This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include P. Shawn Irvin, Jessica L. Saven, S. Jhoanna Robledo, Catherine Gewertz, Bitnara Jasmine Park, Jennifer G. Beasley, Julie Alonzo, Daniel Anderson, Gerald Tindal, and ReLeah Cossett Lent.
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 3. Technical Report #1317, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty–3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 4. Technical Report #1318, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty–3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). Mobile Devices for Learning: What You Need to Know, George Lucas Educational Foundation. The Common Core State Standards call for students to develop digital media and technology skills. One way to help them reach that goal: incorporate gadgets they're already familiar with–cell phones, tablets, and smartphones–into their learning environment. Mobile devices are becoming essential to students' daily lives. According to a 2011 Pew Internet Project teen survey, 77 percent of 12- to 17-year-olds have cell phones, a major jump from 45 percent in 2004. And yet, many schools do not allow cell phones and the like. New York City schools, for example, have prohibited students from bringing cell phones, or electronic devices in general, to class. This paper discusses the pros and cons of mobile devices for learning; presents a rundown of available devices and how they have been deployed in classrooms; provides resources and tools that support mobile learning; shares ideas for elementary, middle, and high school classrooms; and describes how to get parents on board the mobile device train. A list of resources is included. [Funding for this paper was provided by Google.] [More] Descriptors: State Standards, Educational Technology, Electronic Learning, Handheld Devices
(2012). The "Race" Is Underway: Be Vigilant & Prepared for Our Children's Sake!, State Education Standard. Teachers, principals, superintendents and school board members must be vigilant. The race is on to ready their schools for more rigorous standards that demand new kinds of teaching and computer-based testing. They have two years to complete the necessary professional development, upgrade and expand their technology infrastructure, and prepare students for online high-stakes assessments unlike any they've seen before. If they are already in training for this race, they are perhaps well informed about the Common Core State Standards (CCSS) and the assessments coming in 2014-15. They may be a little nervous, but are eager to get started. If they are not in training but wish to get in shape on the issues of common standards and aligned assessments underway across the country, this article presents a short tutorial so they can ready their selves and their community to make informed decisions on what is best for their school children. [More] Descriptors: High Stakes Tests, State Standards, Alignment (Education), Partnerships in Education
(2012). The Reality of College Readiness, 2012: National. Annually, ACT provides each state with "The Condition of College & Career Readiness," a report that details the college readiness of students who took the ACT[R] test. Based on extensive empirical research, ACT has defined "college and career readiness" as the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing first-year college courses at a postsecondary institution without the need for remediation. This definition has been adopted by the Common Core State Standards Initiative. This report is a companion to "The Condition of College & Career Readiness." The report traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates across the country. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. This report is intended to raise awareness of the fact that the path to college success is not a linear one for many students. There are significant numbers of qualified students who move through (or in and out of) multiple postsecondary experiences as they pursue their educational goals. (Contains 4 footnotes.) [For related report, "The Condition of College & Career Readiness, 2012," see ED534761.] [More] Descriptors: Academic Achievement, Academic Persistence, Academic Standards, Benchmarking
(2012). High-Quality Curriculum: A Lesson in Collaboration, Parenting for High Potential. The Curriculum Studies Network focuses on promoting and creating high-quality curriculum to meet the needs of academically advanced learners. Staff at Curriculum Studies Network are proud of the collaboration they promote among educators, but in order for high-quality curriculum to continue to be the standard in the field, they realize the valuable role parents play in the process as well. With the continued emphasis on standards-based curriculum, now in the form of Common Core State Standards, it is still important to recognize the need to meet the unique needs and interests of students. The connection between high-quality curriculum and the students' needs can be accomplished in collaboration with parents. One of the most powerful ways that parents can collaborate with the school in the area of curriculum is helping the school understand their child's unique needs and interests. In order for schools to truly differentiate to meet the "needs" of a child, they need to get to "know" the child. Parents and guardians who know their child best can help with this. Steps that parents can take to begin collaborating with the school are offered. [More] Descriptors: Advanced Students, Curriculum Development, Parent Role, Parent School Relationship
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 2. Technical Report #1316, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty — 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). Overcoming Textbook Fatigue: 21st Century Tools to Revitalize Teaching and Learning, Association for Supervision and Curriculum Development. Go beyond a one-size-fits-all approach to teaching, and discover how shifting textbooks from "sole source" to just another resource revitalizes your practice, improves student achievement, and meets Common Core State Standards. Veteran teacher and literacy expert ReLeah Cossett Lent explains that how you use textbooks makes a huge difference in students' learning–with or without access to online textbooks, laptops, or iPads. Explore lots of can't-miss strategies for: (1) Engaging students in meaningful reading of all kinds of materials; (2) Using an array of inputs and experiences to build students' background knowledge; (3) Making communal learning commonplace so students and teachers learn from one another; and (4) Creating meaningful assessments in all content areas. Learn how to develop your own text sets composed of diverse resources on a specific subject matter, genre, or theme. Get tips on how to use content-specific materials to encourage students to read to learn. And understand how to turn writing activities into strategies for extending and deepening students' knowledge of standards-based curriculum. [More] Descriptors: State Standards, Reading Instruction, Teaching Methods, Textbooks
(2012). Rethinking Literacy: Reading in the Common-Core Era. The Common Core State Standards aren't exactly new; it's been two years since most states adopted them. But it took those two years for the standards to trickle down from abstraction to daily practice, from a sheaf of papers in a state capital into a lesson plan on a teacher's desk. Now they're reshaping reading instruction in significant ways. Whether the standards are shining a bright new light on reading or casting an ominous shadow over it remains a point of debate. But without a doubt, the shifts in literacy instruction envisioned by the common core are among the biggest in recent decades. This supplemental issue of "Education Week" contains articles that focus on literacy in the 21st century. They include: (1) Overview: Common Standards Drive New Reading Approaches (Catherine Gewertz); (2) State Policies (Erik W. Robelen); (3) New Research Thinking Girds Core (Sarah D. Sparks); (4) Writing Undergoing Renaissance in Curricula (Catherine Gewertz); (5) Scales Tip Toward Nonfiction Under the Common Core (Catherine Gewertz); (6) Literacy Instruction Expected To Cross the Curriculum (Erik W. Robelen); (7) New Texts Aim to Capture Standards (Stephen Sawchuk); and (8) Building Bridges for ELLs (Lesli A. Maxwell). [More] Descriptors: Core Curriculum, State Standards, Alignment (Education), Time
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 1. Technical Report #1315, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty — 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 5. Technical Report #1319, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty–3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314, Behavioral Research and Teaching. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty — 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. [More] Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
(2012). Study of the Reliability of CCSS-Aligned Math Measures (2012 Research Version): Grades 6-8. Technical Report #1312, Behavioral Research and Teaching. In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. The purpose of the experimental measure was to evaluate how previously existing math items functioned empirically relative to the CCSS items. All included NCTM items were previously rated as linked with the CCSS. Analyses included Rasch modeling to explore the difficulty and functioning of both sets of items, classical reliability statistics (Cronbach's alpha, testretest, and alternate form reliability) and two sets of Generalizability Theory analyses. Overall, results suggest the CCSS items are more difficult than the NCTM items, and test forms made up exclusively of CCSS items operate at less than ideal reliability levels. The ways in which the results of this study have informed revisions to the easyCBM CCSS Math test forms to enhance the reliability while increasing accessibility are discussed. The following are appended: (1) Teacher Instructions; and (2) Complete Generalizability and Decision Study Results. [More] Descriptors: Curriculum Based Assessment, Mathematics Tests, Academic Standards, State Standards
(2012). Teachers' Perceptions of Curricular Change, ProQuest LLC. The purpose of this study was to examine teachers' perceptions of curricular change and how teachers in one high school in the southwestern United States viewed the potential effects of the implementation of Common Core State Standards. Surveys, focus group sessions, one-on-one interviews, and various observational techniques were used to ascertain teacher perceptions. Teachers reported confidence in their abilities to challenge students, to provide alternative explanations and examples, to adjust their lessons based on student need, and to use a variety of instructional strategies and assessments. However, perceptions of self-efficacy dropped significantly and varying levels of anxiety emerged when faced with actual performance-based tasks from the Common Core. The study found few initiatives were being utilized during the initial transition phase to help prepare teachers for an impending fundamental educational reform, yet teachers had great faith that administrators would eventually provide substantive professional development. When asked to design optimal professional development, teachers articulated a preference for practical, relevant, specific, peer-initiated, intellectually-stimulating experiences. Implications for the study include the need to provide timely, focused, thorough professional development during critical incubative periods. [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: Teaching Methods, Faculty Development, Teacher Attitudes, Anxiety
(2012). Teachers Reflect Standards in Basals, Education Week. Dozens of teachers and literacy specialists from across the country hunkered down in Baltimore at round tables, with laptops, pens, and paper, intent on rewriting the collections that wield tremendous influence over the way millions of U.S. children learn literacy skills: the big-name basal readers. Hailing from 18 school districts in 11 states, the group of about 70 came together last month in response to the Common Core State Standards in English/language arts, which demand that students hone their skills at understanding and analyzing a variety of texts. To do that, teachers must help them delve more deeply into what they read. Since most districts lack money for new textbooks, or their states are not scheduled to adopt new ones, the groups decided to bring educators together to write new questions for current materials. The Basal Alignment Project aims to build a free, online repository that will include a bank of teacher-written questions and tasks that are more "text dependent" than those suggested by the publishers; that is, they require students to dig into their readings to respond. [More] Descriptors: Basal Reading, Literacy, Reading Instruction, State Standards