With the reauthorization of the Elementary and Secondary Education Act (ESEA) through the Every Student Succeeds Act (ESSA), States have an opportunity to reflect on their overall vision and goals for education and determine how to best support that vision to achieve their goals.
The reauthorization of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, continues the requirement for the U.S. Department of Education (ED) to conduct peer reviews of states' standards and assessment systems. This peer review process is designed to ensure that a state's assessment system follows these requirements:
To assist states as they implement new science standards, the CCSSO Science Assessment Item Collaborative, in collaboration with WestEd, has documented a range of options, accompanying rationales, and item cluster prototypes to guide the development of summative assessments for the Next Generation Science Standards.
This professional learning series on culturally responsive instruction for Native American students provides a framework for instruction that emphasizes experiential, active, and student-centered learning. It does not provide lessons or curricula on particular cultures, histories, or languages. Instead it provides the pedagogical principles to support teachers in creating (or adjusting) lessons and curricula informed by and integrating students' cultures. Implementing this process will pave the way for students' to achieve success, both in and out of the classroom.
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 help inform teachers' instruction. The Formative Assessment Bi-Regional Advisory Board is a consortium of seven states from the Central and South Central Comprehensive Centers that are committed to incorporating formative assessment as a part of their comprehensive assessment system.
Formative Assessment for Improving Native American Student Learning and Language Development: A Series of Professional Learning Modules
Welcome to this professional learning series on formative assessment for Native American student learning and language development. This series addresses formative assessment implementation with Native students across content areas.
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 Central Comprehensive Center (SC3). The resources on this page contain materials from the webinars.
Supporting materials for training workshops on how to incorporate formative assessment into lesson plans. Scroll down for state-specific materials used during in-person training/workshop sessions.
Model Lesson Plans to Build Teacher Capacity in Promoting Deeper Learning Through Formative Assessment
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.
On October 24, 2015, the U.S. Department of Education released their Testing Action Plan, calling on states to ensure that the assessments students are being administered are rigorous, fair, non-redundant, and tied to improved teaching and learning. The guidelines included in this Action Plan reflect the results of research and stakeholder input on the use and impact of assessments on students and schools, and they are intended to support states and districts in evaluations of their assessment systems.