolated skills worksheet writing program to a meaning-making writing process approach enabled the teachers to use their professional experience and discretion to articulate and operationalize their fundamental beliefs about teaching writing. As the teachers worked through their own struggles with how to teach writing, and as they made some hard methodological decisions, these teachers began to see the writing standards as a flexible framework whose expectations could be exceeded by their general education, special education, and English Language Learner kindergarten population. [More] Descriptors: State Standards, Teaching Methods, Kindergarten, Writing Processes
(2017). Acting Like Rain, Science and Children. Having high-quality early childhood education programs that prepare children for success in school and later years continues to be an ever increasing national priority. While the "Next Generation Science Standards" ("NGSS") do not provide standards for preschool, there are ample opportunities to use the Standards as a guide to prepare students for later science experiences. The science methods and early childhood professors at Eastern Washington University in Cheney, Washington, discussed extrapolating from the "NGSS" to link to national early childhood content standards such as the "Head Start Early Learning Outcomes" (U.S. Department of Health and Human Services 2015). This would allow for preK teachers to meet their standards while also supporting the transition at kindergarten to use of the "NGSS." The authors examined the "NGSS" kindergarten standards and compared it to Head Start. In this comparison, they noticed that the "Head Start Early Learning Outcomes" differed from the "NGSS" in that they do not focus on specific content; instead, they focus on scientific reasoning, which could support the "NGSS" science and engineering practices and crosscutting concepts in later grades. This article describes how the authors used DCI ESS2.D Weather and Climate as a guide to provide a pre-"NGSS" experience about water/weather with the goal of allowing students to be able to apply the Scientific Reasoning Goals of Head Start. The Scientific Reasoning Goals align with the "NGSS" science and engineering practices such as Planning and Carrying Out Investigations and Analyzing and Interpreting Data. A Learning Cycle approach was used to outline the lesson about water. In addition to the "NGSS," the authors wanted to use shared book reading as a way to engage students in science talk about the day's topic. Preschool is the perfect time to use the shared book strategy to engage students in scientific talk and scientific inquiry. This strategy allowed students to build both science and literacy skills to support future science learning. The hands-on, outdoor activity allowed students to connect talk with their everyday lives and to bridge expectations of Head Start and those of the "NGSS" and "Common Core State Standards" ("CCSS"). [More] Descriptors: Preschool Children, Outdoor Education, Earth Science, Science Process Skills