From the Publisher: “Preparing students for success in college and careers is one of the primary goals of our education system. How states track and report progress toward the goal of college and career readiness is important for public accountability and transparency; making data available publicly provides a window into how students – and the institutions that serve students – are doing. This brief describes the range of college and career readiness measures states are currently reporting publicly. The brief also provides guidance for what states should be doing to measure students’ college and career readiness.”
The Introduction to the ELA / Literacy Shifts Module is a 1-2 hour module that provides an introduction to the key shifts required by the Common Core State Standards for ELA / Literacy. The module is meant to be customized and tailored to meet the needs of educators. Professional development facilitators are especially encouraged to customize any or all portions of the module to meet the needs of any particular audience. The module includes the following resources:
PowerPoint Presentation on the key instructional shifts required by the CCSS for English Language Arts and Literacy
Handouts to facilitate and encourage reflective processing of the shifts
An activity to help you become familiar with the content of the standards
Related research and readings that can be used in professional learning communities (PLCs)
In collaboration with leaders from the Open Education Resources (OER) community, Achieve has developed eight rubrics to help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards and determine aspects of their quality. The rubrics represent an evaluation system for objects found within OERs. An object could include images, applets, lessons, units, assessments, and more. For purposes of the evaluation, any component that can exist as a stand-alone tool qualifies as an object. The rubrics in the suite can be applied across content areas and object types. In general, the rubrics should be applied to the smallest meaningful unit. In some cases, this may be a single-lesson or instructional support material, while in others it might be a complete unit of study or set of support materials.