recommendation #8: help get low-performing students back on track by designing literacy and math recovery programs

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "recommendation #8: help get low-performing students back on track by designing literacy and math recovery programs"

Transcription

1 recommendation #8: help get low-performing students back on track by designing literacy and math recovery programs Alabama Reading Initiative Initiative Description and History...31 Costs and Funding Sources...32 Enabling Authority...32 Evidence of Success...32 Resources...32 Boston s Literacy Initiatives Description of Initiatives and History...32 Costs and Funding Sources...33 Enabling Authority...33 Evidence of Success...33 Resources...34 Talent Development High Schools Baltimore City, Maryland and Philadelphia, Pennsylvania Initiative Description and History...34 Costs and Funding Sources...35 Enabling Authority...35 Evidence of Success...35 Resources Considerations for Implementing Recommendation #8...35

2 recommendation #8

3 recommendation #8: help get low-performing students back on track by designing literacy and math recovery programs Students who enter ninth grade with below-grade level reading and math skills are less likely to graduate high school, and those who do graduate are generally unprepared for further education or the workforce. Accelerated literacy and math recovery programs help provide ninth-grade students with the skills they need to be successful in high school and the confidence and support they need to persist to graduation. These programs often provide additional instruction to accelerate students skills and enable them to take a college preparatory curriculum beginning in 10th grade. States can help ensure that more students have the skills they need to succeed in high school and take courses that will prepare them for college by designing and supporting these accelerated programs for implementation in high schools statewide. Alabama Reading Initiative Initiative Description and History The Alabama Reading Initiative (ARI) is a statewide, K 12 reading initiative whose goal is to improve reading instruction and achieve 100 percent literacy among public school students. ARI has three components: improving beginning reading instruction in kindergarten and first grade to prevent reading failure in later grades; improving reading skills in grades 2 12; and providing high quality, early interventions for struggling readers in all grades. The program uses a balanced approach to reading instruction that incorporates both phonics and whole-language techniques. To launch the initiative, ARI selected 16 literacy demonstration sites (sites) to serve as models of effective reading practices. In these sites, ARI provided intensive professional development on effective reading instruction, including a summer academy, and worked with the schools to improve their reading programs. After the first year of implementation, the sites served as models for visiting schools throughout the state, and additional schools were selected to serve as sites. New sites are selected from a pool of applicants who make the following seven commitments: to work towards a 100 percent literacy rate for their students; assure at least 85 percent of the faculty and administration are committed to the program; agree to attend a day summer institute focused on teaching reading; demonstrate principal leadership; adjust their reading instruction; model research-based reading instruction for other schools; and submit to an evaluation. Sites receive a great deal of technical assistance and professional development. Principals at sites are required to attend three continuous development meetings each school year. Each site must appoint a full-time reading specialist who works with teachers and struggling readers. Schools collaborate with higher education faculty partners, who act as mentors, provide information, and help teachers address instructional challenges. Schools in their third year of implementation are provided with intense professional development about ARI strategies and recertified. Although ARI hasn t been able to expand its program in secondary schools, it did adapt its strategies to meet their needs. ARI hasn t expanded the number of secondary schools it serves since the first four years of the initiative because funding has been targeted to grades K 3. About 128 middle and high schools currently participate in the program. In middle and high schools, the program provides professional development to content teachers about teaching comprehension strategies within their content areas. Content teachers receive professional development and then have the opportunity to work with other teachers in their discipline. To meet the needs of struggling high school readers, the ARI guides participating schools in developing intervention plans. High schools identify a teacher on their staff who is best equipped to work with struggling readers and trains them to provide reading interventions. Participating schools are also assisted by regional reading coaches. The coaches train representatives of participating schools to be teacher leaders who can train other teachers in their school. The teacher leaders provide five additional days of 31

4 getting it done 32 professional development to participating schools after their third year of implementation to review effective strategies for teaching reading. Costs and Funding Sources In , Alabama spent $40 million to serve students in 500 schools. Alabama has also received several federal grants to support its literacy initiative. In the school year, ARI received a $7.5 million federal, Reading Excellence Act Competitive Grant. In 2002, it won a federal Reading First Grant of $102 million for six years. The Alabama Commission on Higher Education gave ARI a $150,000 grant to evaluate the program in 1998 and The program has also received funding from private foundations and the state tobacco settlement. Local districts use Title I funds to pay for coaches and intervention teachers. Enabling Authority In November 1996, the Alabama State Board of Education passed a resolution appointing a reading panel to develop the Alabama Reading Initiative. Evidence of Success A recent evaluation that included a comparison of student performance in ARI schools to that in non-ari schools found that students in ARI schools scoring proficient increased by 4.5 percentage points from 58.8 percent to 63.3 percent. The comparable gain for non-ari schools over this period was 2.2 percent. ARI schools showed greater gains than non-ari schools for Black or Hispanic students and also for White or Asian students. An earlier evaluation found other positive gains for students in ARI schools after two years of implementation. The population of struggling readers was decreased by 10 percent. Discipline referrals decreased by 67 percent and special education referrals were reduced by 28 percent. Resources 1. Katherine Mitchell, Alabama Department of Education, (334) , 2. Alabama Department of Education, Alabama Reading Initiative, section_detail.asp?section=50&footer=sections 3. A+ Education Foundation, The Alabama Reading Initiative: Literacy for All, initiatives/ari/ari.asp 4. Edward Moscovitch, Evaluation of the Alabama Reading Initiative, sections/doc_download.asp? section=50&id=2154 Boston s Literacy Initiatives Description of Initiatives and History Accelerated adolescent literacy instruction is central to middle and high school redesign in the Boston Public Schools (BPS). Literacy is integrated into several different school district initiatives: 1) the Collaborative Coaching and Learning program; 2) High School Renewal; 3) Readers and Writers Workshop; 4) extended time blocks for English-Language Arts; 5) Scholastic s Read 180; and 6) Summer School Review/Transition. BPS also benefits from the literacy instruction provided through state support programs (see recommendation #9). The Collaborative Coaching and Learning (CCL) program is an intensive professional development strategy, which includes a school-based eight-week professional development cycle on literacy instruction using teachers common planning time. During this cycle, a team of teachers studies a strategy from a readers or writers workshop, observes the coach modeling the strategy with students, and practices the strategy with team members teaching demonstration lessons in their classrooms with other members of the team observing and debriefing the lesson. The High School Renewal or Focus on High Schools plan evolved after the BPS and several Boston-based non-profit organizations found that whole school reform was not as effective in high schools and that the high schools faced unique challenges in implementing reform. Improving literacy instruction is a central component of the Focus on High Schools plan. Strategies include providing a full-time instructional coach at each school to provide teachers with effective reading strategies and assessments to determine student progress. Coaches work with English and English as a Second Language teachers to improve their reading and writing instruction. They also help set up model classrooms, help teachers of other subjects use effective reading strategies, and plan a number of safety net and remedial programs, particularly for ninth-grade students. These programs include a ninthgrade Transition Program that served students not meeting benchmarks and the development of a safety net strategy an individualized program to address the needs of students more than three years behind.

5 The ninth-grade transition program provided 15 months of intensive instruction to students moving from eighth to ninth grade, who were struggling with reading and writing. The program began with summer instruction followed by a transition program during the academic year, which consisted of double periods of English-Language Arts instruction. The program provided students with smaller class sizes and additional assistance from transition specialists in English-Language Arts and mathematics. Transition specialists also worked with classroom teachers to help them address the needs of these students. The academic year instruction was then followed by a second summer program for the same group of students. The goal of the program was to accelerate the progress of students who were more than a grade level behind and enable them to reach 10th-grade performing on grade level. Unfortunately, because of funding cuts, the transition program was eliminated after three years of operation in The readers and writers workshop is central to the pedagogy and curriculum in all English-Language Arts (ELA) classrooms. Through CCL, school-based coaching support and district professional development teachers integrate instructional strategies to develop students understanding of the reading and writing process and to deepen their understanding of major concepts and content. Independent reading in the readers workshop provides extended time in and out of school for students to practice and monitor their use of strategies for comprehension, critical thinking, and vocabulary development as they build their stamina for reading and writing. The majority of ELA classrooms have independent reading libraries with a range of reading levels and genres. In most ELA classrooms, especially at ninth and 10th grade, teaching schedules have been extended to minutes of uninterrupted instruction. This time is used to provide students with more structured opportunities for guided practice, small group inquiry, and independent work with constructive feedback from the teacher through one-on-one or small group conferencing. Scholastic Read 180 is utilized in a majority of middle schools as a safety net program for students who are reading well below the appropriate instructional level that will allow them to comprehend grade level texts. The program is designed to build essential reading skills and develops fluency through a variety of supported-reading activities that include computer-assisted learning, small group instruction, and independent reading with books on tape. Read 180 has also been extended into three of the district s high schools. BPS intends to extend this opportunity to more high schools once funding is available. Another major component of literacy instruction in Boston is provided through Massachusetts Comprehensive Assessment System (MCAS) support programs. BPS provides MCAS support by assessing students MCAS scores and addressing students weaknesses in small classes that are generally held by regular high school teachers during the school day. BPS contracted with Princeton Review to develop individualized instructional programs in reading and math skills. While MCAS support programs were cut over the past couple of years, the state requires that remaining funding is focused on high schools, so these programs have remained in tact. Boston Public Schools also offers Summer Review for all high school students not passing English courses and Summer Transition for all middle and high school students not passing MCAS or not meeting the required benchmark in the district s formative assessment program. Costs and Funding Sources The district provides over $6 million to support the CCL program. Most of that money supports the coaches salaries. The coach is paid according to a teacher s salary schedule with a 5 percent incremental increase. The transition programs were funded at $21 million each year for three grade levels; approximately $5 million a year funded the eighth- to ninth-grade transition program. To fund the Focus on High Schools plan, the district also uses state funding, Title I funding, IDEA funding, and philanthropic grants from the Annenberg, Carnegie, Bill & Melinda Gates, and BARR foundations. Enabling Authority Boston s literacy strategies are authorized by the superintendent and the Boston School Committee that govern BPS. Evidence of Success According to one measure of student performance, the MCAS, Boston s literacy strategies have produced significant gains for high school students in the district. In 1998, the first year of the MCAS, only 17 percent of 10thgrade students scored at the proficient level in English-Language Arts and 10 percent in mathematics. In 2004, 30 percent of 10th-grade students were proficient in English-Language Arts and 21 percent in mathematics. 33

6 The ninth-grade transition program also demonstrated significant success. About 70 percent of students who were asked to participate in the literacy program participated. Of those students who participated, 75 percent of them made accelerated progress and began 10th grade prepared for grade-level work. Resources 1. Tom Payzant, Boston Public Schools, (617) , 2. Carnegie Foundation Proposal to the Carnegie Corporation, Focus on High Schools, ma.us/teach/carnegieproposal.pdf 3. Boston Plan for Excellence in the Public Schools, Overview , Talent Development High Schools Baltimore City, Maryland and Philadelphia, Pennsylvania Initiative Description and History Talent Development High Schools (TDHS) is a comprehensive reform model established in 1994 through a partnership between the Johns Hopkins University Center for Research on the Education of Students Placed At Risk (CRESPAR) and Patterson High School in Baltimore. The goal of the model is to have all students succeed in a common college preparatory core curriculum, while exploring career themes and applications that match their interests. It is targeted to large high schools facing major challenges in the areas of attendance, discipline, achievement, retention, and graduation. The model is now being implemented in 50 high schools in 23 districts and 11 states across the country. One of the primary aims of the Talent Development program is to ensure that ninth graders are promoted to 10th grade on time. The model provides extra, accelerated instruction supported by innovative curriculums in reading and mathematics for students who enter high school with weak skills in these core academic areas. The math curriculum includes, Transition to Advanced Mathematics, an minute, semester-long course that prepares students for high school mathematics. The Strategic Reading course is targeted to ninth-grade students two or more years below grade level. Its goal is to help students develop reading skills and comprehension strategies so they are prepared to succeed in their other high school courses. In a block schedule, first semester ninth-graders take these courses and a Freshman Seminar course designed to motivate students and arm them with the study and social skills they will need to succeed in high school. During the second semester of ninth grade, students take the school district s standards-based Algebra 1 and English 1 courses. getting it done 34 TDHS curricular and instructional supports for ninth graders are typically implemented within a Ninth Grade Success Academy that uses a school-within-a-school structure and interdisciplinary teams to create a personalized and responsive learning environment for all freshmen. The teacher teams have common daily planning time and students on the team take their classes

7 together. The Ninth Grade Success Academy provides the foundation for students to advance into one of several small, career-focused learning communities (career academies) for all 10th 12th-graders. These academies also are supported by TDHS acceleration curriculum in literacy and mathematics for students who still need extra supports in the 10th grade. Sophomores take Geometry Foundations and Reading and Writing in Your Career in addition to Geometry and English II. Other TDHS components include a reading lab for the lowest level readers students reading at the fourth-grade level and below and Twilight School which provides after-hours instruction in a smaller, more individualized setting for students who have difficulty functioning in the regular school environment. All organizational and curricular/instructional components of the model are supported by intensive start-up and sustained, on-site planning, implementation, and classroom-based professional development supports provided by TDHS facilitators and coaches. Both the Talent Development model and its ninth-grade instructional program were developed in Baltimore City High Schools. Baltimore currently is home to Talent Development s Innovation High School that represents the most advanced version of the model. TDHS has achieved its greatest district-wide use in Philadelphia, where seven non-selective, neighborhood high schools in Philadelphia serving close to 10,000 students have implemented the model over the last seven years. Costs and Funding Sources Implementing the program costs between $250 and $300 per student per year. This cost includes materials, technical assistance, and salaries for curriculum coaches and a full time program facilitator. The program is typically funded by federal Comprehensive School Reform (CSR) and Small Learning Community (SLC) grants, local school districts, and national or community-foundations. Enabling Authority The TDHS instructional program and model is authorized by the local school districts where it is implemented. Evidence of Success MDRC conducted an evaluation of the early implementation of the Talent Development High School model in five large high schools in a northeastern, urban school district. The evaluation found that the program had a positive impact on first-time ninth-grade students course completion, promotion rates, and attendance. While only 43 percent of first-time ninth-graders completed a core academic curriculum before the implementation of Talent Development, 56 percent completed the core after implementation. Promotion rates rose by 6 percentage points and attendance rates rose by 3 percentage points after the program was implemented. A recent evaluation of TDHS s ninth-grade instructional program found that students in Baltimore who received a double dose of mathematics and reading/english instruction in ninth grade scored a half year and seven national percentile points higher on standardized tests than students who had the same amount of mathematics and reading instruction but did not take the TDHS accelerated learning courses. In Philadelphia, schools that have used the model for four or more years saw increases in course pass rates and promotion rates into 10th grade. These gains translated into substantial increases in 11th-grade test scores and the percent of seniors taking a college preparatory sequence of classes, as well as increases in the high school graduation rates. Resources 1. Nettie Legters, Johns Hopkins University, (410) , 2. Johns Hopkins University, Center for Social Organization of Schools, Talent Development High Schools, 3. MDRC, NASSP Bulletin-Evaluation of TDHS Ninth-Grade Instructional Program, org/s_nassp/sec_abstracts.asp?cid=42&did=42 4. Philadelphia Education Fund-Talent Development Reports report.pdf and 20Report.pdf Considerations for Implementing Recommendation #8 States can have a significant impact on high school students academic performance by developing and disseminating effective adolescent literacy and math recovery programs. Effective adolescent literacy and math recovery programs acknowledge that many high school students need explicit instruction in read- 35

8 ing skills and the development of foundation skills in mathematics. Effective literacy programs include instruction in strategic reading skills and teach students to apply these skills to other subjects. Math recovery programs enable students to take college preparatory mathematics courses. Effective math recovery programs ensure students have the prerequisite skills they need to be successful in Algebra and higher level mathematics courses. States and districts have developed successful literacy and math recovery programs within the context of other high school reform initiatives. These programs have higher chances of success when they operate within effective learning environments. Some common elements among effective high school reform models are smaller learning environments and individualized instruction. A barrier to effective learning for many high school students is a large, impersonal environment in which struggling students get lost. States and districts will face real fiscal challenges trying to implement K-8 reform and redesigned high schools at the same time. In Alabama for instance, funding for a proven accelerated math and literacy program was cut when leaders decided scarce resources needed to be targeted to the earlier grades. Recent National Assessment of Educational Progress (NAEP) does indicate, however, that reading gains in early grades can be reversed in the high school years, which suggests that continuing to make this trade-off will harm governors efforts to improve high school graduation rates. getting it done 36

BEST PRACTICES IN INTERVENTION & REMEDIATION

BEST PRACTICES IN INTERVENTION & REMEDIATION BEST PRACTICES IN INTERVENTION & REMEDIATION Achieve has compiled the following examples of targeted intervention and remediation best practices with where appropriate corresponding student performance

More information

RESEARCH BRIEF. betterhighschools.org. Sustaining Focus on Secondary School Reading: Lessons and Recommendations from The Alabama Reading Initiative

RESEARCH BRIEF. betterhighschools.org. Sustaining Focus on Secondary School Reading: Lessons and Recommendations from The Alabama Reading Initiative At-a-Glance KEY ISSUE The Alabama Reading Initiative is unique among state efforts to address student reading difficulties because it includes a focus on high school students and does not depend on federal

More information

Creating a Culture of Literacy: A Guide for Middle and High School Principals

Creating a Culture of Literacy: A Guide for Middle and High School Principals Creating a Culture of Literacy: A Guide for Middle and High School Principals Executive Summary Creating a Culture of Literacy: A Guide for Middle and High School Principals Executive Summary Copyright

More information

C E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools

C E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools 21 st Century Model High Schools That Work An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools C E 21 st Century High Schools That Work (HSTW)is an effort-based

More information

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education COUNCIL FOR EDUCATION POLICY, RESEARCH & IMPROVEMENT Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education 2005 Progress Report

More information

recommendation #4: give college and work readiness assessments in high school

recommendation #4: give college and work readiness assessments in high school recommendation #4: give college and work readiness assessments in high school College entrance examinations often present a barrier to higher education for high school students. Low-income and minority

More information

Practices Worthy of Attention Asset-Based Instruction Boston Public Schools Boston, Massachusetts

Practices Worthy of Attention Asset-Based Instruction Boston Public Schools Boston, Massachusetts Asset-Based Instruction Boston, Massachusetts Summary of the Practice. has made asset-based instruction one of its priorities in its efforts to improve the quality of teaching and learning. The premise

More information

S. Dallas Dance, Ph.D.

S. Dallas Dance, Ph.D. EXPERIENCE UNIVERSITY 2008 Present UNIVERSITY OF RICHMOND Adjunct Assistant Professor, School of Continuing Studies, Department of Education & Teacher Licensure Teach graduate level courses in Foundations

More information

High Schools That Work in Ohio A Progress Report

High Schools That Work in Ohio A Progress Report High Schools That Work in Ohio A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational Education

More information

High Schools That Work

High Schools That Work High Schools That Work 2004 Annual Site Progress Report Full Name of School Address City State Zip County Name of person completing the report Title of person completing the report Person s phone number

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Campuses and districts recognized for exceptional use of High School Allotment funds

Campuses and districts recognized for exceptional use of High School Allotment funds TEA News Releases Online April 7, 2009 Campuses and districts recognized for exceptional use of High School Allotment funds AUSTIN Commissioner of Education Robert Scott today recognized six school districts

More information

High Schools That Work in Indiana A Progress Report

High Schools That Work in Indiana A Progress Report High Schools That Work in Indiana A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational Education

More information

California Academic Partnership Program High School Exit Exam Project: Jordan Freshman Academy Annual Report

California Academic Partnership Program High School Exit Exam Project: Jordan Freshman Academy Annual Report California Academic Partnership Program High School Exit Exam Project: Jordan Freshman Academy Annual Report Sheila Shea, Research Associate Jordan Horowitz, Project Director October 2003 BACKGROUND AND

More information

Improved Middle Grades Schools for Improved High School Readiness: Ten Best Practices in the Middle Grades

Improved Middle Grades Schools for Improved High School Readiness: Ten Best Practices in the Middle Grades Improved Middle Grades for Improved High School Readiness: Ten Best Practices in the Middle Grades March 2012 Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org

More information

Challenges. Workforce. College Readiness. and

Challenges. Workforce. College Readiness. and n Thomas G. Evans and Harry J. Cook College Readiness and Workforce Challenges Updated career and technical education offerings at a large, suburban high school combine with AP and other rigorous instruction

More information

Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012

Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012 Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012 AGENDA ITEM #18-a: Student Performance Reports. SUBJECT: Oklahoma High School Indicators Project. Reports required by 1989 legislation

More information

mdrc Evidence from the Talent Development High School Model James J. Kemple Corinne M. Herlihy Thomas J. Smith MAKING PROGRESS TOWARD GRADUATION

mdrc Evidence from the Talent Development High School Model James J. Kemple Corinne M. Herlihy Thomas J. Smith MAKING PROGRESS TOWARD GRADUATION MAKING PROGRESS TOWARD GRADUATION Evidence from the Talent Development High School Model James J. Kemple Corinne M. Herlihy Thomas J. Smith mdrc BUILDING KNOWLEDGE TO IMPROVE SOCIAL POLICY Making Progress

More information

Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006

Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006 Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006 Center for Collaborative Education Boston, Massachusetts New research conducted by Boston s Center for Collaborative

More information

AND LEARNING 21st Century Teaching and Learning

AND LEARNING 21st Century Teaching and Learning 21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century

More information

High Schools That Work Profile Queens Vocational and Technical High School and High Schools That Work Improving SLCs in NYC

High Schools That Work Profile Queens Vocational and Technical High School and High Schools That Work Improving SLCs in NYC High Schools That Work Profile Queens Vocational and Technical High School and High Schools That Work Improving SLCs in NYC Bringing small learning communities (SLCs) to culturally rich New York City schools

More information

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance

More information

The Virginia Reading Assessment: A Case Study in Review

The Virginia Reading Assessment: A Case Study in Review The Virginia Reading Assessment: A Case Study in Review Thomas A. Elliott When you attend a conference organized around the theme of alignment, you begin to realize how complex this seemingly simple concept

More information

70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction

70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction 70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction Kindergarten Screening and Assessments A. 1. Each student enrolled in kindergarten in a public school in this state shall be screened

More information

Assessments in Ohio. To date, more than 45 states and the District of Columbia have adopted the CCSS.

Assessments in Ohio. To date, more than 45 states and the District of Columbia have adopted the CCSS. Parents Guide to new Assessments in Ohio In June 2010, Ohio adopted the Common Core State Standards (CCSS). CCSS provide a consistent, clear understanding of what students are expected to learn in English

More information

NGA Center for Best Practices Honor States Grant Program Phase Two Awards

NGA Center for Best Practices Honor States Grant Program Phase Two Awards NGA Center for Best Practices Honor States Grant Program Phase Two Awards Increase Course Rigor ($140,000 Grant; $40,000 Match Required) Mississippi, Oklahoma, and Pennsylvania will work with NGA and ACT

More information

Program Models. proficiency and content skills. After school tutoring and summer school available

Program Models. proficiency and content skills. After school tutoring and summer school available Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

More information

ACTION 100 and Students Receiving Special Education Services

ACTION 100 and Students Receiving Special Education Services ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

T3: Turnaround Teacher Teams

T3: Turnaround Teacher Teams T3: Turnaround Teacher Teams T3 Program History The T3 Initiative began in 2009 as a policy proposal from Teach Plus s first cohort of 16 Teaching Policy Fellows, all teachers in urban public schools in

More information

WORLD S BEST WORKFORCE PLAN

WORLD S BEST WORKFORCE PLAN WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report

More information

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program 1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade

More information

OPELIKA CITY SCHOOLS

OPELIKA CITY SCHOOLS student achievement and promote academic excellence. - Reading. 1. Participate in Alabama Reading Academy 2. Focus instruction on phonics, phonemic awareness, vocabulary, fluency and comprehension. 3.

More information

JUST THE FACTS. Birmingham, Alabama

JUST THE FACTS. Birmingham, Alabama JUST THE FACTS Birmingham, Alabama The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational

More information

Assessments in Alabama

Assessments in Alabama Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-

More information

Carbondale Community High School District 165 Restructuring Plan

Carbondale Community High School District 165 Restructuring Plan Background: Carbondale Community High School District 165 Restructuring Plan Carbondale Community High School has a history of strong academic programs and successful student performance. However the PSAE

More information

Educational Technology Plan for Orion Academy - 000559

Educational Technology Plan for Orion Academy - 000559 Educational Technology Plan for Orion Academy - 000559 School Years: 2009-10 2010-11 2011-12 etech Ohio Certified on Feb 12, 2009 Certification Period: July 1, 2009 - Jun 30, 2012 *created using the etech

More information

ELEMENTARY PROGRAM Houston Independent School District ELEMENTARY PROGRAM FACT SHEET

ELEMENTARY PROGRAM Houston Independent School District ELEMENTARY PROGRAM FACT SHEET Apollo 20 ELEMENTARY PROGRAM Houston Independent School District ELEMENTARY PROGRAM FACT SHEET The Apollo 20 elementary program is a bold turnaround strategy launched during the 2011 2012 school year,

More information

100-Day Plan. A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools. July 15

100-Day Plan. A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools. July 15 July 15 2015 100-Day Plan A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools Boston Public Schools, 2300 Washington Street, Boston, MA 02119 About this plan Over the

More information

ERIC GORDON 1830 West 28 th Street, Apartment 9 Cleveland, Ohio 44113 740-815-2804 Eric_S_Gordon@yahoo.com EXECUTIVE SUMMARY

ERIC GORDON 1830 West 28 th Street, Apartment 9 Cleveland, Ohio 44113 740-815-2804 Eric_S_Gordon@yahoo.com EXECUTIVE SUMMARY ERIC GORDON 1830 West 28 th Street, Apartment 9 Cleveland, Ohio 44113 740-815-2804 Eric_S_Gordon@yahoo.com EXECUTIVE SUMMARY Eric Gordon, Chief Academic Officer of the Cleveland Metropolitan School District,

More information

Essential Components of High School Dropout Prevention Reforms

Essential Components of High School Dropout Prevention Reforms Essential Components of High School Dropout Prevention Reforms James McPartland and Will Jordan JOHNS HOPKINS UNIVERSITY While no single reform model has yet emerged or is likely to in the future as the

More information

Reading Results with

Reading Results with Reading Results with Proven Effective Jamestown Reading Navigator is the first comprehensive reading intervention program designed exclusively for middle and high school students. The program addresses

More information

HIGH SCHOOL DIPLOMAS THAT COUNT AND HIGH SCHOOLS THAT DELIVER THEM

HIGH SCHOOL DIPLOMAS THAT COUNT AND HIGH SCHOOLS THAT DELIVER THEM HIGH SCHOOL DIPLOMAS THAT COUNT AND HIGH SCHOOLS THAT DELIVER THEM Led by Governor Mike Easley and the State Board of Education with support from the General Assembly and the Education Cabinet, North Carolina

More information

Facts About Kids and Reading

Facts About Kids and Reading STUDENT READING ACHIEVEMENT FACTS: Only one-third of all students entering high school are proficient in reading only about 15 percent of African American students, and 17 percent of Hispanic students.

More information

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements: M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate

More information

High Schools That Work in Kansas A Progress Report

High Schools That Work in Kansas A Progress Report High Schools That Work in Kansas A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational Education

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language . EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical

More information

JUST THE FACTS. Memphis, Tennessee

JUST THE FACTS. Memphis, Tennessee JUST THE FACTS Memphis, Tennessee The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational

More information

JUST THE FACTS. New Mexico

JUST THE FACTS. New Mexico JUST THE FACTS New Mexico The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards

More information

Community Unit School District 303 s EIGHT STEPS College Readiness A Parent s Resource

Community Unit School District 303 s EIGHT STEPS College Readiness A Parent s Resource Community Unit School District 303 s EIGHT STEPS to College Readiness A Parent s Resource Do you want your child to graduate from college? D303 s EIGHT STEPS to A Parent s Resource The Eight Steps to

More information

Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program

Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program Vanessa Martin, MDRC Amy Dalsimer, LaGuardia Community College Overview Background and context The reform

More information

The Condition of College & Career Readiness 2013. American Indian Students

The Condition of College & Career Readiness 2013. American Indian Students The Condition of College & Career Readiness 13 Indian Students Indian Students The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition

More information

Practices Worthy of Attention YES College Preparatory School Houston Independent School District Houston, Texas

Practices Worthy of Attention YES College Preparatory School Houston Independent School District Houston, Texas Houston Independent School District Houston, Texas Summary of the Practice. in Houston, Texas, is an openenrollment public school serving students in grades 6 12 from populations that are historically

More information

REVERE PUBLIC SCHOOLS

REVERE PUBLIC SCHOOLS Theme 1 Student Learning/Curriculum and Instruction High expectations are at the heart of the vision for all students in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks,

More information

LITERACY COLLABORATIVE

LITERACY COLLABORATIVE LITERACY COLLABORATIVE Department of Teaching and Learning A research-based instructional model for literacy teaching & learning. Primary Literacy Framework The Literacy Collaborative framework for literacy

More information

Special Education Leadership Institute

Special Education Leadership Institute Special Education Leadership Institute Literacy-Based Promotion Act Update September 26, 2013 Robin Lemonis, Director of Literacy, Early Childhood, and Dyslexia Office of Instructional Enhancement Public

More information

Ford PAS Program Implementation Options

Ford PAS Program Implementation Options The collaborators in the implementation of the Ford PAS program typically include a national, regional, state, or local partner organization that supports program implementation; program sites (formal

More information

TITLE II New Grant Programs

TITLE II New Grant Programs TITLE II New Grant Programs PART B--ENHANCING TEACHER EDUCATION SEC. 230. AUTHORIZATION OF APPROPRIATIONS. There are authorized to be appropriated to carry out this part such sums as may be necessary for

More information

Middle to high school transition applies typically to

Middle to high school transition applies typically to Examples of Middle to High School Transition Programs Tiers 1, 2 & 3 Program Description, May, 2013. Jeaneen Erickson, Reece L. Peterson, & Paige Lembeck, University of Nebraska-Lincoln. Middle to high

More information

School District of Janesville

School District of Janesville School District of Janesville Background The American Recovery and Reinvestment Act of 2009 (ARRA) included a $650 million allocation in ESEA Title II, Part D, commonly referred to as the Enhancing Education

More information

High Schools That Work in Massachusetts A Progress Report

High Schools That Work in Massachusetts A Progress Report High Schools That Work in Massachusetts A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational

More information

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

More information

2015 Education Progress Report

2015 Education Progress Report 2015 Education Progress Report Since the launch of Plan 2020, Alabama has made significant progress toward its goal of a 90 percent high school graduation rate. In 2014, the state s public schools reported

More information

ACT 48 PROFESSIONAL EDUCATION PLAN GUIDELINES

ACT 48 PROFESSIONAL EDUCATION PLAN GUIDELINES ACT 48 PROFESSIONAL EDUCATION PLAN GUIDELINES March 2007 Pennsylvania Department of Education 1 Commonwealth of Pennsylvania Edward G. Rendell, Governor Department of Education Gerald L. Zahorchak, Secretary

More information

Pennsylvania Department of Education

Pennsylvania Department of Education Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333 Professional Education Report Thursday, June 04, 2009 (Last Last ApprovedTuesday,

More information

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014 Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED

More information

Principles to Actions

Principles to Actions Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

Talent Development Secondary Page 1

Talent Development Secondary Page 1 Key People Robert Balfanz is co director of Talent Development Secondary, a senior research scientist at Johns Hopkins University, co director of the Everyone Graduates Center at Hopkins University and

More information

Common Core State Standards General Brief

Common Core State Standards General Brief Common Core State Standards General Brief The Common Core State Standards Initiative is a state-led effort to establish consistent and clear education standards for English-language arts and mathematics

More information

READING WITH. Reading with Pennsylvania Reading Specialist Certificate

READING WITH. Reading with Pennsylvania Reading Specialist Certificate READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration

More information

AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005

AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005 AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005 Austin Independent School District Department of Program Evaluation December 2005 EXECUTIVE SUMMARY The 78 th Texas Legislature

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

Assessments in Arizona

Assessments in Arizona Parents Guide to new Assessments in Arizona In June 2010, Arizona adopted the Common Core State Standards (CCSS) which were customized to meet the needs of our state and released as the Arizona Common

More information

ISSUE BRIEF. betterhighschools.org. Toward Ensuring a Smooth Transition Into High School. Primary Findings. State Level. by Corinne Herlihy of MDRC

ISSUE BRIEF. betterhighschools.org. Toward Ensuring a Smooth Transition Into High School. Primary Findings. State Level. by Corinne Herlihy of MDRC May 2007 At-a-Glance Toward Ensuring a Smooth Transition Into High School by Corinne Herlihy of MDRC KEY ISSUE INTRODUCTION Supporting a smooth transition to high school requires allowing struggling students

More information

Academy of Arts and Sciences (AAS) California

Academy of Arts and Sciences (AAS) California Academy of Arts and Sciences (AAS) California For providing students a fully online personalized learning program enabling outstanding achievement on state exams. The California-based Academy of Arts and

More information

Masters in. Literacy Education

Masters in. Literacy Education Masters in Literacy Education New York University Steinhardt School of Education, Mary Brabeck, Dean Robert Cohen, Chair, Department of Teaching and Learning Jane Ashdown, Vice Chair, Department of Teaching

More information

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS

ENGLISH LEARNERS AND THE COMMON CORE STANDARDS ENGLISH LEARNERS AND THE COMMON CORE STANDARDS Background for the Californians Together Raise Your Voice for English Learners in the Common Core Standards Toolkit New Common Core Standards have been voluntarily

More information

Improving Developmental College Counseling Programs

Improving Developmental College Counseling Programs By Dr. Kevin L. Ensor Improving Developmental College Counseling Programs Utilizing the Advancement Via Individual Determination (AVID) to Motivate At-Risk Students DR. KEviN L. ENsoR, has more than 20

More information

College Readiness: Examples of Initiatives and Programs. prepared by the Annenberg Institute for School Reform at Brown University

College Readiness: Examples of Initiatives and Programs. prepared by the Annenberg Institute for School Reform at Brown University College Readiness: Examples of Initiatives and Programs prepared by the Annenberg Institute for School Reform at Brown University National Coalitions Common Core State Standards Initiative www.corestandards.org/

More information

THEORY OF CHANGE College and Career Readiness

THEORY OF CHANGE College and Career Readiness Helios Education Foundation believes education changes lives and strengthens communities. As a result, we strategically partner and invest our knowledge, expertise and resources to create opportunities

More information

M.A. in Special Education / 2013-2014 Candidates for Initial License

M.A. in Special Education / 2013-2014 Candidates for Initial License M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates

More information

Outline of Massachusetts Phase 2 Race to the Top proposal

Outline of Massachusetts Phase 2 Race to the Top proposal Outline of Massachusetts Phase 2 Race to the Top proposal Draft as of May 11, 2010 Please note that this draft is subject to change based on budgetary requirements and ongoing conversations with stakeholders

More information

Charting a Path to Graduation

Charting a Path to Graduation Executive Summary Charting a Path to Graduation The Effect of Project GRAD on Elementary School Student Outcomes in Four Urban School Districts Jason C. Snipes Glee Ivory Holton Fred Doolittle July 2006

More information

3. Why did the Department decide to require the statewide use of core instructional materials?

3. Why did the Department decide to require the statewide use of core instructional materials? Hawaii Common Core Instructional Materials Overview and FAQ 1. What is the Hawaii Common Core? The Hawaii Common Core standards define the knowledge and skills students need to succeed in college and careers

More information

Pearson Achievement Solutions School Progress Atlanta Public Schools Atlanta, Georgia

Pearson Achievement Solutions School Progress Atlanta Public Schools Atlanta, Georgia Pearson Achievement Solutions School Progress Atlanta Public Schools Atlanta, Georgia Pearson Achievement Solutions has worked with 11 schools in Atlanta Public Schools since the 2000-01 school year. Prior

More information

SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE:

SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: TURNAROUND LEADERSHIP ASPIRING LEADERS PIPELINE MIAMI-DADE COUNTY PUBLIC SCHOOLS MIAMI, FLORIDA In response to a critical shortage of leaders to support school

More information

Hartford Public Schools

Hartford Public Schools Hartford Hartford Public Schools Program Name: Implemented: Program Type: Legal Authorization: Weighted Student Funding 2008-2009 School Year District-Wide School Board Policy School Empowerment Benchmarks

More information

SUPPORTING STUDENTS OUTSIDE THE CLASSROOM

SUPPORTING STUDENTS OUTSIDE THE CLASSROOM Executive Summary Student success matters and many community colleges are innovating and leading the way in finding solutions to some of the biggest challenges facing students. This report provides five

More information

Frequently Asked Questions Contact us: RAC@doe.state.nj.us

Frequently Asked Questions Contact us: RAC@doe.state.nj.us Frequently Asked Questions Contact us: RAC@doe.state.nj.us 1 P a g e Contents Identification of a Priority, Focus, or Reward School... 4 Is a list of all Priority, Focus, and Reward Schools available to

More information

Hudson City School District

Hudson City School District Hudson City School District Region: Capital Region Motto: Destination Graduation, Get on Board Awards: Strengthening Teacher and Leader Effectiveness 1 and 3 Superintendent: Ms. Maria Suttmeier 1. Preparation

More information

2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade

2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade 2009-10 K-12 Comprehensive Research Based Reading Plans District: Dade District Name: Miami-Dade County Public Schools District Contact: Milagros R. Fornell Contact Address: 1450 NE 2nd Avenue, Miami,

More information

a. Students in grades 1-4 must achieve an overall average of 70 or above in reading and mathematics to be eligible for promotion.

a. Students in grades 1-4 must achieve an overall average of 70 or above in reading and mathematics to be eligible for promotion. PROMOTION, RETENTION, REMEDIATION POLICY A. Elementary School 1. Promotion a. Students in grades 1-4 must achieve an overall average of 70 or above in reading and mathematics to be eligible for promotion.

More information

HR 2272 Conference Report STEM Education Provisions Summary

HR 2272 Conference Report STEM Education Provisions Summary HR 2272 Conference Report STEM Education Provisions Summary Title I Office of Science and Technology Policy (OSTP) Directs the President to convene a National Science and Technology Summit not more than

More information

Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher

Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher Build a Foundation. Develop Independent Readers and Writers. Master s Degree: Major in Early

More information

Scholastic Reading Counts!

Scholastic Reading Counts! Scholastic Reading Counts! Aligns to (With Professional Development from Scholastic Red) The following chart details how Scholastic Reading Counts!, with professional development support from Scholastic

More information

SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE:

SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: JOB-EMBEDDED PROFESSIONAL DEVELOPMENT CRIM OPEN CAMPUS HIGH SCHOOL ATLANTA PUBLIC SCHOOLS ATLANTA, GEORGIA Crim Open Campus High School (Crim) 1 faced an ongoing

More information

A second year progress report on. Florida s Race to the Top

A second year progress report on. Florida s Race to the Top Florida s Race to the Top A second year progress report on Florida s Race to the Top January 2013 Florida s Race to the Top Florida has a strong history of reform, establishing a solid foundation that

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

Assessments in Florida

Assessments in Florida Parents Guide to new Assessments in Florida In 2010, Florida adopted the new world-class Common Core State Standards (CCSS), which Florida customized to meet the state s needs and which now inform the

More information