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The Inquiry Process, Step By Step

The Inquiry Process, Step By Step | Common Core ELA_Literacy | Scoop.it
Created by educators in Australia, this diagram can be a helpful resource for students, as they embark on the inquiry learning process.

Via Cheri Toledo
Dr. Dea Conrad-Curry's insight:

This is the kind of graphic that can make a difference in teaching and learning for kids!

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Thousands of Scorers Take On the Common-Core Tests

Thousands of Scorers Take On the Common-Core Tests | Common Core ELA_Literacy | Scoop.it

42,000 people will be scoring 109 million student responses to questions on the two exams, which were designed by two groups of states—the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers, or PARCC—to gauge mastery of the common core. That unprecedented scoring project is testing the capacity of the assessment industry and fueling debate about what constitutes a good way of measuring student learning.

The scoring process is typically shrouded in secrecy, but Pearson, which is training scorers for PARCC states, as well as administering and scoring the test, permitted a rare visit to one of its 13 regional scoring centers, in a nondescript brick office building outside Columbus.

When these men and women complete their training, they'll take a qualifying exam designed to demonstrate that their scoring consistently falls within the ranges that Pearson and educators from PARCC have agreed upon.

Smarter Balanced has a more decentralized way of training scorers, since each state using that test chooses its own vendor to administer and score the test, and train raters. While Pearson requires PARCC scorers to hold bachelor's degrees, for instance, Smarter Balanced lets each state set its own minimum requirements, said Shelbi K. Cole, the deputy director of content for Smarter Balanced.

California offers an example: Through its contractor, the Educational Testing Service, the state is hiring only scorers who have bachelor's degrees, though they can be "in any field," according to an ETS flyer. Teaching experience is "strongly preferred," but not required. Certified teachers, however, must be paid $20 per hour to score, while non-teachers earn $13 per hour. As of late April, only 10 percent of the scorers hired in California were teachers, according to the state department of education.

Regardless of their incoming qualifications, however, all Smarter Balanced raters will have to reach a common target: after training, they must be able to show that they can consistently score answers within approved ranges of accuracy, Ms. Cole said.

Clearing that hurdle doesn't ensure job security, though. Their work is monitored as they score, and if their scores don't agree with those of pregraded, model answers often enough—70 percent to 90 percent of the time, depending on the complexity of the question—they can be dismissed. "Once a scorer, not always a scorer," said Luci Willits, the deputy director of Smarter Balanced.

Dr. Dea Conrad-Curry's insight:

Disappointing that scorers with actual teaching experience are sorely represented among the test raters. Perhaps that is because of those without teaching experience are paid at a lower rate (in California, certified teachers need to be paid $20 while non-certs can be paid as low as $13/hourly). Perhaps retired teachers and teachers who have left the field for other reasons are just not interested in scoring tests. I would be interested to see the rates of applicants against the rate of hires by profession and degree.

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Harvard and nonprofit launch largest library of exceptional K-12 student work

Harvard and nonprofit launch largest library of exceptional K-12 student work | Common Core ELA_Literacy | Scoop.it

The joint venture between the Harvard Graduate School of Education and Expeditionary Learning aims to help educators raise the bar on student achievement

"The project was conceved as a way to move the conversation forward around standards-based learning. While the importance of rigor is often touted, there are very few examples of what that can and should look like. Standards provide goals, but many teachers and administrators don't necessarily know what it will look like when those benchmarks are reached. 

"'I worry that most discussion of standards falls far short of the rigorous analysis and debate that they invite – and require. We need a deeper, richer dialogue about state standards, particularly what they look like in actual student work,' Steve Seidel, director of the Harvard Graduate School of Education's Arts in Education Program, said in the release. 

T"he launch of the program aligns with a university-hosted discussion about what standards look like in action. 

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Common-Core Testing Contracts Favor Big Vendors

Common-Core Testing Contracts Favor Big Vendors | Common Core ELA_Literacy | Scoop.it

"Most of the biggest contracts being awarded by the two main consortia creating online assessments aligned to the standards are flowing to some familiar industry players.


"Relatively few companies and organizations have the staff and expertise to carry out the broad work demanded by either of the main consortia overseeing the creation of assessments aligned with the Common Core State Standards, according to many who know the industry argue. Those tests of English/language arts and math will be in place in participating states this school year.


"The contractors are handling tasks such as developing test questions; designing technology platforms, and providing support for either Smarter Balanced, which is creating tests being given in 17 states, and the Partnership for Assessment of Readiness for College and Careers, or PARCC, which is giving exams in nine states plus the District of Columbia."

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Under Common Core, Students Learn Words by Learning About the World

Under Common Core, Students Learn Words by Learning About the World | Common Core ELA_Literacy | Scoop.it
Under the common core, teachers are building students' vocabulary skills by teaching words in context, rather than through word lists.
Dr. Dea Conrad-Curry's insight:

Although I see this as nothing new, I do see the widespread adoption of this teaching and learning style as a direct and positive result of Common Core adoption. Isabel Beck (as the article appropriately credits) has been telling us this for well...thirty plus years? I have been teaching this way for twenty years and doing workshops with teachers supporting their crossover from word lists to context for the last ten years. Just glad EdWeek is giving context vocabulary instruction the positive attention deserved.  

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Stakes for “high-stakes” tests are actually pretty low - The Hechinger Report

Stakes for “high-stakes” tests are actually pretty low - The Hechinger Report | Common Core ELA_Literacy | Scoop.it
It turns out that the stakes for this spring’s Common Core-aligned tests are not quite as high as they might seem. The Hechinger Report surveyed the District of Columbia and all 44 states* that have adopted the Common Core and will be administering a Common Core-aligned test this spring to find out how they plan …
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Colleges not ready for 'college ready' Common Core

Colleges not ready for 'college ready' Common Core | Common Core ELA_Literacy | Scoop.it
The Common Core standards are supposed to get students ready for college. But colleges don’t seem ready for them. Five years after states across the nation began to adopt the Common Core, colleges have done little to align their admissions criteria, curricula or educational policies with the new standards. And experts warn that the inertia could...
Dr. Dea Conrad-Curry's insight:

I tend to find that not only are colleges not buying into the Common Core for incoming freshmen, they are not all preparing the pre-service teacher's studying in their academic walls for the reality of Common Core aligned teaching in the classroom. 

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Five close reading myths debunked

Five close reading myths debunked | Common Core ELA_Literacy | Scoop.it

1. It diminishes the joy of reading. One of the things we love about reading is how layered the text is. If you don’t understand what’s going on in a text, it’s just less engaging. What practitioners have found is close reading can become as engaging as a video game, as students look at the vocabulary or patterns of words, at the structure and plot elements. It’s really that deep engagement that brings joy to the reading process. It becomes like a treasure hunt—in a good wa


Via Mel Riddile
Dr. Dea Conrad-Curry's insight:

Appreciate this post. Indeed, the purposes of close reading dictate the way one close reads. If one is looking between texts, of course one reads beyond the four corners of the page (as some have come to call the text). And if one is reading for historical contextualization, of course background knowledge is essential. Actually, background knowledge is always essential...I can't read if I don't use what I know about the most simple word or grammatical structure/usage. Actually, we did close reading in my own school experience and even William Wordsworth comments on it in his 1798 poem, "The Tables Turned."

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Developmentally Appropriate Practice and the Common Core State Standards: Framing the Issues

This brief considers how implementation of the Common Core State Standards aligns with developmentally appropriate practice (DAP).
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Traction Limited in Rolling Back Common Core

Traction Limited in Rolling Back Common Core | Common Core ELA_Literacy | Scoop.it
Foes of the Common Core State Standards hoped this would be their year in state legislatures, but so far they have little to boast about.

For many foes of the Common Core State Standards, this was supposed to be the year their advocacy and passion would translate into victories.

Emboldened by last year's experience, when three states—Indiana, Oklahoma, and South Carolina—decided to at least nominally reject the common core, opponents of the standards aimed to keep the ball rolling in the 2015 state legislative season.

But with the clock ticking on many of those sessions, the opponents have little to cheer about so far.

To date, 19 states this year have considered bills to repeal the common core, according to the National Conference of State Legislatures—but none has adopted such legislation. In Arizona, Montana, North Dakota, and South Dakota, repeal proposals have lost what amounted to do-or-die votes, while states including Mississippi andWest Virginia have changed repeal proposals into legislation requiring a review of the standards instead.

Dr. Dea Conrad-Curry's insight:

As state colleges and universities begin to accept not only the Common Core but also the associated Common Core assessments, PARCC, SBAC, and the revised ACT and SAT tests, the talk of Common Core repeal will fall into the history books and be forgotten.

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COMMON CORE GOES TO COLLEGE: Building Better Connections Between High School and Higher Education

A 2011 study by the National Bureau of Economic Research found that only the English and mathematics portions of the ACT are predictive of college success, while the other two subject area tests provide little additional predictive power.22 There are lingering questions about the predictive power of the SAT test as well—oddly enough, a 2008 College Board Research Report indicated that the Writing section of the SAT (which is being discontinued) is more predictive of first year college GPA than either the English or math sections, while high school GPA has higher predictive power than all three. 


Moreover, a 2014 report released by the National Association for College Admission Counseling found that there is “virtually no difference” between the academic performance of students who submitted ACT or SAT scores and those who did not submit them.24 Questions about the utility of these assessments, which currently guide student transition into higher education, were being posed as the testing industry gained two new entrants, PARCC and Smarter Balanced.


More recently, ACT has also announced changes to its high school assessment. The mathematics subject area test will provide a slightly greater emphasis on statistics and probability and, for the first time, the reading test will include comprehension questions based on comparing or using information from two different texts (these skills are prominent within the Common Core standards). Additionally, student score reports will contain significantly more information: students will receive a “STEM” score (Science, Technology, Engineering, and Mathematics), a composite of the math and science subject area test scores; an English language score, a composite of English, reading and writing scores; a “progress toward career-readiness” score that indicates readiness for different kinds of work; a “text complexity progress indicator” based upon scores on all written responses; and further indicators on the optional writing test, including scores on ideas and analysis, development and support, organization, and language use.


While these additional data will be provided to students, the changes to the test itself are minor. The SAT is undergoing a more substantive alteration. The new SAT will do away with the obscure vocabulary and reasoning questions that until now have been a hallmark of the test. They will be replaced with greater attention to content mastery. In a speech in March, David Coleman, president of the College Board and architect of the Common Core standards, elaborated further: “Admissions officers and counselors find the data from admissions exams useful, but are concerned that these exams have become disconnected from the work of high school classrooms.”


As he stated just before assuming his current role, “The Common Core provides substantial opportunity to make the SAT even more reflective of what higher education wants.”


Unfortunately for both the SAT and ACT, the Common Core standards have also provided the opportunity for several new entrants to the assessment market, ones that will be deeply connected with the work of high school classrooms throughout the country. Unlike these old incumbent tests, the Common Core assessments will be intentionally designed with the Common Core standards in mind.

Dr. Dea Conrad-Curry's insight:

A good read, this publication provides both a historical look at ACT & SAT testing in the US as well as a look ahead to the work of PARCC and SBAC. Additionally, it provides significant data reports regarding state's use of SAT and ACT data. The implications of ACT and SAT assessment data are far beyond mere college course placement.  

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Statewide testing must go hand in hand with investment in our teachers

Statewide testing must go hand in hand with investment in our teachers | Common Core ELA_Literacy | Scoop.it
Measuring student results is critical, but it’s not a solution in itself.

The debate about the role of testing in schools is loud and divisive—and too often, we’re presented with the false choice of either measuring our students’ progress or developing teachers and students to make that progress. The truth is, our country needs to do both. The Elementary and Secondary Education Act (ESEA), long overdue for reauthorization, is a part of getting there. ESEA is neither a silver bullet nor an end in itself for the nation’s goals, but it will help us toward the educational equity and excellence that our children so sorely need.

Much of the debate around ESEA hinges on measurement: the way we track schools’ and students’ success. Students, families, and educators are living this right now—spring is the season of standardized tests. It’s far from a perfect system: Children feel defined by their bubble-sheets, and teachers feel the sting of having their own—and their students’—progress represented by numbers, when so many strengths can’t be measured in multiple choice.

Dr. Dea Conrad-Curry's insight:

There you have it...even Teach for America supports annual testing. I rest my case.

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Partisanship and public opinion on the Common Core

Partisanship and public opinion on the Common Core | Common Core ELA_Literacy | Scoop.it
West and Henderson summarize recent survey results regarding the public’s opinion and knowledge of the Common Core, and examine the role that partisanship plays in shaping public opinion on the standards.

The Education Next poll revealed partisan polarization and widespread misperception, as well.  In the 2013 Education Next Poll, Common Core gathered backers from across the political spectrum. By 2014, support among Republicans fell from 57 percent to 43 percent, even as support among Democrats remained nearly unchanged (64 percent in 2013 and 63 percent in 2014). That year, the majority of respondents were misinformed on several important elements of the Common Core State Standards Initiative. Barely more than one third said it was false that the federal government requires all states to use the Common Core standards (it does not), just 15 percent said it was false that the federal government will receive detailed data on the test performance of individual students in participating states (it will not), and fewer than half said it was true that states and local school districts can decide which textbooks to use under Common Core (they can). 

How does public opinion and understanding change when Common Core becomes a highly visible focal point—as has been the case in Louisiana? The extra attention given to the issue by political leaders and the press does not appear to resolve debates into consensus or clear up public confusion. If anything, it is quite the opposite. 

Dr. Dea Conrad-Curry's insight:

The polls in this article are interesting and as the introduction says, disappointing. Overall, it seems that respondents want higher standards and want those standards shared across states. However, the mere addition of the word "common" moves positive responses to a negative position. "A rose by any other name would smell as sweet..."

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Parents Should Welcome the New Common Core Tests

Parents Should Welcome the New Common Core Tests | Common Core ELA_Literacy | Scoop.it
Ignore the left- and right-wing noise machines: the new tests being introduced to kids across the country are valuable.


Succeeding in the 21st century requires competence in reading, writing, and math as well as analyzing and problem solving. That’s true whether you’re headed for a skilled trade or a career that requires a Bachelor’s or graduate degree. And knowing annually whether students are track in these core areas is critical to their ability to achieve their dreams.

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Dr. Dea Conrad-Curry's curator insight, April 10, 10:23 AM

I'm concerned about the growing "opt-out" movement of parents related to annual testing. Last week in traveling, I coincidentally found myself seated next to an Illinois principal from an affluent school district on spring break. 25% of his students had opted out of PARCC testing--his surprise, they were children of the most affluent parents. I need to write an Op-Ed on this topic but searching for the time...so let me bounce this off of you. Among my concerns is that for many, many years all students have been required to set through annual assessments. Special education students with disabilities significantly limiting their cognitive abilities to read and process were painfully forced to sit through assessments even though the outcomes were already known. Now, in this opt-out movement, affluent parents are choosing not to have their children sit through assessments because they don't like a test they've never seen or they think there is too much testing going on.

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Thanks to Common Core, most states will finally close the “honesty gap” | The Thomas B. Fordham Institute

Thanks to Common Core, most states will finally close the “honesty gap” | The Thomas B. Fordham Institute | Common Core ELA_Literacy | Scoop.it

In 2007, the Thomas B. Fordham Institute published what was probably the most influential study in our eighteen-year history: The Proficiency Illusion. Using data from state tests and NWEA’s Measures of Academic Progress, our partners at NWEA estimated the “proficiency cut scores” of most of the states in the country

In summary:

  1. It’s critically important that states tell parents, teachers, and kids the truth about whether individual students are on track for college or career. By moving to tougher, Common Core- aligned assessments with much higher cut scores, states can finally close the honesty gap and make good on this commitment.
     
  2. It’s not practical to link high school graduation to college readiness—unless we want to deny diplomas to a majority of the nation’s twelfth graders. Colleges, on the other hand, should stop admitting students who are well below the college-ready level.
     
  3. When it comes to measuring the effectiveness of schools—the true purpose of state accountability systems—fairness demands that we control for the performance of students on the front end. Thus, rating systems should be based on individual student growth over time.
Dr. Dea Conrad-Curry's insight:

The benefits of the Common Core to education and the society in general out-weigh the cries of those who misrepresent what the standards say and what the standards mean. Even with shared expectations, we have local control because we, the people of our own communities control who is running our schools and teaching in our classrooms. We control the books our taxes pay for and the professional development our teachers receive. A set of common standards does not mute our voices or paralyze our minds and hands.

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EngageNY's ELA curriculum is uncommonly engaging | The Thomas B. Fordham Institute

"EngageNY’s English language arts materials supply educators—both inside and outside New York State—an important alternative to traditional textbooks of questionable quality and alignment.


"After adopting the Common Core standards and receiving almost $700 million in the second round of Race to the Top in 2010, New York embarked on an ambitious (and unprecedented) effort to develop its own comprehensive, Common Core-aligned ELA and mathematics curricula. The process kicked off in early 2012, when the New York State Education Department (NYSED) issued an RFP to develop “modules of learning” aligned to the new standards. Common Core Inc. (now Great Minds), a Washington, D.C.-based nonprofit and curriculum developer, was contracted to develop math materials. The Core Knowledge Foundation, Expeditionary Learning, and the Public Consulting Group (PCG) were awarded contracts to develop ELA materials for grades pre-K–2, 3–5, and 6–12 respectively. (PCG later subcontracted the grades 6–8 portion of their contract to Expeditionary Learning and focused on materials for grades 9–12.) Today, EngageNY comprises a nearly complete set of curricular materials for math and ELA. Those materials are freely available online to anyone—not just Empire State educators—at EngageNY.org."

Dr. Dea Conrad-Curry's insight:

As an active reviewer of Common Core aligned curriculum (written by textbook publishers and other educational institutions), I can wholeheartedly agree with the Porter-Magee and Sears article. Although national publishers are becoming more aligned with the standards, the gaps that exist in their programs are more difficult to edit because of the sheer volume of materials and layers of bureaucracy. Content coming from Expeditionary Learning, Odell Education and others are quickly edited/revised when weaknesses are/were seen giving their products greater fidelity to the Common Core.

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No Child Left Behind Overhaul Needs to Fix Education Funding - US News

No Child Left Behind Overhaul Needs to Fix Education Funding - US News | Common Core ELA_Literacy | Scoop.it

"Right now, it often seems like the national education debate is dominated by a single topic: Tests. Should parents opt-out their kids? Should teachers be evaluated on student test scores? Will the new Common Core exams be better than those in the past?

"These questions are all important. Clearly, we must take steps to overhaul the way that children are assessed. But the testing debate often overshadows other much-needed reforms, most notably improving the nation's education funding system. And as Congress turns its attention to reauthorizing the No Child Left Behind Act, we need to do more to ensure that education spending works to help all students.

"School funding reform should be at the top of the national education agenda. In too many areas, there are deep fiscal inequities between the schooling haves and the schooling have-nots. In Illinois, for instance, a recent research report by the Education Trust found that wealthy districts land over $2,500 more per student."

Dr. Dea Conrad-Curry's insight:

With parents and communities up in arms over Common Core and related annual NCLB testing, reauthorization of ESEA is taking place in a less contentious environment. Perhaps parents and communities should get more worked up over the processes of school funding.

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Core of the Matter: Majority of Americans Support the Common Core, They Just Don’t Know It (#CoreMatters)

Core of the Matter: Majority of Americans Support the Common Core, They Just Don’t Know It (#CoreMatters) | Common Core ELA_Literacy | Scoop.it
In the nearly twenty years I have spent writing about education, few issues have sparked as much debate as the Common...
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Education doesn’t need Common Core reform, teachers need the time and resources to build great schools - The Hechinger Report

Education doesn’t need Common Core reform, teachers need the time and resources to build great schools - The Hechinger Report | Common Core ELA_Literacy | Scoop.it
Dear Jayne, In my last letter, I asked a question that I think lies at the heart of the Common Core debate. I was disappointed that you did not respond to it. Here it is again, with context: Jayne, there was nothing to prevent you from challenging all children before the Common Core arrived. I …
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Performance-Based Assessment | Higher Ed Beta | InsideHigherEd

Performance-Based Assessment | Higher Ed Beta | InsideHigherEd | Common Core ELA_Literacy | Scoop.it

If an assessment is to be meaningful and fair, it must be “valid” and “reliable” – that is, the results must be accurate and consistent. A proper assessment must measure the knowledge or skills it is supposed to evaluate, without results distorted by extraneous factors. Also, the results be roughly equivalent regardless of when the assessment is administered.

Many assessments are anything but valid and reliable. Recent research has demonstrated that in introductory college-level science classes, female students, on average, tend to underperform on high stakes multiple-choice exams and perform better on other forms of assessment – a difference that is generally attributed to “stereotype threat,”the test-induced anxiety that their performance might confirm negative stereotypes. 

Dr. Dea Conrad-Curry's insight:

If we are to measure our Common Core proficiencies as teachers and students (in teaching and learning), performance-based assessments will truly be the most telling. In those types of assessments, we can have students perform (ha! what a word) by writing and speaking...even listening--to reflect the strength and the gaps in their reading proficiencies...a major component of the standards historically evaluated through multiple choice items that in reality guide readers to responses rather than cause readers to ponder and create their own thinking.

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5 Strategies for SPED Success with Common Core

5 Strategies for SPED Success with Common Core | Common Core ELA_Literacy | Scoop.it


Handle tasks head-on to speed student success. By Christine Fax-Huckaby

"As the Common Core State Standards have been implemented this school year, with many states in the midst of using the new standardized tests, the transition has been mired in challenges. The Common Core is a critical step toward ensuring students have the skills and knowledge they need to succeed in life beyond graduation, but teachers and students alike have been apprehensive and overwhelmed. They need greater support, more empathy, and better communication from school and district leaders to help them overcome their anxiety.

This anxiety is even more prevalent in the special education community, and as a special education academic support teacher, it’s my job to make sure teachers and students in my district are as prepared for Common Core as possible. Here’s what’s working well in our district:"


Via Mel Riddile
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DAP and the Common Core State Standards: Framing the Issues

NAEYC's Executive Director, Rhian Evans Allvin discusses the new white paper, Developmentally Appropriate Practice and the Common Core State Standards: ...
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The 3 Keys to the PARCC ELA Assessment

The 3 Keys to the PARCC ELA Assessment | Common Core ELA_Literacy | Scoop.it
If you’re currently teaching the Common Core ELA Standards, you’re already teaching students to think critically and to look at building their reading and writing skills in new ways.
Dr. Dea Conrad-Curry's insight:

This article provides a simple look at the PARCC assessment plan.

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Sharing Common Core Lessons: Achieve (EQuIP) Partners with Teaching Channel

Sharing Common Core Lessons: Achieve (EQuIP) Partners with Teaching Channel | Common Core ELA_Literacy | Scoop.it

Teaching Channel and Achieve.org partnered on a three-part series featuring EQuIP’s (Educators Evaluating the Quality of Instructional Products) tools for Common Core lesson planning.


Via Mel Riddile
Dr. Dea Conrad-Curry's insight:

June 1st is the next deadline for submitting your unit or multi-day lesson to Achieve and have a chance to be awarded $1500.00. Check out the call for now--you may have the perfect lesson already designed!

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Common-Core Alignment Tool: Looking at Grade-Level Textbooks

Common-Core Alignment Tool: Looking at Grade-Level Textbooks | Common Core ELA_Literacy | Scoop.it
The toolkit for determining whether publishers' instructional materials are aligned to the Common Core State Standards has grown once again.
Dr. Dea Conrad-Curry's insight:

This week I've been working on the CDE 2015 ELA/ELD Materials Review for fall adoption. California has done yeoman's labor in developing a framework for reviewing and evaluating textbooks and entire programs around the #CCSS and their own English Language Development Framework. Most states have nothing like this in place to support district decisions. Good effort.  

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Across the U.S., Tens of Thousands of Students Are Refusing to Take Standardized Tests

Across the U.S., Tens of Thousands of Students Are Refusing to Take Standardized Tests | Common Core ELA_Literacy | Scoop.it
The opt-out movement is gaining traction throughout the country—and now it's being largely driven by kids.
    • State officials and district administrators, education advocacy groups and test proponents appeared completely unprepared for the protests in New Jersey and elsewhere. Schools scrambled to find separate rooms and teachers so that they could monitor both test takers and non-test takers (assuming the latter weren’t off somewhere eating bagels). Some schools were said to tell parents that the non-testing children should stay at home during the exam. Districts across the country embroiled in opt-out movements had to develop policies on the fly in a few short weeks before test day; some are still trying to come up with a game plan.
    • As these problems unfolded, education leaders failed to put forward one concise justification for these tests. Some emphasized that the time had come for a new assessment because the old ones were too easy; harder tests would force improvement in mediocre school districts. Others said that the new version would provide parents with better information about a child’s strengths and weaknesses. Still others said the test generated nationwide data on schools that could then be used to better inform public policy. But many parents said they heard nothing informative enough to change their minds.
    • Under No Child Left Behind, schools where at least 5 percent of the students fail to participate in testing face sanctions from the federal government, even theoretically losing Title I funding for low-income students. They may also be sanctioned by their states, which could mean increased monitoring by Department of Education bureaucrats. And of course, the opt-outs could also distort a school's overall score for student proficiency, making it seem more or less effective than it actually is. At this time, the long-term ramifications from this unprecedented protest are unclear.
Dr. Dea Conrad-Curry's insight:

This opt-out stance is beyond my comprehension. Students have been taking mandatory tests in schools since the dawn of time. That is how educators get a sense of what kids know and what teachers are teaching. Okay, so not all tests are perfect, but the newest assessments and those most closely related to what SHOULD BE happening in schools today are the very tests that are being opposed. Would parents rather be in the dark. Instead of opting their children out of tests, perhaps parents should be opting themselves into support roles with homework and learning. Life doesn't get easier.

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