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This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use College and Career Ready Standards (CCRS) to plan instruction for diverse learners. Although the processes described in this resource use the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS, this resource is applicable to all states' CCRS. This resource addresses two essential steps in the process of planning English language arts instruction from CCRS: (1) organizing the standards into a year-at-a-glance template as a means to gain deep understanding of the English language arts and literacy expectations within strands of standards, as well as the connections between and among the strands; and (2) creating a yearlong map of standards in preparation for instructional planning. As teachers work to complete the three templates in this resource, they identify important relationships between standards, determine how to prioritize standards, and organize the standards as a meaningful progression of learning expectations. With a yearlong plan that represents a progression of learning expectations, teachers will be well prepared to structure classroom instruction and assessment to meet their students' learning needs. The authors drew on their understanding of theory and research in a variety of areas to create these tools and processes. The following appendices are included: (1) Exemplars; and (2) Tools and Templates. Additional resources, references, and background materials are included.

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. The information and materials provided in this resource are intended to help educators at all levels to better understand the Common Core State Standards (CCSS). This resource provides an overview of the Mathematics and ELA & Literacy CCSS as well as activities for educators to examine the CCSS in depth. Educators can choose to work through all sections of this resource or to use and/or adapt specific sections to tailor this resource to their needs. A section on background reading is included. The following worksheets are included: (1) Browsing the Mathematics CCSS; (2) Interpreting the K-12 Standards for Mathematical Practice; (3) Studying the Old and New Standards--ELA & Literacy; (4) Studying the Learning Progressions of the Mathematics and ELA & Literacy CCSS; (5) Note Taking Worksheet--Implication Coding; and (6) Implication Coding Worksheet--Identifying Needed Resources.

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.

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning and formative assessment and from an examination of the CCSS. This resource guides teachers in the process of instructional planning for close reading with students, and is organized as a series of steps that teachers can follow as they prepare for close reading. These steps include: (1) gaining an understanding of close reading; (2) selecting appropriate texts to use with students; (3) priming text: reading the selected text multiple times to (a) annotate text to gain increased understanding of the text, and (b) extract and record relevant information from the text; (4) developing text-dependent questions to stimulate student thinking and discussion of the text; and (5) using evidence gathered from the close reading process to inform instructional next steps (formative assessment). A section on background reading is included.

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning, teaching, and formative assessment. The purpose of this resource is to provide guidance for teachers in the design of daily lessons that support student learning of CCRS. Although it can be used in isolation, this resource draws on teacher learning and work from other resources in the CSAI series. Teachers are best prepared to use this resource if they are familiar with the Fundamentals of Learning and the development of Learning Goals and Success Criteria. This resource is divided into four sections, each of which emphasizes the use of formative assessment in lesson planning and improvement: (1) Key considerations in lesson planning with formative assessment are presented and discussed; (2) A pair of tools is introduced to support teachers in lesson planning with formative assessment; (3) The process of implementing formative assessment is discussed. Key features include eliciting evidence, interpreting evidence, responding to anticipated and unanticipated evidence, and providing feedback; and (4) Ways to use student evidence and teacher self-reflection to improve subsequent lessons are discussed. The ideas presented in these sections are integrated into five planning tools: (1) Lesson Planning with Formative Assessment; (2) Lesson Hot Spots; (3) Quick-Guide to the Fundamentals of Learning; (4) Quick-Guide to the Deliberate Acts of Teaching; and (5) Lesson Reflection. Printable versions of these tools are included at the end of the resource. Contains additional resources, references, and background materials.

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning and formative assessment and from an examination of the CCSS. This resource is the second in a suite of resources that helps teachers merge content and practice standards of CCRS for Mathematics in daily instruction. The first in this suite, "What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-8 College and Career Ready Standards for Mathematical Content," helps teachers arrange and sequence content standards into a Yearlong Plan. This resource assists teachers in moving from a Yearlong Plan to establishing Learning Goals and Success Criteria for daily lesson plans and formative assessment. This resource is divided into two sections: (1) Teachers determine the "Building Blocks" (i.e., series of changes that occur in student thinking or ability) that lead from the previous grade's learning to achievement of the current grade's standards; and (2) For each Building Block, teachers determine associated Learning Goals and Success Criteria--two key elements of formative assessment. Contains a list of references and background materials. The following templates are provided: (1) Building Blocks of a Standard; and (2) Lesson-Sized Learning Goals and Success Criteria. [For "What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-8 College and Career Ready Standards for Mathematical Content," see ED565345.]

States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students' assessment performance (hence the term teacher "value-added" measures). The strengths and limitations of these statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the student assessments that these models use to estimate student growth, which is fundamental to the trustworthiness of any teacher value-added measure. Assessments that nominally address the subject or grade level that educators teach do not necessarily suffice for the purposes of measuring growth and calculating the value that teachers contribute to that growth. In fact, student growth scores require at least two assessments of student learning--one near the beginning of the school year or the end of the prior year and another at the end of the current school year. Carefully designed and validated assessments are needed to provide trustworthy evidence of teacher quality. Herein lies the purpose of this brief: to provide guidance to states and districts as they develop and/or select and refine assessments of student growth so that the assessments can well serve teacher evaluation purposes. This brief identifies an extensive set of propositions, claims, and evidence sources that are important to the validity argument and which justify the use of student growth assessments as part of teacher evaluation. (Contains 1 footnote, 1 figure, and 1 table.) [For the extended version of this document, "Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems (Extended Version)", see ED524088.]

States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students' assessment performance (hence the term teacher "value-added" measures). The strengths and limitations of these statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the student assessments that these models use to estimate student growth, which is fundamental to the trustworthiness of any teacher value-added measure. Assessments that nominally address the subject or grade level that educators teach do not necessarily suffice for the purposes of measuring growth and calculating the value that teachers contribute to that growth. In fact, student growth scores require at least two assessments of student learning--one near the beginning of the school year or the end of the prior year and another at the end of the current school year. Carefully designed and validated assessments are needed to provide trustworthy evidence of teacher quality. Herein lies the purpose of this brief: to provide guidance to states and districts as they develop and/or select and refine assessments of student growth so that the assessments can well serve teacher evaluation purposes. This brief identifies an extensive set of propositions, claims, and evidence sources that are important to the validity argument and which justify the use of student growth assessments as part of teacher evaluation. (Contains 2 figures and 1 table.) [For the shorter version of this document, "Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems", see ED524110.]