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Using interviews and survey data, it analyzes how district administrators, principals, and teachers understand, experience, and enact the standards, including supports for students with disabilities and English learners. Findings summarize teacher perceptions on curriculum alignment, professional development, assessments, technology, and instructional challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-of-ohios-learning-standards-in-english-language-arts-and-math-insights-innovations-and-challenges-in-six-districts/582433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-of-ohios-learning-standards-in-english-language-arts-and-math-insights-innovations-and-challenges-in-six-districts/582433.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report study about Ohio’s learning standards?","Question",{"text":112,"@type":113},"It examines how Ohio’s CCR standards are implemented in ELA and math and whether the implementation improves student learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study collect its data?",{"text":117,"@type":113},"It used interviews and surveys, including a state-representative survey of district officials, principals, and teachers, plus interviews with state and district officials in six case study districts.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas do teachers report receiving professional development on?",{"text":121,"@type":113},"Teachers more often reported receiving PD on the content of the standards, while fewer received PD on instructional strategies specifically for students with disabilities and English learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582433,1792166236,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","JUNE 2018  \nImplementation of Ohio’s Learning  Standards in English Language Arts  and Math: Insights, Innovations,  and Challenges in Six Districts  \nThe Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines through four lines of study how college-and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio’s Learning Standards in English language arts (ELA) and math. We examine how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment.  \nSince our research began in 2015, C-SAIL researchers have conducted a staterepresentative survey of 42 district officials, 110 principals, and 408 teachers in Ohio. In addition, we have interviewed 12 state officials, and 20 district officials in six Ohio districts. In our future work, we plan to interview teachers in the Fall of 2018. We selected the six Ohio case study districts by identifying two urban, two suburban, and two rural districts with relatively high percentages of SWDs and ELs. We also examined other district characteristics—percentage of students receiving free or reduced-price lunch, student achievement or growth rates, and geographic location within the state—to ensure that our districts represented a range of contextual factors.  \nBelow we highlight our key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. We share detailed insights from the six case study districts, emphasizing Ohio’s innovative practices and notable challenges.  \nThe Center on Standards, Alignment, Instruction, and Learning [c-sail.org](c-sail.org)  \n1  \nCurriculum  \nA vast majority of teachers (75%) felt that their curriculum was aligned to the standards.  \nInsights Some districts find the process of developing internal curricular materials or understanding external curricular materials to be a form of professional  learning around the CCR standards.  \n» One rural district is realigning their curriculum to match the standards by requiring teacher teams to meet to develop scope and sequence documents, pacing guides, and short cycle assessments, which has been an eye-opening process for teachers in the district.  \n» One suburban district described how they adopted external curriculum materials as they look to align teacher practice across the district for the first time, with the ELA curricular materials adopted last in the sequence of subject areas (they adopted math materials first, then science, then social studies) as they waited for textbook companies to develop high-quality resources. The search process for a new curriculum involved professional learning around the new standards.  \n» One urban district invited external curricular experts to expose their teachers to model curriculum units for each grade and subject area and then required them to implement those units, creating “ah ha” moments for teachers as they engaged with new ways of teaching to the standards.  \n» In another urban district, district officials provide suggestions for aligned textbooks and curricular units that schools can use so they can learn to engage with the rigor of the new standards.  \nInnovations Because textbooks encourage the mindset of following the order of the pages instead of intentionally lesson planning based on what students need, one suburban district moved away from textbooks to an externally developed digital curriculum that helps teachers think more deeply, on their own, about their instructional frameworks and about how they’re going to ","cbCaikUm25LXiRf9","https://ap.wps.com/l/cbCaikUm25LXiRf9","pdf",291797,"English","# Curriculum\n## Professional Development (PD)\n## Assessments\n## Technology\n## Supports for SWDs and ELs\n## Key Insights and Challenges","[{\"question\":\"What does the report study about Ohio’s learning standards?\",\"answer\":\"It examines how Ohio’s CCR standards are implemented in ELA and math and whether the implementation improves student learning.\"},{\"question\":\"How did the study collect its data?\",\"answer\":\"It used interviews and surveys, including a state-representative survey of district officials, principals, and teachers, plus interviews with state and district officials in six case study districts.\"},{\"question\":\"Which areas do teachers report receiving professional development on?\",\"answer\":\"Teachers more often reported receiving PD on the content of the standards, while fewer received PD on instructional strategies specifically for students with disabilities and English learners.\"}]","Implementation of Ohio’s Learning Standards in English Language Arts and Math - Insights, Innovations, and Challenges in Six Districts | PDF",1792043332]