The “Supporting Language Learners with Common Core State Standards for English Language Arts” module has four objectives: (1) situate the support of language learners within Wisconsin’s education initiatives; (2) review the different types of language learners; (3) gain familiarity with research on instructional needs of language learners; and (4) integrate research on language learners with standards-based instruction and assessment.
Social and emotional learning (SEL) is the process of integrating thinking, feeling, and behaving in order to become aware of the self and of others, make responsible decisions, and manage one’s own behaviors and those of others. This resource describes the objectives and theoretical underpinnings of SEL, highlights research findings demonstrating the evidence supporting SEL programming, and advocates for comprehensive and systematic implementation of SEL programming in schools. This chapter illustrates how SEL programming in schools results in significant shifts in students’ social, emotional, and academic competencies as well as improvements in the quality of learning environments.
This resource appears as a chapter in the International Handbook of Emotions in Education and is also available through the Yale Center for Emotional Intelligence.
CSAI presented at the Bureau of Indian Education (BIE) Standards, Assessments, and Accountability System Negotiated Rulemaking Committee meeting on state requirements related to English Learners under the Every Student Succeeds Act. In the presentation, CSAI shared federal policy requirements, state implementation examples, and considerations for how the Committee may approach their own decision-making. The meeting was held in Arlington, Virginia on December 4-6, 2018.
This publication provides a framework, the Fundamentals of Learning (FOL), to assist teachers in transitioning to the classroom practices called for in the College- and Career-Ready Standards (CCRS). The content of this resource is drawn from leading theory and research about learning and assessment and from an examination of the Common Core State Standards. Since it is the students who actually DO the learning, this resource focuses on three fundamental aspects of learning that underpin classroom practice for K-12 students’ attainment of the CCRS. The Fundamentals are: (1) Making Meaning, (2) Participating and Contributing, and (3) Managing Learning. This resource is one in a series produced by the Center on Standards and Assessment Implementation. The series’ goal is to assist teachers and those who support teachers to plan teaching and learning for diverse learners from the CCRS.
The Center on Standards and Assessment Implementation (CSAI) has developed a series of resources to assist teachers and those who support teachers to plan teaching and learning of College and Career Ready Standards (CCRS) for all students. Each resource in the series supports implementation of the standards by addressing both theory and practice, allowing educators to understand the value of the new approach to learning, and also offering practical tools and templates to establish new practices for integrating the standards into instruction. This series of nine documents, taken together, helps teachers take ownership of the standards, understand them deeply, and implement them effectively in the classroom.
This User Guide is designed for district and school instructional leaders to identify the right resources from this series to engage with at their sites, and to provide guidance on the use of these resources in their settings.
More than 200 individuals gathered in Boston, MA on October 18 and 19, 2018 for the 1% Cap National Convening. The purpose of the 1% Cap National Convening was to support states as they work with local education agencies to implement the Every Student Succeeds Act (ESSA) requirement of a 1% cap on the participation of students with the most significant cognitive disabilities in the alternate assessment aligned with alternate academic achievement standards (AA-AAAS).
According to ESSA, AA-AAAS can be administered to students with the most significant cognitive disabilities, as defined by the State, if the State has adopted alternate academic achievement standards as permitted under section 1111(b)(1)(E) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Section 1111(b)(2)(D)(i)(I) of the ESEA and 200.6(c)(2) of the Title I, Part A regulations provide that for each subject for which assessments are administered under §200.2(a)(1) in reading/language arts, mathematics, and science, the total number of students assessed using an AA-AAAS under §200.6(c)(1) may not exceed 1.0% of the total number of students in the State who are assessed in that subject. The AA-AAAS must be aligned with the State’s challenging academic content standards under section 1111(b)(1) of the ESEA for the grade in which the student is enrolled. 34 C.F.R.§200.6(c)(1)(i). If a State anticipates that it will exceed the 1.0% cap, for any subject for which assessments are administered under §200.2(a)(1) in any school year, the State may request that the Secretary waive the cap for the relevant subject, pursuant to section 8401 of the ESEA for one year.
The Convening was hosted by the National Center on Educational Outcomes (NCEO) in partnership with the U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS)’s Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE)’s Office of State Support (OSS). NCEO was supported by its partners and by several other technical assistance centers across the nation, including the Center on Standards and Assessment Implementation (CSAI). Teams from 47 states participated in the 1½-day meeting. Their discussions and action planning were supported by 36 facilitators from NCEO and other technical assistance centers. Nine participants from the U.S. Department of Education attended the meeting as well, making themselves available to states throughout the meeting.
This Proceedings document was developed by NCEO and CSAI to provide a summary of the Convening. It includes appendices and links to resources that were shared by states and others at the Convening.