Developing and articulating clear goals for student social and emotional learning (SEL) involves a number of important steps. This document focuses specifically on the articulation of learning goals (sometimes called "competencies" or "standards" in state and district policy) and suggests a process for those state teams that…

This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the…

An effective text dependent question first and foremost embraces the key principle of close reading embedded in the Common Core State Standards (CCSS) Anchor Reading Standards by asking students to provide evidence from complex text and draw inferences based on what the text explicitly says (Standards 1 and 10). A close look at the intervening…

Close Reading Exemplars pull together several key shifts within the Common Core State Standards (CCSS) in a single methodological approach towards reading texts. Close Reading Exemplars focus on investigating complex texts (Anchor Reading Standard 10) via text dependent questions that rely on evidence and inferences to answer them (Anchor Reading…

This document provides guidelines for developing competency-based pathways in Iowa districts and schools and outlines waiver requirements and procedures. Competency-based pathways provide ways to validate learning of standards that occurs outside the structure of the traditional school and offer flexibility for schools to engage students in…

The Common Core State Standards (CCSS) spell out for teachers what their students must learn in order to be authentically literate. By focusing on the capacities of students, the CCSS does not advocate one particular pedagogical approach over another for achieving these goals. Teachers are given wide latitude to exercise their professional…

What constitutes an informational text covers a broad swath of different types of texts. Biographies & memoirs, speeches, opinion pieces & argumentative essays, and historical, scientific or technical accounts of a non-narrative nature are all included in what the Common Core State Standards (CCSS) envisions as informational text. Also included…

The changing economy requires that states focus on postsecondary education and training as the goal for all students. Recognizing this, states have led the charge to increase expectations for all students. Unfortunately, the newfound support for college and career readiness has not yet led to significant improvements in student outcomes. To…

The College and Career Ready Standards of the CCSS articulate a range of expectations regarding what students should be able to do with regards to academic vocabulary: (1) Interpret technical, connotative, and figurative meanings of words and phrases; (2) Analyze how specific word choices shape meaning or tone; (3) Determine or clarify the meaning…

Now that most states have adopted the new Common Core State Standards, the next major challenge is to simplify and implement them by 2014. That is why it is important to begin this work now. Joe Crawford, Milken Award-winning educator and author of "Using Power Standards to Build an Aligned Curriculum", shares his proven process for…

Since 2002, 38 states have developed or revised their mathematics curriculum standards, some of which are intended to serve as "models" for local districts, while others are mandatory and specify the mathematics all students in the state are expected to learn at particular grades. The state curriculum standards serve as guidelines for shaping each…

Education is the key to young people becoming full partners in shaping a global future and in shaping the nation's future. Quality basic education for young people is key to maintaining Alberta's standard of living and ensuring competitiveness in the world market. The education system must focus on what all students need to learn and be able to…

A list is provided of suggested enroute and basic competencies in physical ability for grades three, six, nine, and twelve in the State of Pennsylvania. The competencies are expressed in terms of psychomotor, cognitive, and affective behavior. Enroute competencies are defined as sequential performance in a physical education program, while basic…

The progress of state policymakers toward promoting teaching for understanding and thinking in elementary schools was studied. Interviews were conducted with curriculum specialists in all 50 states, and follow-up interviews were done with at least 3 specialists in 7 states very active in promoting higher order outcomes. (SLD)

Recommendations made by the Alaska State Board of Education for achieving Alaska 2000 goals are presented in this document. Standards are outlined for the following areas: assessment; school choice; finance; laws and regulations; facilities planning, maintenance, and construction; the use of technology; teachers and staff; and new programs.…