eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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eric.ed.gov har udgivet: Much attention during the past decade has been given to the need to develop a well-trained early childhood education workforce. In order to address this need, the Illinois Board of Higher Education (IBHE) awarded Early Childhood Educator Preparation Program Innovation (EPPI) grants to institutions of higher learning. The IBHE funded partnerships, comprised of two- and four-year institutions, to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to develop a wide range of seamless pathways for degree and credential attainment through innovative articulation and alignment of curriculum initiatives, strategies for advising and supporting transfer students, and aligning assessments to demonstrate candidate progress toward or attainment of key competencies. Promising practices to improve quality field experience placements,… Continue Reading →
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eric.ed.gov har udgivet: This State-specific summary report serves as an assessment of the Florida’s annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the State continued to execute contracts and implement activities consistent with the State’s amended timelines. In Year 3, Florida implemented the Common Core State Standards (CCSS) in first grade and trained approximately 13,000 educators on implementing the CCSS during summer institutes. Florida Department of Education (FDOE) continued to add CCSS-aligned resources to the Teacher Standards Instructional Tool (TSIT). The State also continued the Math Formative Assessment System (MFAS) providing Florida educators access to approximately 374 tasks and rubrics… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015-2016. The transition will take place in 2016-2017, with full implementation of the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions… Continue Reading →
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eric.ed.gov har udgivet: The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented… Continue Reading →
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eric.ed.gov har udgivet: The Illinois Board of Higher Education (IBHE) provided Early Childhood Educator Preparation Program Innovation (EPPI) grants to 20 partnerships comprised of two- and four-year institutions to further develop models for early childhood educator preparation and build capacity in key areas of need. Recipients used grant funds to design and implement a wide range of seamless pathways for degree and credential attainment through innovative articulation initiatives, systems for aligning assessments to demonstrate candidate attainment of key competencies, and strategies for advising and supporting transfer students. Promising practices to improve early math learning, bilingual/English language learning, infant/toddler development, and quality field experience placements were also developed. This qualitative implementation study provides a systematic review of the innovations and strategies EPPI grant recipients utilized in addressing common barriers and practice-oriented… Continue Reading →
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eric.ed.gov har udgivet: Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has worked closely with its five partner states–California, Kentucky, Massachusetts, Ohio, and Texas–to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of California is continuing CCR standards implementation during a time of transition. For the purposes of this report and in keeping with C-SAIL’s focus, the concentration is on implementation of California’s English language arts (ELA) and math standards.… Continue Reading →
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