Understanding & Implementing Common
Core Standards
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Instructor Name: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Professor Steven Dahl,
M.Ed. |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST
Monday - Friday |
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Email: |
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Address: |
Virtual Education
Software |
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23403 E Mission Avenue,
Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Understanding & Implementing Common Core Standards, an
interactive computer-based instruction course designed to give you a deeper
understanding of the rationale for and structure of this particular
standards-based framework. In this course you will learn a number of factors that contributed to the overall design
of the Common Core Standards as well as practical pedagogical approaches that
will support practitioners working toward deeper implementation. We will
reflect on the instructional “shifts” emphasized throughout the Common Core
Standards and contextualize the shifts based on the diverse population of students course participants serve. Understanding & Implementing Common Core Standards will also
provide connections to a variety of instructional considerations that will
support implementation regardless of educational context. Practitioners will be
provided opportunities to reflect on current practice and the degree to which
they align with the Common Core Standards as well as with colleagues across a
wide range of settings implementing these standards.
This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support
information can be found in the Help section of your course.
Course Materials (Online)
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Title: |
Understanding
& Implementing Common Core Standards |
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Publisher: |
Virtual Education Software, inc. 2014,
Revised 2016, Revised 2019, Revised 2022 |
|
Instructor: |
Dr. Pamela Bernards, Ed.D. |
|
Facilitator: |
Professor Steven Dahl,
M.Ed. |
Academic Integrity
Statement
The structure and format of most
distance-learning courses presumes a high level of personal and academic
integrity in completion and submission of coursework. Individuals enrolled in a
distance-learning course are expected to adhere to the following standards of
academic conduct.
Academic Work
Academic work submitted by the
individual (such as papers, assignments, reports, tests) shall be the student’s
own work or appropriately attributed, in part or in whole, to its correct
source. Submission of commercially prepared (or group prepared) materials as if
they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty
in others by refraining from providing materials or information to another
person with knowledge that these materials or information will be used
improperly.
Violations of these
academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is designed for anyone
working to implement the Common Core State Standards with a diverse learning
population across the K–12 spectrum. While the information presented may have
relevance to any student-centered educational setting, it will have the most
relevance for K–12 mixed ability classrooms.
Expected Learning Outcomes
As a result of this course,
participants will demonstrate their ability to:
1)
Understand the major
shifts in English and Language Arts/Literacy (ELA) and Mathematics reflected in
the Common Core State Standards (CCSS)
2)
Learn about the design
features of the CCSS (what to teach) and implications for professional practice
(how to teach it)
3)
Explore research-based
pedagogical strategies that align with what is emphasized in the CCSS
4)
Appreciate the importance
of mapping any implementation gap that may exist between current personal
practice and what research indicates aligns with the CCSS
5)
Self-reflect on the
degree to which a “CCSS mindset” has been developed that supports the “what”
(CCSS), the “how” (instruction), and the “who” (ALL learners) required for implementation
6)
Develop a plan of action
with implementation strategies designed to deepen student learning as well as
generate evidence of your actions
7)
Recognize the connection
between the creation of equitable learning conditions and developing a “Common
Core Mindset” that integrates a number of dimensions
8)
Distinguish between
“rigor” and “difficulty” and understand the implications for teachers
9)
Articulate the difference
between a “fixed” and a “growth” orientation and implications of each view for
students and teachers
10) Self-assess the priority level to teach
students that ability is expandable
11) Learn a seven-step process for teaching
students that ability is expandable
12) Learn a four-step process for
articulating standards and increasing student ownership over learning outcomes
13) Recognize the ways that student and
teacher self-efficacy are interconnected
14) Learn the purpose of and a process for
providing effective prescriptive feedback
15) Understand the significance of the
emergence of educational neuroscience as it relates to implementing the Common
Core Standards
16) Understand the importance of explicitly
teaching academic language and methods for increasing student ownership of learning
17) Delineate the difference between a
teaching strategy and a learning strategy
18) Articulate the rationale for using the compare and contrast learning strategy when implementing the
Common Core Standards
19) Use web-based tools designed to
simultaneously engage students with primary source documents and in higher
order thinking skills
20) Learn strategies to increase
comprehension and problem-solving skills
21) Develop an understanding of the role of
reasoning and argument in the CCSS
22) Recognize why writing in numerous
formats is an essential cross-cutting strategy
23) Provide evidence of professional
context and learning within a course using a reflection strategy for further
planning implementation of the CCSS
Course Description
This course, Understanding & Implementing Common Core Standards, has been
divided into four chapters. The organization of the course covers the rationale
for and design of the Common Core State Standards, the “Common Core Mindset”
practitioners need for successful implementation, and what specific actions can
be taken for deeper implementation across settings.
Chapter 1: Introduction
to the Shifts Resulting From CCSS Implementation
Chapter 2: Developing
a CCSS Mindset
Chapter 3: Common
Core Mindset in Action
Chapter 4: Thinking
Through the Core
Course Overview
In Chapter
1, we will outline the rationale for and structure of the Common Core State
Standards. The major shifts in English and Language Arts/Literacy (ELA) and
Mathematics reflected in the Common Core State Standards (CCSS) will be
covered. An overview of design features of the CCSS (or “what to teach”) will
be connected to the practical implications for providing instruction (or “how
to teach”). Research-based pedagogical strategies aligned with what is
emphasized in the CCSS are highlighted. The importance of mapping any
implementation gap between current practice and what
is needed to deeply implement the Common Core Standard will also be explored.
In Chapter
2, we will move past the “what” of standards to identify the underlying
principles teachers need to understand when implementing the CCSS. Teachers who
take time to re-examine their operating principles are in the best position to
know how well their approach aligns with what the authors of the CCSS had in
mind when developing the standards. This is what is referred to in this course
as developing the “CCSS Mindset.” Clarification will be made between “rigor”
and “difficulty” and the implications will be discussed for teachers as they
work to create equitable learning conditions. We will also articulate the
difference between a “fixed” and a “growth” orientation and the implications of
each view for students and teachers. A self-assessment tool will be used so
course participants can determine the priority level to which course
participants and their students believe that ability is expandable. A seven-step
process for directly teaching students that ability is expandable is also
provided.
In Chapter
3, the emphasis will be on designing accessible learning conditions in
partnership with students. We do this in partnership with learners in ways that
will accelerate their growth toward college, career, and citizenship. The
various ways in which student and teacher self-efficacy are interconnected will
be discussed. In light of these interconnections, a
four-step process for articulating standards and increasing student ownership
over learning outcomes will be outlined. Additionally, the purpose of and a
process for providing effective prescriptive feedback will be provided. As it
pertains to the implementation of the Common Core Standards, the significance
of the emergence of educational neuroscience and corollary strategies will be
outlined. The importance of explicitly teaching academic language and methods
for increasing student ownership of learning across settings will also be
outlined. Participants will be supported to think through how they will
approach students who struggle when implementing the Common Core Standards and
the role of differentiation.
In Chapter
4, we will further explore how implementation of the Common Core Standards
is aimed at deepening student comprehension and higher order thinking skills.
The difference between a teaching strategy and a learning strategy will be
discussed in conjunction with a particular implementation strategy, compare and contrast. Specific web-based tools for designing
engaging learning activities using primary source documents and for engaging
students in higher order thinking skills will be provided. The importance of
student use of reasoning and argument in writing across the CCSS is addressed.
Course participants will be provided a tool for
further reflection on their own implementation of the standards and support in
planning for any changes identified through reflection.
Each chapter contains additional
handouts that cover specific topics from the chapter in greater depth. They are
provided for you to read, ponder, and apply to the setting in which you work.
Some of the handouts are directly related to the concepts and content of the
specific chapter, but also included are handouts indirectly related to provide
extended learning connections.
Student
Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, to pass this course. *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a review of any section on which your examination
score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a course evaluation form at the end of the course.
Examinations
At the end of each course section, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not
the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate.
However, this is not your final grade since your required writing assignments
have not been reviewed. Exceptionally written or poorly written required
writing assignments, or violation of the academic integrity policy in the
course syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete
all questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Facilitator Description
Understanding & Implementing Common Core Standards has been developed with the widest possible audience in
mind because the core principles and practices of implementation need to be
applied across K–12 settings. The primary goal of the course is to provide the
rationale for the Common Core Standards (the why) and what research-based
pedagogical approaches will help practitioners implement these standards in
their unique context. The course acknowledges that practitioners are at varying
stages of implementing these standards, so opportunities for self-reflection,
learning about cross-cutting implementation strategies, and action planning are
based on each course participant’s current practice and context.
Steven Dahl has served as a
district-level administrator overseeing a variety of federal programs, such as
Special Education, English Language Learning (ELL), and Title 1, for over 14
years. He currently serves as a school administrator overseeing programs for
students who are provided academic and social emotional learning opportunities
in very restrictive settings, including regional juvenile justice facilities.
He has a master’s degree in Special Education and has
completed post-master’s coursework to obtain a Washington State Administrator
Credential, which certifies him to oversee programs ranging from preschool
settings through 12th grade (as well as post-secondary vocational programs for
18–21-year-old students). He has 22 years of combined experience in
resource-room special education classrooms, inclusion support in a
comprehensive high school, and provision of support to adults with disabilities
in accessing a wide range of in-school and community learning opportunities. He
currently serves as Director of Professional Learning and Content Development
for the Center for Educational Effectiveness (CEE) and as an educational consultant nationally. Please contact
Professor Dahl if you have course content or examination questions.
Instructor Description
Pamela Bernards
has 30 years of combined experience in diverse PK–8 and high school settings as
a teacher and an administrator. In addition to these responsibilities, she was
the founding director of a K–8 after-school care program and founder of a
pre-school program for infants to 4-year-olds. As a principal, her school was
named a U.S. Department of Education Blue Ribbon School of Excellence in 1992,
as was the school at which she served as curriculum coordinator in 2010. She
currently serves as a principal in a PK3–Grade 8 school. Areas of interest
include curriculum, research-based teaching practices, staff development,
assessment, data-driven instruction, and instructional intervention
(remediation and gifted/talented). She received a doctorate in Leadership and
Professional Practice from Trevecca Nazarene University. Please contact
Professor Dahl if you have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by
emailing Professor Dahl at steve_dahl@virtualeduc.com
or calling him at 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to 10 minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches, or other
issues that involve the operation of the course.
Technical Questions
If you have questions or
problems related to the operation of this course, please try everything twice.
If the problem persists please check our support pages
for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance
then email support@virtualeduc.com
or call 509-891-7219. When contacting technical support, please know your
course version number (it is located at the bottom left side of the Welcome
Screen) and your operating system, and be seated in
front of the computer at the time of your call.
Minimum Computer
Requirements
Please refer to VESi’s
website: www.virtualeduc.com or contact VESi if you have
further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted, and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
Bibliography (Suggested
Readings)
Abadie,
M., & Bista, K. (2018). Understanding the stages of concerns:
Implementation of the Common Core State Standards in Louisiana schools. Journal
of School Administration Research and Development, 3(1), 57–66. https://files.eric.ed.gov/fulltext/EJ1190934.pdf
Achieve
the Core: Resources developed by Student Achievement Partners. Free,
ready-to-use classroom resources designed to help educators understand and
implement the Common Core and other college and career ready standards. https://achievethecore.org/
Coherence Map for Common
Core State Standards in Mathematics: http://achievethecore.org/page/1118/coherence-map
Deep Dive Into the Math Shifts: http://achievethecore.org/page/400/deep-dive-into-the-math-shifts
Dismantling racism in
mathematics instruction using math language routines. (Updated 2023). https://achievethecore.org/page/3433/dismantling-racism-in-mathematics-instruction-using-math-language-routines
Instructional Practice
Toolkit and Classroom Videos: The Instructional Practice Toolkit is designed
for use by teachers and those who support teachers to build understanding and
experience with instruction aligned with College and Career Readiness (CCR)
standards in mathematics and ELA/literacy. http://achievethecore.org/category/1193/instructional-practice-toolkit-and-classroom-videos
Lesson Planning
Resources: Rather than focusing exclusively on literacy skills, the Common Core
State Standards set expectations for the complexity of texts students need to
be able to read to be ready for college and careers. This collection includes
tools to help with each step and research to support teachers’ understanding of
text complexity. To plan a close-reading lesson with text complexity in mind,
use the Lesson Planning Tool. http://achievethecore.org/lesson-planning-tool/
Priority instructional
content in English language arts/Literacy and mathematics. https://achievethecore.org/page/3267/priority-instructional-content-in-english-language-arts-literacy-and-mathematics
Progressions documents for the Common Core State
Standards for mathematics. http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics
Understand How CCSS
Aligned Assessment is Different: All of the mini-assessments
presented are designed to highlight the math Shifts of Focus, Coherence, and
Rigor. The resources below explain what each of the Shifts look like in
CCSS-aligned assessment. Learn more about the math Shifts. http://achievethecore.org/page/2732/understand-how-ccss-aligned-assessment-is-different
Understand the Common
Core State Standards Shifts in Mathematics: http://achievethecore.org/page/900/the-common-core-state-standards-shifts-in-mathematics
Understand the
Mathematics Tasks: http://achievethecore.org/page/2738/understand-the-mathematics-tasks
Understanding the Shifts: http://achievethecore.org/category/419/the-shifts
Advanced
Education. (June 2022). List of standardized tests by state. https://educationadvanced.com/resources/blog/list-of-standardized-tests-by-state/
Akkus, M. (2016). The Common Core State
Standards for mathematics. International
Journal of Research in Education and Science (IJRES), 2(1), 49–54. https://files.eric.ed.gov/fulltext/EJ1105174.pdf
Allensworth,
E., Cashdollar, S., & Cassata, A. (2022).
Supporting change in instructional practices to meet the Common Core
Mathematics and Next Generation Science Standards: how are different supports
related to instructional change? AERA Open, 8. https://doi.org/10.1177/23328584221088010
Allensworth,
E., Cashdollar, S., & Gwynne, J. (2021).
Improvements in math instruction and student achievement through professional
learning around the Common Core State Standards in Chicago. AERA Open, 7.
https://doi.org/10.1177/2332858420986872
American
Federation of Teachers (2016). A
teacher’s guide to the Common Core: A resource guide for success in English
language arts for teachers who work with English learners and students with
disabilities. http://achievethecore.org/page/2892/a-teacher-s-guide-to-the-common-core-a-resource-guide-for-success-in-english-language-arts-for-teachers-who-work-with-english-learners-and-students-with-disabilities
Bleiberg,
J. (2021). Does the Common Core have a common effect? An exploration of effects
on academically vulnerable students. AERA
Open, 7. https://doi.org/10.1177/23328584211010727
Bloom,
B. (1956). Taxonomy of educational
objectives: Handbook 1. David McKay.
Brookhart,
S. (2010). How to assess higher-order
thinking skills in your classroom. ASCD.
Brophy,
J. (1998, May). Failure syndrome students.
https://files.eric.ed.gov/fulltext/ED419625.pdf
Breaking Barriers, California Alliance
of Child and Family Services, Santa Clara County Office of Education, & WestEd. (2022). Supporting California’s children through
a whole child approach: A field guide for creating integrated, school-based
systems of care. https://files.eric.ed.gov/fulltext/ED621273.pdf
Bryk,
A., Greenberg, S., Bertani, A., Sebring, P., Tozer, S. & Knowles, T.
(2023). How a city learned to improve its schools. Harvard Education
Press.
Carter A., Maki E., & Pandya, J.
(2020, April 1–3). Assessing and
improving the impact of K-12 curriculum implementation in Stockton Unified
School District [Conference session]. Carnegie Foundation Summit on
Improvement in Education, San Francisco, CA. https://www.pivotlearning.org/on-demand-presentation-assessing-and-improving-the-impact-of-k-12-curriculum-implementation-in-susd/
California Department of
Education. (2023, April 24, last review). Roadmap policy: California English
learner roadmap State Board of Education policy: Educational
programs and services for English learners. https://www.cde.ca.gov/sp/el/rm/elroadmappolicy.asp
Center
for Applied Special Technology (CAST). http://www.cast.org/
CEEDAR
Center. Collaboration for Effective Educator Development, Accountability and
Reform (CEEDAR). https://ceedar.education.ufl.edu/
Center
for Educational Effectiveness [CEE]. (2021). Characteristics of positive
outlier schools. https://static1.squarespace.com/static/6050e383f7f4047a291609c8/t/60cbb75e71f161355d06d718/1623963490505/CEE+Outlier+Study+Final+Report.pdf
Practitioner Summary: https://static1.squarespace.com/static/6050e383f7f4047a291609c8/t/6123c297057dc2593a10241c/1629733528928/Practitioner+View.pdf
Report Brief: https://static1.squarespace.com/static/6050e383f7f4047a291609c8/t/61a818ead33ac974d24a582a/1638406380128/CEE+Outlier+Brief.pdf
Center
for Parent Information and Resources. (2016, January). ESSA/Every Student
Succeeds Act. https://www.parentcenterhub.org/essa-reauth/
Common
Core State Standards Initiative. (n.d.). Common Core State Standards. https://learning.ccsso.org/common-core-state-standards-initiative
Read the ELA Standards at
https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf. The Common Core State Standards for
English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects (“the standards”) represent the next generation of K–12
standards designed to prepare all students for success in college, career, and
life by the time they graduate from high school.
Read the Mathematics
Standards: https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf
Read the Standards: http://www.thecorestandards.org/read-the-standards/
Common
Core State Standards Appendix A: https://achievethecore.org/page/1192/ccss-ela-literacy-appendix-a-research-supporting-key-elements-of-the-standards-glossary-of-key-terms
CCSSO Tools and Resources for Standards
Implementation: https://ccsso.org/tools-and-resources-standards-implementation
CCSSO General Resources
A beginner’s guide to text complexity. https://www.generationready.com/wp-content/uploads/2023/03/A-Beginners-Guide-to-Text-Complexity-GR-White-Paper-3.2.pdf
Navigating text
complexity. http://navigatingtextcomplexity.kaulfussec.com/
New research on text
complexity: Supplemental information for Appendix A of the Common Core State
Standards for English language arts and literacy: New
research on text complexity. (2017). http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
Science SCASS States.
(2018, May 1). Using crosscutting concepts to prompt student responses.
CCSSO Science SCASS Committee on Classroom Assessment. https://files.eric.ed.gov/fulltext/ED586953.pdf
Teaching to the Core. https://ccsso.org/resource-library/teaching-core
Data
Wise Project. Harvard University. https://datawise.gse.harvard.edu/
DocsTeach website: https://www.docsteach.org/ The online tool for teaching with
documents, from the National Archives.
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C. (2010, September 1). Even geniuses work hard. Educational Leadership, 68(1), 16–20. https://www.ascd.org/el/articles/even-geniuses-work-hard
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synthesis of trustworthy online resources. Insights
into Learning Disabilities, 13(1), 19–37. https://files.eric.ed.gov/fulltext/EJ1103670.pdf
Edgerton,
A., Fuchs, D., & Fuchs, L. (2020). New standards and old divides: Policy
attitudes about college—and career-readiness standards for students with
disabilities. Teachers College Record. https://files.eric.ed.gov/fulltext/ED604562.pdf
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Every
Student Succeeds Act. (2015). https://www.ed.gov/essa
Equitable
Math website: https://equitablemath.org/
A Pathway to Equitable Math Instruction is an integrated approach to
mathematics that centers Black, Latinx, and Multilingual students in grades
6–8, addresses barriers to math equity, and aligns instruction to grade-level
priority standards. The Pathway offers guidance and resources for educators to
use now as they plan their curriculum, while also offering opportunities for
ongoing self-reflection as they seek to develop an anti-racist math practice.
The toolkit “strides” serve as multiple on-ramps for educators as they navigate
the individual and collective journey from equity to anti-racism.
Stride 1: Dismantling
Racism in Mathematics Instruction: Exercises for educators to reflect on their
own biases to transform their instructional practice: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
Stride 2: Fostering Deep
Understanding: Methods for deepening student conceptual understanding through
orchestrated math discussions that build on and connect multiple strategies. https://equitablemath.org/wp-content/uploads/sites/2/2020/11/2_STRIDE2.pdf
Stride 3: Creating
Conditions to Thrive: Environments and practices that support students’ social,
emotional, and academic development. https://equitablemath.org/#downloads
Stride 4: The
Interconnectedness of English Language Learning and Mathematical Thinking. https://equitablemath.org/wp-content/uploads/sites/2/2020/11/4_STRIDE4.pdf
Stride 5: Sustaining
Equitable Practice: Coaching structures that support math educators’
in their ongoing centering of equity principles. https://equitablemath.org/wp-content/uploads/sites/2/2020/11/5_STRIDE5.pdf
Feldman, J. (2019, April 29). Beyond standards-based grading:
Why equity must be part of grading reform. Phi Delta Kappan,
100(8), 52–55. https://kappanonline.org/standards-based-grading-equity-reform-feldman/
Fisher,
D., Frey, N., & Lapp, D. (2012). Text
complexity: Raising rigor in reading. International Reading.
Frey,
N., Fisher, D., & Smith, D. (2019). All learning is social and
emotional: Helping students develop essential skills for the classroom and
beyond. ASCD.
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E. (2017). What is depth of knowledge? https://www.ascd.org/blogs/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel
Francis,
E. (2016). Now that’s a good question!
How to promote cognitive rigor through classroom questioning. ASCD.
Frizell,
M., & Dunderdale, T. (2015, February). A compendium of research on the
Common Core State Standards. Center
for Education Policy. https://files.eric.ed.gov/fulltext/ED555455.pdf
This updated compendium
includes over 85 research studies focused on the Common Core State Standards
and encompasses research from multiple sources, such as government entities,
independent organizations, and peer-reviewed publications from academic
journals and other outlets. Each study in the compendium has been summarized
and categorized across nine topic areas. A URL link to the original research is
also provided when possible. The compendium will be updated regularly as the
body of CCSS-related research grows.
Gao,
N., & Lafortune, J. (2019). Common Core State Standards in California: Evaluating local
implementation and student outcomes. Public Policy Institute of California.
https://www.ppic.org/publication/common-core-state-standards-in-california-evaluating-local-implementation-and-student-outcomes/
Goleman,
D. (2005). Emotional intelligence: Why it
can matter more than IQ. Bantam.
Goleman,
D. (2007). Social intelligence: The new
science of human relationships. Bantam.
Guskey, T. (2021). Learning from failures:
Lessons from unsuccessful grading reform initiatives. NASSP Bulletin, 105(3),
1–9. https://doi.org/10.1177/01926365211029375
Guskey, T., Townsley,
M., & Buckmiller, T. (2020). The impact of
standards-based learning: Tracking high school students’ transition to the university. NASSP Bulletin, 104(4), 257–269. https://doi.org/10.1177/0192636520975862
Hamilton,
L. S., Kaufman, J. H., Stecher, B. M., Naftel, S., Robbins, M., Thompson, L. E., Garber, C.,
Faxon-Mills, S., & Opfer, V. D. (2016). What supports do teachers need to help
students meet Common Core State Standards for mathematics? Findings from the
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