Seven years ago, when Erica Bohrer, a first-grade teacher from Long Island, New York, started selling her lesson plans on the website Teachers Pay Teachers, she just wanted to make a few extra bucks here and there. Item on the site, a kind of Etsy for educators, go for an...
"The point of setting higher standards is to help students achieve them over time, not rush to premature judgment. Realizing that it's too soon to attach stakes, policymakers in 24 states already have hit the pause button on various consequences from these assessments for students, teachers, and schools. Let's move toward a more thoughtful approach that puts testing in its rightful place—and returns spring to a season of growth, not failure." - Randi Weingarten
Mel Riddile's insight:
NASSP has taken a strong position against using student test scores to make key personnel decisions.
"A group appointed by the CT governor, however, wants to reduce the burden on students and is seeking to eliminate the common core test for eleventh-graders and have them all take a college readiness test like the SAT instead. Rabinowitz worries that wealthier students, who can afford tutors and spend hundreds of dollars on prep classes, will have an unfair advantage on the SAT."
High school counselors are showing no strong consensus on advising students about taking the current SAT, the new SAT, or the ACT, according to a survey from Kaplan Test Prep.
Counselors Divided On SAT Versus ACT.
Caralee Adams writes at the Education Week (5/26) “College Bound” blog that according to a new survey conducted by Kaplan Test Prep, high school counselors “are offering a range of advice to students about whether to take the current SAT, the new SAT in the spring of 2016, the ACT—or a combination of the three.” Roughly one third are urging “students to take more than one of the college-entrance exams to see which might help them most in getting into their top-choice school.”
This important historical literacy skill is closely aligned with Common Core State Standards, in particular CCSS.ELA-LITERACY.RI.8.9, where students “Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.”
A step-by-step process to anayze complex text and prepare them for teaching.
In this blog post, CEL Project Director Joanna Michelson takes a real-world example and shows step by step how a group of teachers collaboratively analyzed Elie Wiesel's Nobel lecture "Hope, Despair, and Memory" and found ways to help ninth grade students to comprehend and interact with the complex text.
Most teachers I know have a deep interest in words and academic language. That’s probably why many of us became teachers— so we could expand and deepen students’ vocabularies and in turn make them stronger readers, writers, speakers and thinkers. Right? Unfortunately, most teenagers are not inherently “word nerds” like we are. In addition to teaching students new words, it is our responsibility to make them more aware and interested in the words they encounter in their daily lives. We talk about foundations and scaffolds, but how can we build students’ vocabularies? How can we create a class culture that values curiosity and consciousness about new words? How can we raise students’ word consciousness?
"The states that are working to align their proficiency standards with NAEP have "the political courage" to rework their standards and tests to ensure that students are expected to master material that truly prepares them for college and good jobs, Karen Nussle, the executive director of the Collaborative, said during the conference call.
Many states are raising their sights, she said, and now is not the time for them to become "politically weak kneed" or be "bullied into turning back."
Mel Riddile's insight:
New York, singled out in Achieve's report as a "truth-teller" for its 5-point gap, had a 32-point gap in 2007 between the percentage of students meeting its own standard in 4th grade reading and the percentage meeting NAEP proficiency cutoffs in that subject.
Alabama's 56-point gap in 4th grade reading in 2007 dropped to 7 points by 2013-14.
Visit High School classrooms who have begun to adapt to the new Common Core State Standards. Learn what changes High School teachers are making in their teaching techniques to adapt to the new standards.
Students who took the exam on Saturday made clear on social media they were unhappy with the College Board's decision to let the exam results stand.
SAT Mistake 2015: College Board Won't Score Two Sections Affected By Printing Error, Students Remain Upset
Mel Riddile's insight:
SAT problems + AP problems for @CollegeBoard
Henninger Criticizes Proposed AP US History Framework.
Daniel Henninger writes in his column in the Wall Street Journal (6/11, Subscription Publication), on objections being raised against the revised Advanced Placement US history framework, including a petition posted on the website of the National Association of Scholars, and a move in the Oklahoma legislature to cut funding for teaching AP US history courses. In response, the College Board issued a statement that the responsible committee is reviewing the revisions, and will produce another revision this summer. Henninger urges parents, students, and state legislators to read the proposed framework. He argues that it is part of the continuing effort to view American history entirely through the lenses of class, gender, ethnicity, and identity.
The National Council of Teachers of Mathematics and the Hunt Institute have produced a series of videos to help teachers better understand the mathematics skills students need to succeed in college, life and careers.
The videos are based on the principle that understanding numbers and operations, ratios and proportions is part of the process for building a solid foundation in mathematics.
The series starts with early grades and continues through higher level math. It includes interviews with elementary classroom teachers, secondary mathematics teachers, instructional leaders and coaches, principals, parent leaders, national mathematics experts and college mathematics professors and researchers.
As school districts wrap up administering new online assessments aligned with the Common Core, educators now face another challenge: how best to share with millions of parents how their children fared on the tests.
At stake is whether parents – and by extension students themselves – will be able to understand what the scores on the new tests mean. Without that understanding, test scores on the new online tests could raise anxieties among both parents and students, including whether students are being adequately prepared for the next grade, college and the workplace.
Today, New America’s Education Policy Program released the first in a series of College Decisions Survey briefs that analyze new survey data about what prospective college students know about the college-going and financing process. Part 1: Deciding to Go to College focuses on why students decide to pursue college in the first place and the factors students consider when deciding to apply to a specific college. It looks at how financial concerns are one of the major drivers in deciding whether a
As the school year draws to a close, many students are taking standardized tests tied to the Common Core. But in some communities there has been a strong backlash, with parents deciding to opt out of having their children participate. The NewsHour’s William Brangham talks to special correspondent for education John Merrow and Motoko Rich of The New York Times.
The Parent Engagement Initiative (PEI), a branch of the Collaborative for Student Success, has embarked on a messaging and information campaign to reach parents in target states about the assessments and what they mean for students. In an effort to share the messaging research we have conducted and the state outreach, I hope you will join us for a webinar on Thursday May 28, 2015 from 3-4 ET. We will provide information on the materials developed and explain how you can brand, use and share thes
Guest Post by Stig Leschly, CEO of Match Education
"The new tests and the Common Core standards offer a more rigorous approach to math skills and knowledge than their predecessors, in our view. They prepare our students more clearly and from an earlier age for the challenges of advanced math (algebra, geometry, trigonometry, and calculus) that they will face at our high school and in college.
PARCC-Math is a challenge worthy of our students and of our teachers."
he National Council of Teachers of Mathematics and its sister group, the National Council of Supervisors of Mathematics, have written an open letter criticizing the methodolgy used by EdReports.org, which published its first round of curriculum reviews in March. Those reviews found that nearly all of the math series evaluated failed to meet criteria for alignment to the Common Core State Standards.
"Unfortunately, the EdReports methodology, including its evaluation tool and process, has produced reviews that fall short of providing useful and accurate information about many critical features of materials reviewed," the letter from NCTM and NCSM states. "As a result, the current ratings and reviews do not provide the types and quality of information needed to make informed choices about the extent to which particular materials support students' learning, or teachers' teaching, of [the common-core standards for mathematics]."
"With our principals’ and directors’ leadership, our staff embraces the Common Core standards as benchmarks for learning, and they are supported in using their own approaches and materials to get us there. This autonomy has allowed our staff to convey the content and concepts of the standards to students in a variety of ways — as initially intended by those who created the Common Core."
It is impossible to discuss education today without uttering the words, “Common Core.” Today, these two words have achieved the same status as Harry Potter’s nemesis Voldemort, or “he who must not be named.” For some, distaste for the Common Core came in 2011, when the Maine Learning Results were [...]
Four years have passed, and, today, I speak of the Common Core with a feeling of rejuvenation. I am thankful that educators and policy makers had more foresight than I did a decade ago to recognize the skills our students would need to be successful in college and careers of the 21st century.
As a middle school language arts teacher, I now realize I am teaching the same material I have always taught, but I am asking students to delve deeper and to apply higher-level thinking skills.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.