This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Hank Fien, Paola Uccelli, Nancy J. Nelson-Walker, Ha Yeon Kim, Pivot Learning Partners, David N. Plank, Kate Walsh, Marrielle Myers, Dominic J. Brewer, and Robert Selman.
(2013). Common Core by Design: A Whole Systems Approach to CCSS Implementation. Working Paper. With the adoption of the Common Core State Standards (CCSS) and the new English Language Development (ELD) standards, California has embarked on its third wave of major curriculum reform, continuing a process that began with the initial round of curriculum frameworks in the 1980s and that continued with the adoption of the California State Standards, the Public School Accountability Act, and "No Child Left Behind." Much about California's context has changed since the State adopted the Common Core in 2010. Each of these changes present new challenges and opportunities for districts as they design and implement a plan for implementing CCSS. With Proposition 30, the Local Control Funding Formula (LCFF) and the new categorical grant for CCSS implementation, districts are finally emerging from the one of the worst financial crises in the state's history with resources to dedicate to Common Core. The other major change in the context has been an increase in local control over how to design and implement change initiatives like Common Core. This paper discusses the need for a whole systems approach to CCSS implementation, which includes addressing design challenges. To assist districts in meeting the challenges posed by Common Core, Pivot provides comprehensive support for CCSS design and implementation, including but not limited to training and coaching. This paper provides details regarding how Pivot supports districts in this area. Districts will need to act strategically and proactively to design a new model for managing the transition to CCSS, one that enrolls site administrators and teacher leaders to play a more active role in designing and implementing change at the site level. [More] Descriptors: Systems Approach, Program Implementation, Common Core State Standards, Curriculum Development
(2015). Imagination in Education, ProQuest LLC. Imagination in Education was a qualitative inquiry that explored the effects the implementation of the Common Core State Standards (CCSS) had on imagination within high school cultures. The central question for this study was: How do New York City Department of Education (NYC DOE) high school principals conceptualize imagination within their school culture? Sub-question a: How does a high school principals' perception of imagination influence the school's curriculum? Sub-question b: How does the high school principals' perception of imagination influence the schools' programming and courses offer to students? The research was driven by Vygotsky's theory of the development of a student's imagination, Dewey's theory of the application of a student's imagination, Greene's theory of the possibilities of a student's imagination, Pierce's theory of quantifying a student's imagination, Robinson's theory of stifling a student's imagination and Disney's "Figment of the Imagination's, Setting the Imagination Free". This qualitative inquiry interviewed NYC DOE high school principals using one-on-one interviews to collect data. The data collected was inductively processed. The participants in this study overwhelmingly addressed the influence of: (a) city and state mandates, (b) graduation requirements, (c) Regents exams, and the implementation of the CCSS. All participants spoke about using their imagination daily in navigating the mandates and meeting the staff and student's needs. They also spoke about motivating teachers to use their imagination with classroom instruction, curriculum and lesson plans. However, when they spoke about the students, the goal was simply providing strategies to pass the Regents and graduate. This research raised the question of: Are we educating a future society of young adults that can answer questions on a test or a society where individuals can think for themselves and imagine the future possibilities. [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: Imagination, School Culture, High Schools, Principals
(2013). Exploring How Expertise Is Shared across Relationships: A Study of Central Office Administrators and School Principals, ProQuest LLC. A body of research suggests that human capital–educators' and employees' training, education, and experience–is a key factor in school improvement efforts. Social capital, which may be defined as relations that can be mobilized to facilitate action, is another factor that may be as important as human capital. The synergistic interplay of human capital and social capital can generate intellectual capital–the knowledge and knowing capability of a collectivity. This study explores the characteristics of the relationships between site principals and central office administrators in one area of the San Diego Unified School District. The research questions are: (a) What is the structure of interactions between principals and central office administrators (b) What are the conditions under which expertise is shared across relationships between principals and central office administrators (c) What are the characteristics of the interactions between principals and central office administrators (d) What is the nature of the information and knowledge that flows through the relationships between principals and central office administrators. The context for this study is the educational landscape under No Child Left Behind and the movement to implement Common Core State Standards. A key assumption of the study is that the district office, as a unit, may well matter in the schools' efforts to accelerate the achievement of all students. In this mixed methods study, extant data from a previous study was used to drive the sampling as well as to inform the qualitative portions of the study. [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: Central Office Administrators, Principals, Expertise, Human Capital
(2013). Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs, National Council on Teacher Quality. Once the world leader in educational attainment, the United States has slipped well into the middle of the pack. Countries that were considered little more than educational backwaters just a few years ago have leapt to the forefront of student achievement. There's no shortage of factors for America's educational decline: budget cutbacks, entrenched poverty, crowded classrooms, shorter school years, greater diversity of students than in other countries. The list seems endless. NCTQ's (National Council on Teacher Quality's) "Teacher Prep Review" has uncovered another cause, one that few would suspect: the colleges and universities producing America's traditionally prepared teachers. Through an exhaustive and unprecedented examination of how these schools operate, the "Review" finds they have become an industry of mediocrity, churning out first-year teachers with classroom management skills and content knowledge inadequate to thrive in classrooms with ever-increasing ethnic and socioeconomic student diversity. The authors were able to determine overall ratings based on a set of key standards for 608 institutions. Those ratings can be found on the "U.S. News & World Report" website, www.usnews.com, as well as their own, www.nctq.org, where there is additional data on another 522 institutions. Altogether, the "Review" provides data on the 1,130 institutions that prepare 99 percent of the nation's traditionally trained new teachers. No small feat. As the product of eight years of development and 10 pilot studies, the standards applied here are derived from strong research, the practices of high-performing nations and states, consensus views of experts, the demands of the Common Core State Standards (and other standards for college and career readiness) and occasionally just common sense. The authors strived to apply the standards uniformly to all the nation's teacher preparation programs as part of their effort to bring as much transparency as possible to the way America's teachers are prepared. For now, the evaluations provide clear and convincing evidence, based on a four-star rating system, that a vast majority of teacher preparation programs do not give aspiring teachers adequate return on their investment of time and tuition dollars. These are among the most alarming findings: (1) Less than 10 percent of rated programs earn three stars or more; (2) It is far too easy to get into a teacher preparation program; (3) Fewer than one in nine elementary programs and just over one-third of high school programs are preparing candidates in content at the level necessary to teach the new Common Core State Standards now being implemented in classrooms in 45 states and the District of Columbia; (4) The "reading wars" are far from over; and (5) Just 7 percent of programs ensure that their student teachers will have uniformly strong experiences, such as only allowing them to be placed in classrooms taught by teachers who are themselves effective, not just willing volunteers. [More] Descriptors: Schools of Education, Teacher Education, Rating Scales, Program Evaluation
(2013). Learning to Assess and Assessing to Learn: A Descriptive Study of a District-Wide Mathematics Assessment Implementation, ProQuest LLC. In today's mathematics education, there is an increasing emphasis on students' understanding of the mathematics set forth in standards documents such as the "Principles and Standards for School Mathematics" (National Council of Teachers of Mathematics, 2000) and, most recently, the "Common Core State Standards for Mathematics" (National Governors Association for Best Practices & Council of Chief State School Officers, 2010). Widespread adoption of the "Common Core State Standards for Mathematics" (CCSSM) within the United States establishes, for the first time, a common set of coherent, focused standards built on "research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time" (NGA Center & CCSSO, 2010, p. 4). The CCSSM sets grade-specific standards for the majority of the nation's teachers and students, standards that students are expected to achieve with understanding. This requires that teachers assess whether students have developed an understanding of the mathematics set forth in these standards. Although the standards are well defined within the CCSSM, methods of identifying and meeting the needs of students who do not meet or who exceed these grade-specific expectations are not defined, and therefore it is left for individual teachers to identify ways to do so. This embedded multiple-case study explores the individual and collective experiences of a group of third-grade teachers as they worked to implement a district-initiated mathematics formative assessment and intervention process. The yearlong investigation focused on third-grade teams in two schools, their implementation of the process, and its impact on student learning. This study was designed within the context of engaged scholarship, a participative form of research that leverages the different kinds of knowledge of key stakeholders in studying complex problems. Teacher and administrator interviews, student assessment results, and professional development documents were analyzed to better understand experiences of the implementation process, influences on instructional practice, and impact on student understanding. Findings from this study suggest that these teachers faced at least eight challenges as they implemented the formative assessment practices. These challenges are described with reference to barriers identified by Cizek (2010) and clearly must be addressed in order for teachers to embrace the type of formative assessment increasingly called for in research, policy, and practice. Study findings have several implications for efforts to support teachers' implementation of a formative assessment and intervention process. These findings are discussed along with directions for future research. [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: Mathematics Education, Academic Standards, State Standards, Case Studies
(2015). From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction, Journal of Urban Mathematics Education. Over the last half century, mathematics education has seen numerous reform initiatives and standards. About every ten years, a new wave of documents offers recommendations on how to best teach mathematics. The Common Core State Standards for Mathematics (CCSSM; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) builds on the concept of learning trajectories (LT) (Daro, Mosher, & Corcoran, 2011) and outlines the mathematics content and practices to be addressed at particular grade levels. With the widespread adoption of these standards, mathematics teacher educators have worked to share ideas about trajectories with teachers. Because research on learning largely developed separately from research on teaching, the authors' work used LTs to link these two bodies of research. They theorized the concept of Learning Trajectories Based Instruction (LTBI) as a model of teaching where instructional decisions are grounded in research on student learning in the form of trajectories and they interpreted several highly developed domains of research on mathematics teaching in relation to these trajectories (Sztajn, Confrey, Wilson, & Edgington, 2012). Since that time, the authors have worked to share this model with teachers in professional development settings, and their research has empirically examined and elaborated the affordances of LTBI. In this commentary, they critically analyze the LTBI model using Gutiérrez's (2007) dimensions of equity as a comprehensive framework for equity in mathematics education. Through this theoretical examination, they make explicit the assumptions inherent in the initial model and identify opportunities for LTBI to enhance equitable mathematics instruction. First, they briefly introduce current research on LTs and highlight principles of LTs that they contend are aligned with equitable instruction. Next, they present Gutiérrez's framework and a rationale for its selection as a tool for their theoretical analysis, briefly describing each of its dimensions. They detail their analysis of LTBI and conjecture what equity-oriented uses of the model might look like in instruction. The authors conclude with an invitation to the mathematics teacher education community to discuss the potentials and challenges of using LTs to support equitable mathematics instruction. [More] Descriptors: Teaching Methods, Mathematics Instruction, Common Core State Standards, Equal Education
(2013). Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities, ProQuest LLC. Students with learning disabilities are most typically characterized as struggling readers (i.e., 80-90% of students are identified on the basis of reading failure; LD OnLine, 2008 Lerner, 1989; Lyon, Fletcher, Shaywitz, Torgesen, Wood, et al., 2001); however, as many as 50% of students with learning disabilities have IEP goals in the area of mathematics suggesting that general curricula in mathematics present a relevant barrier to the success of this population (Geary, 1999). Given that expectations in the era of the Common Core State Standards promote higher achievement in mathematics, specifically Algebraic thinking (CCSS, 2012), secondary curriculum in the area of Algebra presents a hurdle for students with a specific learning disability to keep pace with peers and graduate on time. This study investigated the effects of the SOLVE Strategy on the mathematical problem solving skills of secondary students with disabilities. A multiple probe across participants design was employed to determine the impact of the independent variable (i.e., instruction in the SOLVE Strategy) on the primary dependent variables (i.e., strategy use, correct response). The intervention was implemented with six 8th grade students with specific learning disabilities. Results indicated a functional relation between SOLVE Strategy usage and improved problem solving performance for all six target students. Additionally, all participants were able to generalize the SOLVE Strategy to other mathematic topics and concepts, and the teacher and students felt the intervention was socially acceptable. Finally, limitations of the study, suggestions for future research, and implications for practice are provided. [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: Learning Disabilities, Mathematics Instruction, Secondary School Students, Problem Solving
(2009). Moving to the Next Generation of Standards for Science: Building on Recent Practices. CRESST Report 762, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). In this report, Joan Herman, director for the National Center for Research, on Evaluation, Standards, & Student Testing (CRESST) recommends that the new generation of science standards be based on lessons learned from current practice and on recent examples of standards-development methodology. In support of this, recent, promising efforts to develop standards in science and other areas are described, including the National Assessment of Educational Progress (NAEP) 2009 Science Assessment Framework, the Advanced Placement Redesign, and the Common Core State Standards Initiative (CCSSI). From these key documents, there are discussions about promising practices for a national effort to better define science standards. Lastly, this report reviews validation issues including the evidence that one would want to collect to demonstrate that national science standards are achieving their intended purposes. (Contains 3 tables, 2 figures and 2 footnotes.) [This report was supported in part under the Educational Research and Development Centers Program, PR/Award Number R305B960002.] [More] Descriptors: Research and Development, Advanced Placement, Educational Research, State Standards
(2013). Common Core Companion: The Standards Decoded What They Say, What They Mean, How to Teach Them, National Professional Resources, Inc.. "The Common Core Companion: The Standards Decoded", by Jim Burke, provides schools, districts, and departments with a common language or set of reference points for effective school-wide implementation of the Common Core State Standards. The book–available in middle and high school editions–clarifies what each standard says, what each means, and how to put the standards into practice across English language arts, social studies, science, and technical subjects. The middle school edition presents grades 6-8 standards side by side, with key distinctions highlighted so teachers know what they must teach from grade to grade. The high school edition identifies grades 9-10 standards, and compares them with grade 11-12 standards, highlighting key distinctions so teachers know to teach from grade to grade. Both editions present the following: (1) All the different content-area versions of each standard arranged on one page to facilitate easy reference and school-wide collaboration; (2) Explanations of each standard on a corresponding page, written in accessible language, along with prompts and questions to help students learn and apply each standard; (3) Essential content to cover and lesson ideas for modeling the literacy skills behind the standards (4) Instructional techniques for each standard based on Jim's extensive teaching experience and current research on effective instruction; and (5) Complete glossary for each standard and adaptations for ELL students. This essential resource is an one-stop guide for teaching, planning, assessing, collaborating, and designing powerful reading and writing curricula. [More] Descriptors: Common Core State Standards, Program Implementation, Middle Schools, High Schools
(2013). The Perceived Impact of Education Policy on the Inclusion of Students with Disabilities in Two Contrasting Schools, ProQuest LLC. It has been nearly four decades since the passage of the Education for All Handicapped Children Act (1975), yet some of the most fundamental issues still remain. Reauthorized in 1997, and again in 2004, as the Individuals with Disabilities Act (IDEA), this act requires all children with disabilities be offered educational opportunities in the least restrictive environment (LRE). Despite decades of federal and state legislation, inclusion is still one of the hottest topics in education. Not only is inclusion a human right, but the practice is also heavily supported by decades of research. With new federal and state policies mandating sweeping reform across the country, students with disabilities will undoubtedly face changes in their education. What effect does state policies have on the inclusion of students with disabilities? This study explored how policy implementation affected the inclusion of students with disabilities in two contrasting school districts. This was done through a qualitative case study of two schools, one exemplary in the area of inclusion and one in need of improvement. The study examined the impact of the recently implemented annual professional performance review (APPR) and the Common Core State Standards (CCSS) on students with disabilities in these two schools. Recommendations for policymakers, administrators and teachers of students with disabilities are provided. [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: Educational Legislation, Disabilities, Equal Education, Educational Quality
(2013). How Californians View Education Standards, Testing and Accountability: Results from the Third PACE/USC Rossier Poll, Policy Analysis for California Education, PACE. California is in the midst of sweeping education changes. The state is rolling out the Common Core State Standards (CCSS) and a new system of assessments. Voters approved a temporary statewide tax increase that will provide additional funding to schools after years of spending cuts. The Legislature adopted a new system for funding schools (the Local Control Funding Formula, or LCFF) that shifts resources to school districts that enroll lots of poor students and English learners, while granting local districts tremendous control over their budgets and spending. After years of budget cuts and policy stagnation, how do Californians view their education system and the changes that are now underway? This brief presents the findings from the latest Policy Analysis for California Education (PACE) and University of Southern California Rossier School of Education voters on education issues, which was conducted by MFour/Tulchin Research in August 2013. This is the third in a series of PACE/USC Rossier polls. The findings from our earlier polls were summarized in a 2012 policy report. Findings from all PACE/USC Rossier polls are available at PACE website (www.edpolicyinca. org/polls). This most recent poll surveyed registered voters' opinions regarding a variety of education-related topics, including standardized tests, curriculum, teachers, evaluations and accountability, the general direction of the state and state education, Governor Brown's job performance in handling education, Proposition 30 and school funding. [For " How Californians Feel about Public Education: Results from the PACE/USC Rossier August 2012 Poll," see ED564339.] [More] Descriptors: Public Education, Public Opinion, Educational Attitudes, State Surveys
(2015). Teacher Leadership–Connecting Learning to Practice, ProQuest LLC. The Common Core State Standards (CCSS, 2010) as the latest initiative in the ongoing effort of educational reform in the United States reinforces the need to build the capacity of teachers as leaders and change agents. As such, graduate teacher leadership programs function to support and develop teacher leadership praxis. Although studies of teacher leadership graduate programs exist, there are no mixed method studies that explore teacher leaders' work and efficacy following participation in these programs. To fill this gap, this study sought to understand how a master's level teacher leadership program enhanced the development, leadership capacity, and efficacy of teacher leaders during their subsequent tenure as educators. This comprehensive study explored the teacher leadership actions and perceptions about teacher leadership of nine cohorts (N = 337) from a graduate program with emphasis on the program's impact and the supports and limitations to the exercise of teacher leadership in the workplace. The mixed methodology included a quantitative cross-sectional survey analysis and qualitative semi-structured interviews. The quantitative data were evaluated through statistical analysis and the qualitative analysis followed an inductive approach adhering to coding cycles. Participants reported increases in teacher leadership activity, professional knowledge about teaching and teacher leadership, skills, and changes in perspective about themselves as leaders. Graduates identified an elevated self-awareness about their professional "voice" and increased confidence to participate as teacher leaders. Positive peer and administrator relationships contributed to successful teacher leadership. Action research was invaluable for developing professional learning and practicing teacher leadership. Limiting factors included a lack of support or validation from peers and administrators, negative school cultures, and challenges in disrupting the status quo. It is recommended that schools develop a comprehensive approach to teacher leadership that utilizes and supports the many forms of teacher leadership. [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: Teacher Leadership, Theory Practice Relationship, Common Core State Standards, Educational Change
(2013). Teachers' Conceptions of Mathematical Modeling, ProQuest LLC. The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by teachers about mathematical models and modeling in order to aid in the development of teacher education and professional development programs. The study used a mixed methods approach. Quantitative data were collected through an online survey of a large sample of practicing and prospective secondary teachers of mathematics in the United States. The purpose of this was to gain an understanding of the conceptions held by the general population of United States secondary mathematics teachers. In particular, basic concepts of mathematical models, mathematical modeling, and mathematical modeling in education were analyzed. Qualitative data were obtained from case studies of a small group of mathematics teachers who had enrolled in professional development which had mathematical models or modeling as a focus. The purpose of these case studies was to give an illustrative view of teachers regarding modeling, as well as to gain some understanding of how participating in professional development affects teachers' conceptions. The data showed that US secondary mathematics teachers hold several misconceptions about models and modeling, particularly regarding aspects of the mathematical modeling process. Specifically, the majority of teachers do not understand that the mathematical modeling process always requires making choices and assumptions, and that mathematical modeling situations must come from real-world scenarios. A large minority of teachers have misconceptions about various other characteristics of mathematical models and the mathematical modeling process. [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: Teacher Attitudes, Knowledge Base for Teaching, Mathematical Models, Misconceptions
(2016). Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension, Journal of Research on Educational Effectiveness. "Deep reading comprehension" refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension–academic language, perspective taking, and complex reasoning–predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction. [More] Descriptors: Academic Discourse, Perspective Taking, Reading Comprehension, Common Core State Standards
(2013). Instructional Gaming: Using Technology to Support Early Mathematical Proficiency, Society for Research on Educational Effectiveness. Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics achievement of students with or at-risk for mathematics difficulties (MD). Despite these potential advantages, the research base is scant for efficacious technology tools in early mathematics. This paper describes development and testing of the NumberShire intervention, and discusses results from feasibility studies in kindergarten, first, and second grade classrooms. Project NumberShire supports the development of in-depth knowledge of whole number concepts for students with or at risk for MD in grades K-2, a focus recommended by mathematics education experts. NumberShire is a browser-based, educational video game in which players build an idyllic fairytale village by learning and applying whole number knowledge in three domains of the Common Core State Standards for Mathematics. To test the initial feasibility and usability of NumberShire, researchers aimed to answer four research questions: (1) Is NumberShire reliably efficient and easy for students and teachers to use?; (2) Are students able to focus on and benefit from mathematics content in the game, rather than being distracted by other features?; (3) Are students operating the game as intended?; and (4) Are students engaged in NumberShire mini-games and activities? In fall 2012, 125 students participated in feasibility testing, 50 of which teachers identified as being at risk for difficulties in mathematics on the basis of student performance on screening measures (e.g., EasyCBM) and other classroom assessments. Classrooms were located in three elementary schools in Oregon and Massachusetts. This study used design experiment methodology and iterative end-user testing trials to examine initial feasibility and usability of the NumberShire intervention. Mixed methods research design was also employed to study initial student learning during the feasibility test and guide program revisions in preparation for a formal, rigorous, small scale RCT pilot study to assess intervention promise. Feasibility data were collected in fall 2012 and spring 2013, from a variety of assessment, game, and interview activities. In winter 2013, research staff summarized data from all observations and interviews conducted in second grade classrooms. Results from the first half of the feasibility study suggest second grade students were engaged in and able to use NumberShire with general ease. Second grade teachers perceived the NumberShire intervention as being aligned with important skill objectives and found the features of the intervention useful. Preliminary results suggest NumberShire may support student achievement for second grade students working to demonstrate proficiency with whole number concepts aligned with the Common Core State Standards for Mathematics (CCSSO 2010). Tables are appended. [More] Descriptors: Mathematics Achievement, Low Achievement, At Risk Students, Educational Games