The adoption of the Common Core State Standards by 46 states and the District of Columbia represents a dramatic departure in U.S. education. In the past, national efforts to improve education have been directed by the federal government and have emphasized resources or organizational structure. In contrast, the Common Core State Standards in math…

A parent objected to a district's replacement of the gifted pull-out program with gifted-talented clusters in regular classrooms. Teachers would be trained to work with special-needs students, but not to differentiate curricula for advanced students. He agreed to advance his daughter a grade, but deplores reforms' transitional effects. (MLH)

Veteran first-grade teacher describes her 2-year inclusion experience with three special-education students. Offers other teachers suggestions for planning and implementing inclusion. (PKP)

At one Illinois elementary school, student portfolios have been a powerful vehicle for understanding what students know and understand about standards. Before developing a portfolio, educators should listen to children as they evaluate others' accomplishments and encourage conversations and reflections that affirm students' sense of competence.…

Evaluation of the school-based, collaborative inservice program implemented by 10 elementary schools in Jefferson County, Kentucky, indicates that ideal conditions are not essential to school improvement. Based on the effective schools research model, the project also provided evidence that local schools will adopt successful programs after pilot…

The entire staff of one New York elementary school was trained in Developmental Activities Project to understand how students develop logical thinking, how to assess each student's developmental level, and how to create an appropriate learning environment. DAP is based on Piaget's 46 concrete mental structures, including classification, relations,…

One fifth-grade teacher feels it is unfair if some students learn one thing, while others learn something else. Teachers must agree on some core of specific content and resolve to teach it at appropriate levels. Core Knowledge Sequence for grades 1-6 provides model of grade-by-grade content including literature, U.S. and world civilization,…

Outlines a four-step grading system to help teachers implement standards-based education. Teachers should design a workable format; define three sets of codes (for assessment types, performance levels, and time periods); create a grade book with easily accessible student grade sheets; and monitor and adjust the process. (MLH)

Reading and writing at one New Hampshire school district are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing. Whole language instruction has produced high reading comprehension scores, an increase in book-reading quality and quantity, and a dramatic drop in special education…

The Paideia School Model was inspired by philosopher Mortimer Adler's belief in a high-quality, single-track, liberal arts education to prepare students for work, citizenship, and lifelong learning. This article describes how Chattanooga (Tennessee) parents and educators worked to develop and implement a holistic, rigorous Paideia curriculum. (MLH)

The reading workshop is not based on ability groups, but provides a venue to focus on each student's strengths and needs. Components include a teacher-sharing time, focus lesson, state-of-the-class conference, self-selected reading and responding time, and student-sharing time. (MLH)

An interactive transition plan is a document that a student with disabilities makes with the assistance of friends, family members, or school personnel. This plan helps the student communicate relevant information to the general-education teacher. Sharing plans with receiving teachers can be rewarding and insightful. (MLH)

A Tennessee elementary school's adoption of a looping program, allowing teachers to stay with their classes for two years, resulted in improved student confidence and teacher/parent relationships. Looping places less pressure on young students to learn all curriculum objectives in one year. Lessons and benefits are summarized. (MLH)

Three Chicago schools have adopted the Junior Great Books Program, allowing students and teachers to mine a wide range of literature on themes of fairness, justice, cleverness, greed, love, friendship, and respect. Program success hinged on engagement, shared leadership, professional development, and a multiyear adoption plan. (MLH)

To gain appreciation for each others' perspectives, a Mississippi language arts consultant and a third-grade teacher from Iowa traded jobs for a year. As a consultant, the teacher found that classroom teachers were more interested in whole-language instruction practicalities than in theory. As a teacher, the consultant learned that classroom…