These Action Briefs for school leaders are a starting point, designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders — who are faced with dramatically increased expectations in the context of fewer resources — with a deeper understanding of the standards and their role in implementing the standards. Achieve, in partnership with College Summit, the National Association of Secondary School Principals, and the National Association of Elementary School Principals, released this with support from MetLife Foundation.
The amount of non-fiction read by students in grades 1-12 has steadily increased since the adoption of new learning standards introduced in the Common Core. Yet students — especially those in high school — don't read to the level of difficulty they should and fall "far short" of what may be required for college and career preparedness. At the same time, students who begin the school year behind their peers can make up for lost time with the right standards in place.
If there are exceptions to Malcolm Gladwell’s rule, writing is surely one of them. Even after 10,000 hours, the process can still feel tedious, frustrating and lonely.Practice may not make perfect, but feedback and repetition can help students be more competent at writing. At least, that’s the hope
Epler of the Nebraska education department said he anticipates that, at some point, his organization will do a crosswalk with the new standards, "mainly to support our teachers and schools as many resources (textbooks, etc.) are CCSS-based."
Wondering what to do with your individual PARCC score reports? You're invited to join outstanding teachers nationwide to dig into tools and teacher-tested strategies to help you elevate the PARCC conversation in your school community, classrooms and teams. By the end of our session, you will have:
The Common Core standards raised expectations for students across the board. This fall, results are coming in for the first time, and in many places, they've been disappointing. John Tulenko of Education Week reports.
A new study looking at the relationship between the National Assessment of Educational Progress and the Common Core State Standards for mathematics finds that the two have "reasonable" overlap, but that the national test falls short on assessing some of the common standards.
The study, commissioned by the NAEP Validity Studies Panel, an independent panel run by the American Institutes for Research, was published in advance of this week's release of the 2015 NAEP reading and math scores for 4th and 8th grade students. NAEP is administered to a nationally representative sample of students about every two years.
The NAEP test was not designed to be aligned with any particular set of standards—it is meant to be used as a barometer of student achievement across the United States.
Massachusetts Releases First Round Of PARCC Field Test Results.
The Boston Globe (9/22, Fox) reports that Massachusetts education officials have released the results from the first year of PARCC testing in the state, noting that students “generally had lower scores” on the test. The piece quotes state Education Secretary James A. Peyser stressing that the results are preliminary, “This early report on PARCC results is preliminary and incomplete and therefore cannot yet be directly compared to this year’s MCAS results,” Secretary of Education James A. Peyser said in a statement. “I look forward to seeing the complete results as they become available.” The piece notes that the state BOE is scheduled to vote on whether to replace the MCAS with PARCC this November.
The Springfield (MA) Republican (9/22) reports that MCAS scores rose this year, while “preliminary results from limited field tests of the PARCC exam were less likely to score in that test’s ‘meeting expectations’ category.” This piece also reports that Peyser “cautioned about ‘reading too much’ into the preliminary results.”
One teacher says she’s reading harder books with her students. A second is asking them to provide more evidence to support their answers. A third is now pushing students to find the solutions to math problems on their own. Last month, I spoke with eight actual teachers with actual classrooms...
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