College and Career-Ready Standards for School Leaders
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College and Career-Ready Standards for School Leaders
Supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
Curated by Mel Riddile
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Standards Need Parent Support

Standards Need Parent Support | College and Career-Ready Standards for School Leaders | Scoop.it
A number of national school organizations are trying to introduce parents to the common-core standards through written materials, videos, public service announcements, and in-person presentations.
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Grammar: Revived Support

Grammar: Revived Support | College and Career-Ready Standards for School Leaders | Scoop.it

Courtesy of The Hechinger Report's HechingerEd blog.


With American schools focused on raising reading and math scores to meet accountability requirements, writing often takes a backseat.


With 45 states adopting Common Core standards that include writing and specifically grammar, some educators are examining new ways to bring grammar back into the classroom.


 We know that [explicit grammar instruction] is a critical component in education said Roberta Stathis, executive director of The Teacher Writing Center, which runs the Grammar Gallery, an online resource for writing and reading instruction.

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Transfer for Learning: 8 Instructional Keys

Transfer for Learning: 8 Instructional Keys | College and Career-Ready Standards for School Leaders | Scoop.it

from Education for Life and Work...


To design instruction for transfer:

  1. Begin with clearly-defined learning goals and a model of how learning is expected to develop.
  2. Use assessments to measure and support progress toward goals.
  3. Provide multiple, varied representations of concepts and tasks.
  4. Encourage questioning and discussion.
  5. Engage learners in challenging tasks, with support and guidance.
  6. Teach with carefully selected sets of examples and cases.
  7. Prime student motivation.
  8. Use formative assessment to provide feedback.
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Education for Life and Work

Education for Life and Work | College and Career-Ready Standards for School Leaders | Scoop.it
Education for Life and Work...


Business and political leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. Collectively these skills are often referred to as "21st century skills" or "deeper learning."


Education for Life and Work: Transferable Knowledge and Skills in the 21st Century, a new report from the National Research Council, more clearly defines these terms and lays the groundwork for policy and further research in the field. The new report:

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Teaching Listening Skills: 5 ways to listen better | TED.com

Julian Treasure: 5 ways to listen better


TED Talks In our louder and louder world, says sound expert Julian Treasure, "We are losing our listening." In this short, fascinating talk, Treasure shares five ways to re-tune your ears for conscious listening -- to other people and the world...

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Teachers' Expectations Can Influence How Students Perform : Part 1 NPR

Teachers' expectations about their students' abilities affect classroom interactions in myriad ways that can impact student performance. Students expected to succeed, for example, get more time to answer questions and more specific feedback.


The first psychologist to systematically study this was a Harvard professor named Robert Rosenthal, who in 1964 did a wonderful experiment at an elementary school south of San Francisco.

  • Rosenthal discovered that the teachers' expectations of these kids really did affect the students. "If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ," he says.
  • Rosenthat found that expectations affect teachers' moment-to-moment interactions with the children they teach in a thousand almost invisible ways including:
  1. Teachers give the students that they expect to succeed more time to answer questions
  2. more specific feedback
  3. more approval
  4. They consistently touch, nod and smile at those kids more.


"It's not magic, it's not mental telepathy," Rosenthal says. "It's very likely these thousands of different ways of treating people in small ways every day."

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Xiaoxia Wang's curator insight, November 18, 2013 5:59 PM

This is the same rationale as parents' expectation towards their children. When teachers show right expectation, students feel belonged, believed, self-motivated, and connected. These kind of feeling make their happiness in learning.

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With Progress Weak, Pa. Braces for Next Round of Testing

With Progress Weak, Pa. Braces for Next Round of Testing | College and Career-Ready Standards for School Leaders | Scoop.it
Some of the changes in the Pennsylvania System of School Assessment will it more difficult to achieve Average Yearly Progress.


"If school officials think making adequate yearly progress was difficult this year, wait until they give state tests this school year."


To make AYP, schools and school districts must meet all AYP targets in all subgroups of at least 40 students.

  1. The changes include:
  2. eliminating a version of the test for certain special education students
  3. replacing the 11th-grade PSSA exams with the new end-of-course Keystone Exams
  4. offering an online version of the PSSA.
  5. In spring 2013, the target will be 91 proficient or advanced in reading and 89 percent proficient or advanced in math. The following spring, it will be 100 percent in each. In spring 2012, it was 81 percent in reading and 78 percent in math.


  • While 94 percent of school districts in 2011 made AYP, only 60.9 percent did so this year. In 2011, about three-fourths of schools made AYP, but this time it was 50.3 percent.
  • In math, the percentage of students scoring proficient or advanced fell from 77.1 percent in 2011 to 75.7 percent in 2012.
  • In reading, the drop was from 73.5 percent to 71.9 percent.
  • Graduation Rates: Changes made in 2011-12 on how graduation rates are calculated will continue to present challenges for schools and districts this school year, including those with special education students who are being educated to age 21.
  1. Under the system used through 2011, the graduation rate was calculated using the "leaver" rate—how many students left their senior year.
  2. The federal government offered an option of an extended five-year or six-year rate, but Pennsylvania chose the four-year rate.
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“The Writing Revolution”: An old idea done better

“The Writing Revolution”: An old idea done better | College and Career-Ready Standards for School Leaders | Scoop.it

A school wide focus

“an intense focus, across nearly every academic subject, on teaching the skills that underlie good analytical writing.”


Direct and Explicit Instruction

“The thing is, kids need a formula, at least at first, because what we are asking them to do is very difficult. So God, let’s stop acting like they should just know how to do it. Give them a formula! Later, when they understand the rules of good writing, they can figure out how to break them.”


Standards define expectations. Teachers help students meet expectations.

"traditional instruction delivered by the teachers already in classrooms may turn out to be the most powerful lever we have for improving school performance after all."


The best place to teach literacy skills is in content areas. - Dan Willingham

the emphasis on writing at New Dorp helped in knowledge and vocabulary acquisition by forcing "distributed practice" of subject matter and vocabulary, causing them to be learned more effectively by having to be written out.


Writing improves reading and vice versa. - Steve Graham

the promise of the method lies in its efficiency: killing two birds with one stone, both writing and general knowledge. The efficiency is significant only if it's an effective pedagogical device in support of cumulative knowledge building.


The key is that students can apply what they have learned.

As schools embark on the implementation of the Common Core standards, let us hope that educators keep in mind that they are just standards and that the heavy lifting, as Hirsch suggests, will be that of “defining specifically the knowledge to be learned.”

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Understanding By Design (UBD) and Performance Tasks

What is UBD? What is a Performance Task?
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Rewriting how we teach writing: Not everyone cares how you feel. | Get Schooled

Rewriting how we teach writing: Not everyone cares how you feel. | Get Schooled | College and Career-Ready Standards for School Leaders | Scoop.it
I have judged more than a dozen student writing contests over the years and found that we often rewarded trauma rather than talent.
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Scaffolding Text Complexity for At-Risk Readers

Scaffolding Text Complexity for At-Risk Readers | College and Career-Ready Standards for School Leaders | Scoop.it

A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS
by Tara Boyer


Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not.


Even so, the process will not be immediate.


And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.

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Ted Caron's comment, September 25, 2012 11:14 PM
The second "scaffolding" section presents a list of helpful interventions for at-risk readers. Having said this, it's unclear, at least at this point, the extent to which such interventions (e.g. providing a summary or vocabulary in advance of a reading) undermine the value of reading a complex text in the first place. Of all the interventions, small group or one-to-one instruction--complete with interactive or divided notes and a list of prepared and VERY text-specific questions--may be the most effective and appropriate intervention of all, provided that we have the resources and time to give.
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The Writing Revolution

The Writing Revolution | College and Career-Ready Standards for School Leaders | Scoop.it
The Atlantic covers news and analysis on politics, business, culture, technology, national, international and life on the official site of The Atlantic Magazine.
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Meet the Next Generation Assessments

Meet the Next Generation Assessments | College and Career-Ready Standards for School Leaders | Scoop.it

I Teach Bay: The End of "Pick C"


Does the label "Next Generation Assessments" bring to mind a new Star Trek movie, where educators on board the USS PARCC boldly go where no teacher has gone before?

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What is Close Reading?

What is Close Reading? | College and Career-Ready Standards for School Leaders | Scoop.it

Common Core State Standards TOOLBOX


Doug Fisher defines close reading.


"Close reading is an instructional approach that requires readers to re-read a text several times and really develop a deep understanding of the content contained in the text. The purpose is to build the habits of readers as they engage with the complex texts and to build their stamina and skills for being able to do so independently. However, close reading doesn’t mean that you simply distribute a complex reading and then exhort them to read it again and again until they understand it. As part of a close reading, students "read with a pencil" and learn to annotate as they go. In addition, they are asked text-dependent questions that require that they produce evidence from the text as part of their responses."



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Deeper Learning

Deeper Learning | College and Career-Ready Standards for School Leaders | Scoop.it
  1. Deeper learning is the process of learning for transfer. It enables an individual to take what was learned in one situation and apply it to new situations.
  2. The product of deeper learning is transferable knowledge, including content knowledge in a subject area and procedural knowledge of how, why, and when to apply this knowledge to answer questions and solve problems in the subject area.
  3. We refer to this transferable knowledge as “21st century competencies” to reflect that both skills and knowledge are included.
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Education Nation: Common core | wcsh6.com

Education Nation: Common core | wcsh6.com | College and Career-Ready Standards for School Leaders | Scoop.it

At NBC's Education Nation summit a big focus is on new standards in math and reading known as the "Common Core".

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Teachers' Expectations Can Influence How Students Perform : Part 2 NPR

"It's really tough for anybody to police their own beliefs." Robert Pianta, University of Virginia


Teachers' expectations about their students' abilities affect classroom interactions in myriad ways that can impact student performance. 


How do we get teachers to have the right expectations? Is it possible to change bad expectations?


Can teacher beliefs be changed by giving them new sets of teaching behaviors?


Pianta thinks that to change beliefs, the best thing to do is change behaviors.

  • "For the most part, we've tried to convince them that the beliefs they have are wrong," he says. "And we've done most of that convincing using information."
  • But Pianta has a different idea of how to go about changing teachers' expectations. He says it's not effective to try to change their thoughts; the key is to train teachers in an entirely new set of behaviors.


"If you want to change a mind, simply talking to it might not be enough."




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Nation's Report Card: Writing test shows gender gap

Nation's Report Card:  Writing test shows gender gap | College and Career-Ready Standards for School Leaders | Scoop.it

What do the results from the writing test from the National Assessment of Educational Progress (NAEP), better known as the Nation’s Report Card, tell us?


Students were asked to perform writing tasks in three areas:

  1. To persuade, trying to change the reader’s point of view;
  2. To explain, trying to broaden a reader’s understanding of a topic
  3. To convey experience, trying to provide an account of a real or imaginary experience to a reader.


Results

  • Among eighth-graders, about 3% scored advanced, 24% scored proficient or above, 54% basic, and 20% below basic. (Because the numbers were rounded, they do not add up to 100%).
  • Among 12th-graders, about 3% scored advanced, 24% scored proficient or above, 52% basic and 21% below basic.
  • The most notable achievement gap was between males and females in both eighth and 12th grades. On average, female students in the eighth grade scored 160; their male counterparts scored 140.


Key Points for School Leaders

  1. writing improves with practice
  2. 39% of 12th-graders said they write only one page of homework or less per week in English
  3. engaging boys in “meaningful” writing as part of the curriculum
  4. providing all students with opportunities to use computers to write and edit whenever possible
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57-60% of High school kids lack skills for college, workplace

57-60% of High school kids lack skills for college, workplace | College and Career-Ready Standards for School Leaders | Scoop.it
High school graduates who took a college entrance exam did not have the skills to succeed in college, reports say.


57% of 2012 graduating seniors who took the SATearned a combined score below what it says demonstrates that students are likely to earn a B-minus or better in their first year at a four-year college.


ACT found that at least 60% of 2012 high school graduates who took its test are similarly at risk of not succeeding in college.


61% increase since 2008 in the number of low-income test takers

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Backmapping: Keeping the Art in Teaching | #CommonCore Standards Strategy

National Louis University's Patrick Schwarz, Ph.D., professor in the National College of Education, describes how teachers can use backmapping to both meet C...
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"scores are going to be bad and there is going to be hell to pay politically" - Grant Wiggins

"scores are going to be bad and there is going to be hell to pay politically" - Grant Wiggins | College and Career-Ready Standards for School Leaders | Scoop.it

The harm of local grading in a world of standards: what NAEP reveals (Thoughtlessness part 4)


By Grant Wiggins


"Once again the recently released NAEP results reveal that American student achievement in writing is far worse than local report cards would have us believe. If the new assessments for Common Core are going to be as demanding as NAEP tests are – a likely bet – then we have a disaster in the making: scores are going to be bad and there is going to be hell to pay politically (since NAEP is not district-level reported and typically flies below the layperson radar)."

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Will the Common Assessments Be Used as a Graduation Requirement?

Will the Common Assessments Be Used as a Graduation Requirement? | College and Career-Ready Standards for School Leaders | Scoop.it

Many states plan to replace their current high school exit exams with tests being designed for the Common Core State Standards, according to a new study. And it appears that many of them will tie high school graduation decisions to those new assessments, a shift that could represent a big change in the high school completion landscape.

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Fraction of Special Ed. Students Proficient on National Writing Test

Fraction of Special Ed. Students Proficient on National Writing Test | College and Career-Ready Standards for School Leaders | Scoop.it
Education Week reporter Nirvi Shah tracks news and trends of interest to the special education community, including administrators, teachers, and parents.
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Reading Std #8: Who Was First? Discovering the Americas

Reading Std #8: Who Was First? Discovering the Americas | College and Career-Ready Standards for School Leaders | Scoop.it

Reading Std #8: Delineate and evaluate argument and specific claims in a text, assessing reasoning & evidence.

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