C-SAIL, C-SAIL

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Now showing 1 - 9 of 9
  • Publication
    Implementation of Massachusetts Curriculum Framework in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
    (2019-05-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Massachusetts Curriculum Frameworks in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.
  • Publication
    Implementation of Ohio’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
    (2018-06-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio’s Learning Standards in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.
  • Publication
    Implementation of Kentucky’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
    (2018-04-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Kentucky Academic Standards (KAS) in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.
  • Publication
    Implementation of California’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
    (2019-05-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing California’s learning standards in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.
  • Publication
    A 20/20 Vision for Standards-Based Reform
    (2020-05-28) C-SAIL, C-SAIL
    What's next for standards-based reform? With the release of the 2019 National Assessment of Educational Progress results in math and reading, it became clear that standards-based reform has not moved the needle on student achievement. This may be due, in part, to how districts, schools, and teachers are making sense of and implementing college- and career-readiness standards. On Thursday, May 28, 2020, the Center on Standards, Alignment, Instruction, and Learning (C-SAIL) hosted a virtual event to share what we've discovered over the last five years examining standards implementation and impact at the state, district, school, and classroom level and engage practitioners, policymakers, and researchers to look to the future of standards-based reform. This PowerPoint presentation corresponds to a presentation video available at c-sail.org/videos.
  • Publication
    Overview of C-SAIL’s Years 1 and 2 Implementation Study Findings
    (2018-04-01) C-SAIL, C-SAIL
    The brief presents themes from C-SAIL's Implementation Study (Years 1 and 2), organized by general, cross-state findings that incorporate both qualitative and quantitative data with regards to the policy attributes. We expand upon these themes by providing state- and district-specific examples of illuminating practices. We prioritize examples derived from Year 2 interview data.
  • Publication
    Implementation of Texas's Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
    (2018-06-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.
  • Publication
    Common Challenges to Implementing College- and Career-Readiness Standards
    (2019-04-01) C-SAIL, C-SAIL
    With the passage of the Every Student Succeeds Act in 2015, federal funds were mobilized for state and local use to help improve educational opportunities for all students, including disadvantaged and high-need learners. Yet with this effort to decentralize federal authority came a notable amount of variation in how teachers experience standards-based policy firsthand. While many in the field grapple with the revisions that come with a growing decentralization of standards-based reform, teacher learning and understanding of college- and career-readiness (CCR) standards and revisions is critical to successful implementation. Even when fully supported and focused on implementing standards in the classroom, teachers often face challenging work conditions that stymie their best efforts to implement standards-based reform.
  • Publication
    Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
    (2020-06-01) C-SAIL, C-SAIL
    This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing learning standards in English language arts (ELA) and math with English learners (ELs). Drawing on data from five states—California, Kentucky, Massachusetts, Ohio, and Texas—we explore the insights, challenges and innovations shared by leaders and teachers working with ELs.