Bibliography: Common Core State Standards (page 124 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Linda Hofschire, PACE Policy Analysis for California Education, ExpandED Schools, John L. Smithson, Paul A. Asunda, Robert Hanna, Katie Brohawn, Kurt Kreith, Merrill Vargo, and Nicole Fletcher.

ExpandED Schools (2014). Collective Impact: Stronger Results with Community-Based Organizations. Cross-sector cradle-to-career initiatives are increasingly central to communities' strategies to support children and youth. StriveTogether Cradle to Career Civic Infrastructure provides a framework for how a community comes together around a vision; improves and builds upon those efforts over time; and invests the community's resources differently to increase impact. This brief uses lessons learned from The After-School Corporation's (TASC), ExpandED Schools, a national effort that aligns youth-serving community organizations and schools to add approximately three hours of learning time to the conventional school day, to describe the role of non-profit organizations in the StriveTogether Framework, and to provide recommendations for expanding and enhancing their role in achieving collective impact.   [More]  Descriptors: Community Organizations, Community Programs, Community Coordination, Youth Opportunities

Holzberg, Debra G.; Rusher, Dana E. (2017). Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction, Career Development and Transition for Exceptional Individuals. Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including specially designed instruction, to access the general curriculum (www2.ed.gov/policy/speced/guid/idea/memo…). In considering the importance of access to the general curriculum and the necessity of teaching transition skills, it is imperative academic and secondary transition skills are taught concurrently. This annotated bibliography focuses on strategies such as self-determination, writing strategies, and self-regulation for combining transition skill and academic skill instruction.   [More]  Descriptors: Annotated Bibliographies, Disabilities, Educational Strategies, Transitional Programs

Lance, Keith Curry; Hofschire, Linda (2012). Change in School Librarian Staffing Linked with Change in CSAP Reading Performance, 2005 to 2011. A Closer Look, Library Research Service. The American Association of School Librarians (AASL) Standards for the 21st Century Learner do not just pay lip-service to the value of reading. They have been aligned with the Common Core standards that were derived from, and now influence, state standards-based tests, such as the Colorado Student Assessment Program (CSAP) reading tests. It is clear that school librarians consider the teaching and encouragement of reading–both for curricular reasons and as a lifelong learning skill–to be among their most basic responsibilities. Accordingly, they intentionally pursue a wide variety of activities that should be expected to have a direct impact on students' reading scores. The authors, who previously presented a national analysis of National Center for Education Statistics (NCES) state-level data on librarian staffing and fourth-grade reading scores from the National Assessment of Educational Progress (NAEP), return to the Colorado context to examine the relationships between changes in school library staffing and changes in CSAP reading scores over time. The authors found that students at schools that gained or maintained an endorsed librarian to manage the library program averaged higher CSAP reading scores and higher increases in those scores over time than students at schools whose library programs were run by either non-endorsed librarians or library assistants. An appendix presents tables that provide detailed results of the statistical analyses reported in this article.   [More]  Descriptors: School Libraries, Librarians, Common Core State Standards, Reading Achievement

New Mexico Public Education Department (2017). Bilingual Multicultural Education Annual Report for School Year 2015-2016. The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the BMEB's efforts and how these are connected to PED's current initiatives. The BMEB actively works to streamline and provide data that can be used in meaningful and purposeful ways and is committed to improving the quality of data and of reporting. To that aim, the report focuses on the four key areas. It (1) collects and reports data on district, school, and student participation; (2) collects and reports data regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) analyzes and reports achievement data based on the Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, including English ELs, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses the key areas above with data for the 2015-2016 school year, providing some longitudinal data for comparison over time. Not all data is uniform, and where this may factor into the interpretation of data results, it is noted. The following are appended: (1) English Language Proficiency Data (ACCESS for ELLs¬©) by District and State Charters for 2015-2016; (2) Woodcock Muñoz Spanish Language Proficiency Data by District, 2015-2016; (3) LAS Links Spanish Language Proficiency Data by Proficiency Level by District, 2015-2016; (4) LAS Links Spanish Language Proficiency Data by Designation by District, 2015-2016; (5) IPT Spanish Language Proficiency Data by Proficiency Level District, 2015-2016; (6) IPT Spanish Language Proficiency Data by Designation by District, 2015-2016; (7) Native Language Proficiency Data by District, 2015-2016; (8) Bilingual Multicultural Education Programs by District, School, Grade, Language and Model; (9) Total Operational BMEP Allocations by District and Charter School; (10) Bilingual Multicultural Education Program Models and Instructional Time; and (11) Glossary and Acronyms.   [More]  Descriptors: Bilingual Education, Multicultural Education, Annual Reports, Student Educational Objectives

Kreith, Kurt (2014). Fractions, Decimals, and the Common Core, Journal of Mathematics Education at Teachers College. At grade 7, Common Core's content standards call for the use of long division to find the decimal representation of a rational number. With an eye to reconciling this requirement with Common Core's call for "a balanced combination of procedure and understanding," a more transparent form of long division is developed. This leads to the formulation of long division as a "recursive relation" and to more incisive insights into fractions and decimals than are typically developed as part of the school curriculum. The role of technology and some modern applications are explored.   [More]  Descriptors: Fractions, Arithmetic, Mathematics, Mathematics Instruction

Center for American Progress (2014). The Common Core Is an Opportunity for Education Equity. The Common Core helps address inequity in education by ensuring all students are taught to the same high standards and held to the same rigorous expectations. This helps make sure that ZIP codes do not determine education quality. The Common Core-aligned assessments are integral to realizing the promise of the standards; they act as a quality-control check to ensure all students receive a high-quality education. A Common Core-aligned curriculum will create a more challenging and exciting classroom experience. Students will explore concepts deeply, work together to solve complex problems, and engage in project-based learning–instead of focusing on worksheets and rote memorization. This report highlights educational gaps between white students and students of color, students with disabilities. and English Language learners. The Common Core will improve education quality for all students–particularly traditionally underserved students. Raising standards and preparing all students for college and careers will help reduce the disparities identified for low-income students, students of color, ELLs, and students with disabilities.   [More]  Descriptors: Common Core State Standards, Equal Education, Achievement Gap, White Students

Boser, Ulrich; Hanna, Robert (2014). In the Quest to Improve Schools, Have Teachers Been Stripped of Their Autonomy?, Center for American Progress. Over the past few years, there has been an ever-growing chorus of those who grumble that teachers are unhappy with their lack of control and freedom and have grown to deeply dislike their jobs. This article asks if teachers really lack autonomy and freedom, and wonders if as a nation, whether or not we have reached the right balance of accountability and autonomy that is necessary for workplace innovation, career satisfaction and over results. To gain a better handle on this issue, the authors examined a number of relevant data sets. First an analysis of the 2011-12 Schools and Staffing Survey, or SASS, a nationally representative survey of teachers and principals administered regularly by the National Center for Education Statistics was conducted. Second they looked at various state surveys, including 2013 data from Kentucky and Tennessee, as well as other recent national polling data on teacher attitudes. The data suggest something much different than the conventional wisdom. In fact, teachers are far more autonomous–and far more satisfied–than most people believe. This article suggests that in many ways, the problem is in the perception of the way we think about educator autonomy and suggests some changes to what could be an outdated mindset on the issue. The authors make an argument that while teachers should be given a great deal of leeway over how they teach, the country also needs to do a far better job of defining what teachers need to teach. The authors conclude by saying in the end, the teaching profession will be all the better for it. Six data tables looking at teacher control are appended.   [More]  Descriptors: Educational Improvement, Professional Autonomy, Teacher Surveys, Principals

Kurlaender, Michal; Howell, Jessica S. (2012). Collegiate Remediation: A Review of the Causes and Consequences. Literature Brief, College Board. This brief gives an overview of the prevalence, causes, and consequences of college remediation, which aims to improve basic literacy skills among college students.   [More]  Descriptors: Remedial Instruction, College Students, College Readiness, Alignment (Education)

Asunda, Paul A.; Mativo, John (2017). Integrated STEM: A New Primer for Teaching Technology Education, Technology and Engineering Teacher. Part One of this article ("Technology and Engineering Teacher," 75(4), December/January, 2016) presented a process that science, math, engineering, and technology teachers could use to collaborate and design integrated STEM courses. A conceptual framework was discussed that could provide a premise that educators interested in delivery of STEM content could reflect upon to integrate STEM disciplines in the classroom. The authors argued that this framework offered teachers a common philosophical understanding of how to integrate science and mathematical practices into an engineering/technology education course project. For the purposes of that paper, the designing of a safe swing set was utilized to illustrate how science, math, engineering, and technology teachers may forge a collaborative teaching effort to integrate STEM concepts into teaching practices. This paper examines what materials may withstand such forces safely in order to design a safe swing set. First, by referring to the Asunda and Mativo article, one notices there is a child who is 45 kg sitting on a swing that is 2 meters in length. Since lessons are learned using both metric units and United States Customary Units (USCU), and metric units were used in the past article, this article uses the Imperial system of measurement. The child weight in the Imperial system of measurement will be considered as 99 lbs., while the swing length will be 6.6 ft. The article next describes the lesson objectives, equipment/materials list, and the activity where students will construct a prototype swing set using the materials provided. Students will relate science and math concept(s) to engineering/technology education as discussed by the science, math, engineering, and technology teacher. A documented evaluation process can be designed based upon the identified learning objectives examined in students' artifacts, (i.e., in sketch designs, notebook) with science/math/engineering/technology education concepts and how these inform the construction of a chosen swing set design, the prototype, and any testing strategies the students may have documented. This approach may develop students' critical thinking and problem-solving skills through which they can transfer STEM-related skills and concepts to the 21st century STEM workplace. [For the first artile in this two-part series, see EJ1083032.]   [More]  Descriptors: STEM Education, Technology Education, Teaching Methods, Common Core State Standards

Greenes, Carole (2014). Tasks to Advance the Learning of Mathematics, Journal of Mathematics Education at Teachers College. Tasks to Advance the Learning of Mathematics (TALMs) were developed to stimulate grades 5-8 students' curiosity about complex mathematical relationships, inspire them to reason abstractly and quantitatively, encourage them to consider and create alternative solution approaches, develop their skills to persuade others about the viability of one solution approach over others, and enhance their perseverance toward problem solutions. Tasks are of nine types: Connect Calculation to Context, Rank Order Solutions, Identify What's Wrong If Anything, Defend an Opinion, Work Backwards, Predict and Explain, Think and Choose, Place Them Right, and Make Sense of a Situation. All tasks require application of concepts and skills from one or more domains of mathematics. As students solve these problems, they quickly identify what they know and what they are not sure about; that is, they assess their own degrees of understanding and learn at point of need. The article concludes with recommendations for implementing TALMs and an invitation for students and teachers to create their own.   [More]  Descriptors: Mathematics, Mathematics Instruction, Teaching Methods, Grade 5

Brown, Brentt; Vargo, Merrill (2014). Designing, Leading and Managing the Transition to the Common Core: A Strategy Guidebook for Leaders, Policy Analysis for California Education, PACE. The Common Core provides districts an opportunity to renew their focus on teaching and learning. But it also poses a number of design and implementation challenges for school districts. The "Leadership and Design Cycles" described in this guidebook offers an evidenced-based and structured process for leaders to design and implement Common Core change initiatives in ways that promote innovation, build reciprocal accountability, and effectively address both the technical and human dimensions of change. Infusing "design thinking" into the change process allows leaders to share responsibility for tactics, while ensuring that what gets designed and implemented meets a locally defined vision and core strategy for 21st Century teaching and learning. It also is an essential tool for engaging a wide range of stakeholders. The guide also explores the essential questions or "design choices" that leaders must address to effectively navigate their districts through a complex and comprehensive journey. This includes essential change management practices, such as: (1) connecting the initiative to a broader vision for improved teaching and learning; (2) managing the pace of change by narrowing focus; (3) increasing site/classroom autonomy, while providing enhanced support; (5) engaging teachers and site administrators in the design process; (5) building or repurposing feedback loops and refining strategies and tactics accordingly; (6) increasing leadership development opportunities for site administrators; (7) coupling bottom up change strategies with clear expectations and accountability; and (8) informing, engaging and involving parent and community members. The guide concludes with a bibliography.   [More]  Descriptors: Common Core State Standards, School Districts, Instructional Leadership, Educational Change

Policy Analysis for California Education, PACE (2014). 2020 Vision: Rethinking Budget Priorities under the LCFF. After years of painful budget cuts, new revenues will begin to flow to California school districts in 2014. Thanks to the voters' approval of Proposition 30 and the adoption of the Local Control Funding Formula (LCFF), nearly all districts can expect budget increases over the next several years. In this report PACE offers guidance on research-based strategies for LCFF implementation. They begin with three key principles that must guide any long-term strategy for improvement in California's education system. PACE then identifies four key areas for the investment of new resources where research suggests that additional spending can produce real gains in the performance of schools and students.   [More]  Descriptors: Educational Finance, Budgets, Funding Formulas, School Districts

Blank, Rolf K.; Smithson, John L. (2014). Analysis of Opportunity to Learn for Students with Disabilities: Effects of Standards-Aligned Instruction, Journal of Research in Education. The paper presents a model for addressing the critical question of opportunity to learn for students with disabilities. The model was tested through a two-year study with schools and teachers in three states. Opportunity to learn analysis is critical in this educational era of push toward access and inclusion. The study results indicate that instruction in grades 4-8 for general education and special education students did not closely align to state content standards. The analysis results indicate that a greater degree of instructional alignment to standards did have a positive impact on student achievement, considering both academic standards and extended standards for students with disabilities. The study findings showed that schools and classrooms providing more inclusive education for students with disabilities had a positive impact on student achievement for all students.   [More]  Descriptors: Educational Opportunities, Disabilities, Alignment (Education), Common Core State Standards

Traill, Saskia; Brohawn, Katie (2014). Time to Grow: Year Two Report on ExpandED Schools. A TASC Report, ExpandED Schools. An analysis of data from the second year of The After-School Corporation's (TASC's) national demonstration of an expanded school day for elementary and middle school students shows that ExpandED Schools improved school culture, decreased rates of students' chronic absenteeism and helped students develop positive learning habits and attitudes. Schools and their community partners made progress in evolving the culture of their schools to maximize the benefits of expanded time for learning. For the second year in a row, New York City ExpandED Schools outperformed schools citywide in rankings by parents, teachers and students of their schools' safety, communication, engagement and academic expectations.   [More]  Descriptors: Extended School Day, Elementary School Students, Middle School Students, School Culture

Fletcher, Nicole (2014). Incorporating the Common Core's Problem Solving Standard for Mathematical Practice into an Early Elementary Inclusive Classroom, Journal of Mathematics Education at Teachers College. Mathematics curriculum designers and policy decision makers are beginning to recognize the importance of problem solving, even at the earliest stages of mathematics learning. The Common Core includes sense making and perseverance in solving problems in its standards for mathematical practice for students at all grade levels. Incorporating problem solving into inclusive classrooms, in which some students may struggle with the self-regulation skills involved in problem solving, can be challenging. This article offers several problem solving procedures, as well as examples of problem solving in the classroom, that can provide young children with learning disabilities the support they need to meaningfully engage in mathematical problem solving.   [More]  Descriptors: Common Core State Standards, State Standards, Problem Solving, Mathematics

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