The implementation of the Common Core State Standards: Its influence on writing curriculum, instructional strategies, and professional development

The purpose of this action research, mixed method study was to explore the possible causes of the Silver Lake School District's low middle school writing scores as determined by the New Jersey Assessment of Skills and Knowledge. Since the study coincides with the district's adoption of the English Language Arts Common Core State Standards (ELA CCSS), the study also considered the alignment of the district's writing curriculum with the ELA CCSS and the professional development required to effectively implement the ELA CCSS. The influence of effective instructional writing strategies on students' writing proficiency and its relationship with curriculum development was investigated. This study, which explored how the ELA CCSS will be implemented to support the development of a writing curriculum aligned with effective instructional strategies, was guided by the following research questions: (1) How should a local middle school (grades 5--8) writing curriculum be constructed to adequately incorporate the CCSS writing standards? (2) What strategies to teach writing are currently used by middle school teachers? (3) What professional development is needed to facilitate an effective transition from the current practice of writing instruction to one that reflects the ELA writing standards found in the CCSS?;Qualitative and quantitative data sources were used to inform this study. The qualitative sources included interviews with teachers and district leaders. The focus group was comprised of teachers responsible for content area education. A qualitative comparative analysis considered the association between student writing achievement and instructional strategies. The quantitative data was collected through three online surveys completed by district teachers. By using both quantitative and qualitative data sources, the researcher sufficiently explored and informed the research questions. The findings indicated an inconsistency in writing instruction which may adversely affect student achievement. The successful development of a local writing curriculum requires resources from district leaders that include time, financial support, and ongoing professional learning.