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College and Career-Ready Standards for School Leaders
The National Association of Secondary School Principals (NASSP) 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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Should the Common Standards 'Change Everything'?

Should the Common Standards 'Change Everything'? | College and Career-Ready Standards for School Leaders | Scoop.it
Not long ago, a survey of teachers found large numbers sizing up the Common Core State Standards as pretty similar to what they're already teaching. The architect of the survey, William Schmidt of Michigan State University, saw in this a distressing sign that too many teachers don't grasp the depth of the change the standards represent, so they might well resist embracing it (or, he theorized, they simply hadn't read the standards).
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Online Assessments Test the Limits of Public School Technology - NJ Spotlight

Online Assessments Test the Limits of Public School Technology - NJ Spotlight | College and Career-Ready Standards for School Leaders | Scoop.it

Half of NJ districts lack adequate computers, Internet capacity...

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Common Core Implementation Requires Building Educator Capacity

Common Core Implementation Requires Building Educator Capacity | College and Career-Ready Standards for School Leaders | Scoop.it

At Education Nation, there was "widespread acknowledgement that Common Core implementation will require significant time and attention to building educator capacity."

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Core Course Work Predicts College and Career Readiness

Core Course Work Predicts College and Career Readiness | College and Career-Ready Standards for School Leaders | Scoop.it

A core curriculum is defined as:

  • four or more years of English
  • at least three or more years of math, science, and social science or history.


Forty-nine percent of those who completed a core curriculum achieved the SAT (College and Career Readiness) Benchmark, compared to only 30 percent of those who did not – nearly a 20-point improvement.

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SAT scores increase as students’ household income increases

SAT scores increase as students’ household income increases | College and Career-Ready Standards for School Leaders | Scoop.it

“When less than half of kids who want to go to college are prepared to do so, that system is failing.” - College Board President Gaston Caperton



SAT reading scores hit a four-decade low


As the number of students taking the SAT increases, scores slipped nationally.


Poverty and Achievement


There is a significant correlation between family income and test scores on the SAT, with average scores increasing with every $20,000 in additional family income.

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Digitally Speaking: How to Improve Student Presentations with Technology

Digitally Speaking: How to Improve Student Presentations with Technology | College and Career-Ready Standards for School Leaders | Scoop.it
Digitally Speaking is a Read & Watch book.  This is a new concept from Stenhouse Publishers: the online “book” contains text, embedded tutorials showing how to use the sites and too...
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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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Common Core Standards Are a 'Heavy Lift' for Districts, Schools - US News and World Report

Common Core Standards Are a 'Heavy Lift' for Districts, Schools - US News and World Report | College and Career-Ready Standards for School Leaders | Scoop.it

U.S. News and World Report


The new standards will change high school requirements, but turn out stronger graduates, advocates say.


Find the "Bright Spots"


"We're finding ways to use the current resources we have and tap into the knowledge of the amazing teaching and leadership staff."--John Deasy, Superintendent LAUSD

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Target Practice on the Common Core Range

Target Practice on the Common Core Range | College and Career-Ready Standards for School Leaders | Scoop.it

Instructional design is aimed at “intentional” learning as opposed to “incidental” learning. This implies that target goals and desired learning outcomes guide the design and selection of learning activities. Meaningful learning outcomes are a starting and ending point…because it is against accomplishment of the objectives that the effectiveness of the design is measured. (Gagne, R. M., Wager, W.W., Golas, K.C., Keller, J. M., 2005).


I am convinced that the Common Core Standards can ladder up student achievement and school success in the most struggling of districts


The Instructional Goals are the focus of lesson design.


...are not so different from the design of two approaches I have used in the past:

  1. Backward by Design
  2. SAC (Standards Aligned Classroom), an Illinois initiative


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New goals in math tests outlined for Virginia students

New goals in math tests outlined for Virginia students | College and Career-Ready Standards for School Leaders | Scoop.it

Superintendent of Public Instruction, Patricia I. Wright will present to the State Board of Education the restructured math objectives she is calling "aggressive," as Virginia attempts to close the achievement gap between high and low performing schools and students.


Virginia officials proposed the changes after criticism that expectations were too low in the wake of expected poor results on new, more difficult math tests. On those tests, overall pass rates fell from 87% in the 2010-2011 school year to 68% last year.

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Common Core & School Wide Literacy Thrusts Librarians Into Leadership Role

Common Core & School Wide Literacy Thrusts Librarians Into Leadership Role | College and Career-Ready Standards for School Leaders | Scoop.it

By Catherine Gewertz

Education Week


Already equipped with inquiry-based skills, librarians are helping teachers acquire the instructional methods they need to adopt.


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Literacy is the "common ground of the common core" (Janet Allen) and the expectation is that literacy is now a shared responsibility among all teachers. That means that close reading, writing, listening, speaking, and collaborating should be a normal part of instruction in every classroom every day.


The minute we gave our teachers the results of our school wide diagnostic assessment and taught them how to determine the text complexity of their course materials and the expected comprehension level of the students, they made a beeline for the library. Instead of being a nicety, our librarian instantly became a necessity to quality instruction in every classroom.


Mel Riddile

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Game Planning for Common Core

Game Planning for Common Core | College and Career-Ready Standards for School Leaders | Scoop.it

by Learning Forward


  1. Common Core standards are game changers.
     
  2. Implementation of Common Core standards is not a light-switch change.
     
  3. Any new set of behaviors requires new information, skill development, authentic opportunities to practice with constructive feedback and support and healthy doses of persistence and patience.
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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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