CCSS Forward: State Resources and Success Stories to Implement the Common Core

States across the nation are collaborating to develop tools and resources to implement the Common Core State Standards (CCSS).


Evolving Coherent Systems of Accountability for Next Generation Learning: A Decision Framework

Several states, including those in CCSSO’s Innovation Lab Network, are supporting local practitioners to rethink how to redesign classroom environments to deliver better outcomes for all students. As schools and districts across the country increasingly develop models of student-centered “next-generation” learning, states are considering how they can take action to encourage and scale these important shifts in teaching and learning. To support the shift toward student-centered, personalized learning models, state departments of education play an important role in both signaling the learning outcomes toward which these models should strive, and ensuring that state systems of assessment and accountability enable, rather than discourage, these new models. This resource guides state policymakers through a series of central design questions and provides sample options – including key considerations, potential trade-offs, and state examples – to help inform the state’s decision-making. While not exhaustive, this document provides state leaders with a starting point for considering how to evolve their current assessment and accountability systems. It is intended to spark collaboration and discussion among state leaders, their staff, and local leaders as they consider innovative solutions that improve student outcomes.


Local and State Flexibility to Use Federal Funding for College and Career Ready Standards Implementation

CCSSO hosted a webinar exploring local and state flexibility in the use of federal funds for college and career ready standards. The webinar featured a presentation from Dr. Monique Chism, Director of Student Achievement and School Accountability Programs (SASA) for the Office of Elementary and Secondary Education at the U.S. Department of Education. Dr. Chism discussed flexibility states and districts have in using federal funding to implement college and career ready standards, ensuring that all students receive the necessary education to allow them to compete in the global economy.


Transition to High-Quality, College- and Career-Ready Assessments: Principles to Guide State Leadership and Federal Requirements

States across the nation are implementing comprehensive reforms to ensure that all students graduate with the knowledge and skills required for success in postsecondary education and the workforce. As part of this effort states will be transitioning to new, high-quality assessments aligned with the Common Core State Standards (Common Core) or state College and Career Readiness (CCR) standards, including assessments developed by the PARCC and Smarter Balanced consortia. We must move forward in our efforts to ensure that every child receives a solid education. CCSSO specifically rejects a moratorium on accountability. At the same time, we must be thoughtful about how we evaluate teachers and use test results in school consequences. The purpose of this document is to present key principles that will guide state leadership in this assessment transition and to address several immediate state-federal issues in that regard.


Event Information: What Teachers Can Learn from the New PARCC and Smarter Balanced Sample Assessment Items: Math

CCSSO hosted a webinar on the recently released Partnership for Readiness for College and Career (PARCC) and Smarter Balanced sample assessment items in mathematics with middle school mathematics teacher Jim Mamer. Mamer received the 2012 Ohio Council of Teachers of Mathematics Elementary Mathematics Teaching Award, is an active leader in the National Council of Teachers of Mathematics (NCTM), and is currently implementing the Common Core State Standards in Mathematics with his students.


Webcast: State Chiefs Discuss Implementing New Accountability Systems

Watch CCSSO's webcast of chiefs discussing state NCLB waiver implementation. Chris Cerf, Commissioner of Education for the New Jersey Department of Education, Terry Holliday, Commissioner of Education for the Kentucky Department of Education, and John King, Commissioner of Education for the New York Department of Education spoke about the new accountability systems in their states and implications of waivers on state & federal policies and practice. Andy Rotherham, co-founder and partner at Bellwether Education, moderated the conversation.


Improving Teaching and Learning Using SEC Data: Online Professional Development with CCSS

CCSSO has worked with a consortium of three states to develop an online professional development guide for educators on how to use CCSSO's Surveys of Enacted Curriculum (SEC) data in the transition to the Common Core State Standards. The online system is organized around five professional development questions that provide choices of purposes for examining SEC data for school-based professional learning teams. Each component of the site involves use of data to address key issues in Common Core Implementation, such as identifying needed shifts in instructional practices, how to monitor progress, identifying needs in low performing schools, and closing the opportunity gap for special education students. The online professional development guide is a key outcome of the Kansas EAG State Consortium project.


ELPA21 RFP for communications strategy planning, development, and implementation for the English Language Proficiency Assessment for the 21st Century (ELPA21)

ELPA21 is seeking RFPs for communications strategy planning, development, and implementation for the English Language Proficiency Assessment for the 21st Century (ELPA21)


Effort on Moving toward a Common Definition of English Learners

The challenge of moving toward a more consistent definition of English learner requires a multi-staged, multiyear, deliberative process. States and consortia are actively engaging in this process, and CCSSO is actively collaborating with them to develop guidance and supportive tools to assist them in more clearly defining an English learner.