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Enacting Common Core Instruction : How Intermediate Unit 13 Leveraged Its Position as an Educational Service Agency to Implement and Scale the LDC Initiative.

Book Cover
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2014.
Topics: State Standards. | Academic Standards. | Teaching Methods. | Formative Evaluation. | Case Studies. | Instructional Leadership. | Alignment (Education) | Curriculum Design. | Educational Assessment. | Faculty Development. | Capacity Building. | Teacher Leadership. | Feedback (Response) | Partnerships in Education. | Financial Support. | Educational Finance. | Mathematics Instruction. | English Instruction. | Literacy Education. | Elementary Schools. | Middle Schools. | High Schools.
Genres: Reports, Research. | Reports, Research-practitioner Partnerships.
Online Access: ERIC - Full text online
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086 0 |aED 1.310/2:553290
110 2 |aResearch for Action.
245 10|aEnacting Common Core Instruction :|bHow Intermediate Unit 13 Leveraged Its Position as an Educational Service Agency to Implement and Scale the LDC Initiative.
264 1|a[Place of publication not identified] :|bDistributed by ERIC Clearinghouse,|c2014.
300 |a1 online resource (44 pages)
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
500 |aAvailability: Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail:; Web site:|5ericd
500 |aAbstractor: ERIC.|5ericd
500 |aEducational level discussed: Elementary Education.
500 |aEducational level discussed: Middle Schools.
500 |aEducational level discussed: Secondary Education.
500 |aEducational level discussed: Junior High Schools.
500 |aEducational level discussed: High Schools.
506 |aAccess rights: Yes.|2ericd
516 |aText (Reports, Research).
516 |aText (Reports, Research-practitioner Partnerships).
520 |aFunded by The Bill & Melinda Gates Foundation, the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) offer a set of instructional and formative assessment tools in literacy and math, which were developed to help educators better prepare all students to meet the Common Core State Standards (CCSS) and succeed beyond high school. Following three years of extensive data collection in LDC study sites throughout the country, Research for Action (RFA) has produced three case studies to illustrate how the LDC and MDC tools have been adopted in different settings and contexts, and which approaches and supports have contributed to the successful adoption and use of the tools. The case studies provide a set of "road maps" for other sites that will be adopting or scaling up tool use. Case study sites have been examined through the lens of three overlapping conditions found to be necessary for effective scale-up: (1) Effective leadership at multiple levels; (2) Alignment with the CCSS, curricula, and state assessments; and (3) Meaningful and ongoing professional learning opportunities (PLOs). These conditions provide the organizing framework for the case studies and guide the RFA's analysis of the strategic approaches undertaken by state, regional, local, and network entities that enabled strong initial implementation. Each case study illustrates how the tools were implemented and scaled under a specific set of circumstances that are likely to be applicable to many other sites. As such, they are intended to inform further exploration and discussion on how to effectively roll-out the LDC and MDC tools across a wide range of districts and schools. The Lancaster-Lebanon Intermediate Unit (IU 13) case study provides an example of how an intermediary educational service unit -- or other regional organizations in other states -- can offer leadership, leverage resources, and build district capacity to effectively use literacy tools aligned with the CCSS and scale such initiatives. This approach to the implementation and scaling of a CCSS-aligned literacy framework also provides useful lessons for how states with similar entities can approach elements of their CCSS strategy. This document describes how IU 13 implemented the LDC initiative. It is composed of the following sections: (1) A brief overview of the educational reform and policy context in Pennsylvania and IU 13; (2) A summary of IU 13's approach to LDC implementation--balancing the strengths and limitations of their role as an educational service agency; and (3) Descriptions of 10 IU 13-initiated strategies, organized by the three supporting conditions depicted in the Theory of Action, that have impacted early adoption and success of the LDC initiative.
524 |aResearch For Action.|2ericd
650 07|aState Standards.|2ericd
650 07|aAcademic Standards.|2ericd
650 07|aTeaching Methods.|2ericd
650 07|aFormative Evaluation.|2ericd
650 07|aCase Studies.|2ericd
650 07|aInstructional Leadership.|2ericd
650 07|aAlignment (Education)|2ericd
650 07|aCurriculum Design.|2ericd
650 07|aEducational Assessment.|2ericd
650 07|aFaculty Development.|2ericd
650 07|aCapacity Building.|2ericd
650 07|aTeacher Leadership.|2ericd
650 07|aFeedback (Response)|2ericd
650 07|aPartnerships in Education.|2ericd
650 07|aFinancial Support.|2ericd
650 07|aEducational Finance.|2ericd
650 07|aMathematics Instruction.|2ericd
650 07|aEnglish Instruction.|2ericd
650 07|aLiteracy Education.|2ericd
650 07|aElementary Schools.|2ericd
650 07|aMiddle Schools.|2ericd
650 07|aHigh Schools.|2ericd
653 0 |aPennsylvania
655 7|aReports, Research.|2ericd
655 7|aReports, Research-practitioner Partnerships.|2ericd
710 2 |aResearch for Action.
856 40|3ERIC - Full text online|u

Staff View for: Enacting Common Core Instruction : How I