CSAI has collaborated with the College and Career Readiness and Success Center and the Midwest Comprehensive Center to develop the Standards Review and Revision Toolkit (“Toolkit”). The Toolkit includes information, examples, and associated resources to help state education agencies (SEAs) execute...
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Planning kicks off the Development/Revision process. It is at this substage that timelines for the process are developed and/or refined, taking specific reasoning for standards review and revision into consideration. The timelines will allow stakeholders to be in the loop on expected progress, and...
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During this substage of Development/Revision, states should consult any existing policies or procedures in place to engage with stakeholders about how they wish to involve these stakeholders in the standards review/revision process. Effective and inclusive engagement of a broad range of...
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Communication in this early stage is paramount in order to maintain control of messaging about why standards are important, and to clarify the specific system elements that are under revision in order to avoid confusion, miscommunication, and misconception. (Adopt, Adapt or Curriculum Map)...
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At this stage of the standards development/revision process careful and intentional research and data should be collected. Collection methods and research gathering can be coordinated by the standards review committee(s) set up during the stakeholder engagement substage. When considering the amount...
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This substage is essentially a series of checks to ensure you are ready to move on to the Initial Implementation stage. All the information contained within this substage is reflective of criteria for standards that reflect best practices and research-based standards. This stage may need to be...
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Stage 1 of the standards revision process requires the appropriate governing bodies to identify the need for a standards review, create a timeline for the review/revision process, and engage with the larger community to begin building a review committee and soliciting feedback from the public....
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In this series of resources, we provide exemplar lesson plans for use in middle school English language arts, history, science, and mathematics. We encourage teachers to adapt these materials for use in their own contexts.
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Used to support both teaching and learning, formative assessment is an integral component of a comprehensive assessment system. As opposed to summative assessment that evaluates students' mastery of learning goals, formative assessment is continuously used throughout students' learning process to...
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A series of webinars designed to support high quality formative assessment at the state, district, school, and classroom levels. This series is offered through the partnership between the Center on Standards and Assessment Implementation (CSAI), Central Comprehensive Center (C3), and the South...
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Stage 1 of the standards review and/or revision process requires the appropriate governing bodies to consider the following: identify the need for a review/revision of current standards, create a timeline for the review/revision process and subsequent implementation plan, and engage with the larger...
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The Assessment System Visualizer (ASV) is an online, interactive tool intended to build the capacity of individuals seeking to analyze the components of their state, district, school, and/or classroom assessment systems and make decisions about how to improve them. The ASV can also help answer...
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The revised standards developed during Stage 1 should still be considered draft versions, as the initial implementation process may impact and shape the standards further. Flexibility and transparency in this second stage are paramount. During the initial implementation stage, attention should be...
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This stage of the standards revision process focuses on the monitoring and adjustments needed at the district and/or school levels to successfully implement standards. It is important to remember that the developed implementation plan isn’t a rigid document, and should be updated when new...
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During this stage there is a full implementation of the revised standards across the appropriate grades and content areas. Assessments administered and materials utilized will reflect the full implementation of the new standards. During full implementation staff acquire competencies in how to...
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The maintenance and refinement stage should be ongoing until the next round of revisions occurs. This stage includes establishing structures to support continuous improvement surrounding implementation of new standards, including: ongoing, current, and timely adjustments, onboarding of new and...
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The Building Educator Assessment Literacy (BEAL) project professional development modules are designed to support educators in learning from student work on performance tasks. The BEAL modules provide a structure for educators to analyze and score student responses to English Language Arts (ELA) ...
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Evidence-Centered Design is a process intended to ensure a rigorous framework for developing assessments that actually measure their intended constructs and yield the evidence needed to support claims drawn from the results. In this collection of materials, you will find documents that further...
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Resources to support learning and professional development in formative assessment
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Developing assessment item sets can be more challenging than developing individual items. Good item set writing involves focusing on the alignment, clarity, and impact of the set as a whole, as well as the particulars of the individual items. By following the steps in the two presentations linked...
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Welcome to this professional learning series on culturally responsive instruction for Native American students. This series provides a framework for instruction that emphasizes experiential, active, and student-centered learning. It supports all teachers in creating culturally responsive...
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The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), includes a new demonstration authority in title I, part B. This demonstration authority, the Innovative Assessment Demonstration Authority (IADA), allows a state education agency (SEA), or...
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Under Title I, Part A, of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), a primary indicator of student academic achievement, and the primary measure of State success in meeting the goals of ESEA, is proficiency on State assessments. Section...
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The Every Student Succeeds Act (ESSA) shifts much of the authority for developing accountability systems from the U.S. Department of Education to state education agencies. State agencies now assume much greater responsibility for developing equitable accountability systems, monitoring the system’s...