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.
This archived webinar, presenting essential features of the science practices outlined in the Next Generation Science Standards, offers opportunities for high school students to develop disciplinary literacy. Reading, writing, listening, and speaking in the science discipline are the key communication processes presented to develop knowledge of scientific ideas as well as the ways in which scientists develop that knowledge. The resource highlights the NGSS practices of “Constructing Explanations” and “Engaging in Argument form Evidence” and how the Common Core State Standards ELA/Literacy in Science support or contrast with these practices.
This resource provides an overview of high school assessment requirements under the Every Student Succeeds Act (ESSA), including information on the different assessment options that states have under ESSA.
At the 2017 California Educational Research Association’s (CERA) annual conference, CSAI Director Deb Sigman and Assistant Director Bryan Hemberg presented a session called Designing a Comprehensive Assessment System. Co-presenting were Marie Mancuso, Associate Director of the West Comprehensive Center, and Corey Greenlaw, Director of Assessments with the Frenso County Superintendent of Schools. (Please access the presentation slides by clicking the Download Resource button to the right.)
Summary of the session: An assessment system must provide decision-makers at all levels with sound information on which they can base their decisions in support of learning for all students. A comprehensive system includes different types of assessment tools and processes, used for different purposes at different levels of the system: national, state, district, school, and classroom. Designing, developing and implementing such a system is challenging, but necessary when instructional time is at a premium and evidence-based decisions are critical.
During the session, Sigman and Mancuso discussed the attributes of a comprehensive assessment system and outlined practical steps that policymakers and stakeholders might consider in developing a comprehensive assessment system (see handout).
Hemberg demonstrated an assessment visualization tool, called the CSAI Assessment System Visualizer (linked here). This tool provides states, local educational agencies, and schools with the opportunity to visualize, with graphic displays, their assessment systems by grade, content, and a variety of filters. When changes to the assessment system are being considered, this tool can serve as a valuable resource for determining redundancies and gaps in information.