Handwriting and Common Core State Standards: Teacher, Occupational Therapist, and Administrator Perceptions From New York State Public Schools

2017 ◽  
Vol 71 (6) ◽  
pp. 7106220010p1 ◽  
Author(s):  
Debra Collette ◽  
Kylie Anson ◽  
Nora Halabi ◽  
April Schlierman ◽  
Allison Suriner
Keyword(s):  
New York ◽  
Public Schools ◽  
Common Core ◽  
Common Core State Standards ◽  
New York State ◽  
State Standards ◽  
Occupational Therapist ◽  
Administrator Perceptions ◽  
Core State ◽  
York State

scholarly journals Teachers' Implementation of and Stages of Concern Regarding English Language Arts (ELA) Common Core State Standards (CCSS) in New York State

2020 ◽  
Author(s):  
◽  
Aloze Ogbonna
Keyword(s):  
New York ◽  
Language Arts ◽  
Common Core ◽  
Common Core State Standards ◽  
New York State ◽  
Stages Of Concern ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
The Common

Problem In the State of New York, the adoption and implementation of the Common Core State Standards (CCSS) and associated high-stakes assessments have sparked debates among educators, parents, students and politicians. Educators are concerned about its impact on students' test scores, graduation rates and school funding. With mounting accountability threats, teachers are forced to teach to the test in order to produce desirable test scores (Zimmerman, 2010, as cited in Pinar, 2012, p.17). Unfortunately, there were no studies that promoted understanding of teachers' concerns and the extent to which they were implementing the CCSS. The purpose of this study was to investigate teachers' concerns and the extent to which they were implementing the CCSS in language arts in the state of New York. Method The design of this study is a non-experimental quantitative design using survey research methodology. A survey using a modified Stages of Concern Questionnaire (SoCQ) and a researcher-developed implementation of language arts core standards questionnaire were given to Grades 6-12 ELA teachers from 75 selected schools in New York state. Seventy-five teachers responded to the questionnaire with 53 useable responses. The data was analyzed using descriptive statistics and bivariate correlation. Results Respondents were mostly from urban/suburban schools (90.4%). Teachers implement 13 of the 15 common core standards in language arts at least once a week (M=4.02 to M=6.15). Levels of implementation were similar in both middle and high schools (p>.05) and appear to be unrelated to number of years implementing the CCSS. Approximately half (52.8%) were at concern stages 4 to 6. And overall, there is no relationship between stage of concern and levels of implementation of the common core standards. Conclusions Teachers are adequately implementing language arts common core standards in New York. Half of the teachers' concerns are generally about how implementation of the standards affect their students and their colleagues. The other half are concerned about how implementation affects them personally. To achieve the objective of the curriculum and the Every Student Succeeds Act (ESSA), teachers must continue to receive targeted professional development in their identified areas of needs.

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 143-154 ◽  
Author(s):  
Charles Dukes ◽  
Sharon M. Darling ◽  
Kristina Bielskus-Barone
Keyword(s):  
New York ◽  
Common Core ◽  
Common Core State Standards ◽  
State Department ◽  
Severe Disabilities ◽  
State Standards ◽  
Department Of Education ◽  
Core State ◽  
State Department Of Education ◽  
Students With Severe Disabilities

A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information about CCSS implementation efforts. Results indicate that there is little information about students with severe disabilities or instructional/pedagogical guidance for teachers in regard to the CCSS on these sites. Thus, it may be difficult for teachers, based on this sample of websites, to translate standards into educational programming for students.

The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core

2020 ◽  
pp. 089590482095111
Author(s):  
Julie Cohen ◽  
Ethan Hutt ◽  
Rebekah Berlin ◽  
Emily Wiseman
Keyword(s):  
Public Schools ◽  
Common Core ◽  
Common Core State Standards ◽  
Instructional Quality ◽  
District Of Columbia ◽  
State Standards ◽  
Academic Expectations ◽  
Core State ◽  
College And Career ◽  
College And Career Ready

The adoption of “College and Career Ready” standards—including Common Core State Standards—aims to raise academic expectations for students nationwide. Meeting these outcomes requires shifts in teaching, which, in turn, requires developing measures for the observation, assessment, and support of new kinds of instruction. This essay focuses on our efforts to develop such measures in a research project conducted in the District of Columbia Public Schools, which raised fundamental questions about whether existing measures can meet this challenge. By emphasizing observable elements of individual lessons, current measures produce a restricted view of instructional quality, omitting crucial elements of instruction called forth by new standards. Having identified this disconnect, we offer suggestions for developing multi-measure systems to capture a fuller picture of standards aligned teaching.

New Assessments and Teacher Accountability: Lessons for Teachers’ Practice

2021 ◽  
pp. 000283122110245
Author(s):  
Jessalynn James
Keyword(s):  
Public Schools ◽  
Common Core ◽  
Common Core State Standards ◽  
Turning Point ◽  
Value Added ◽  
State Standards ◽  
Washington Dc ◽  
Core State ◽  
The Common ◽  
Using Data

The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards’ implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers’ practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

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