This analysis of two strands of the Common Core ELA curriculum illustrates both a properly and improperly spiraled set of objectives. This demonstrates how important it is for districts to vet CCSS objectives (or any externally developed objectives) for clarity, specificity, logic of progression, and measurability prior to incorporating them into any local curriculum.
This lit review offers a look at selection procedures for GT students and provides an overview of the characteristics of GT students, particularly focusing on how those characteristics can manifest as behavior problems. In addition to identifying best practices for grouping and acceleration, it also discusses the consequences, both short and long term, of failing to identify gifted students.
In the course our curriculum audits, we examine district assessments to determine whether the activity of the assessment aligns to the kinds of activities exams like PARCC require. In other words, are the district’s assessments really preparing kids for the high stakes tests in use? This particular analysis looks at grade 5 math and ELA items.
An examination of recent research surrounding special education. Examines the consequences of inappropriate identification and the conditions likely to result in such an identification, as well as interventions and tools that can both improve the accuracy of identification and reduce the total number of students identified for service. Also discusses the issue of inclusion and whether it is truly of benefit for both the special education student and the regular students in the classroom. Finally, it addresses the problem of the lack of differentiation occurring in classrooms and its effect on special education students.