"The challenge is how “Present for the Day” is calculated. In most California districts, students need only be present for a single period to earn a full day’s credit for attendance, so this student would have 100% daily attendance. Other states require at least a half-day to earn a day’s credit, but even in these more strict cases, this student would be counted as present across the board."
Effective schools do not run on Hero Teachers, but on strong, stable, supportive communities, and that is no myth.
"This is what reformsters are talking about when they proclaim that we must find the most excellent teachers and pay them really well (though a Hero Teacher would never actually ask for a big salary, because noble)-- find the Hero Teachers and get them to teach everyone. Maybe they could have teaching assistants, or maybe they can just teach 200 students at once (because, after all, they are awesome Hero Teachers). Maybe this is appealing in part because ten well-paid Hero Teachers are still cheaper than fifty moderately-paid regular old teachers. And the as-yet-unrealized requirement that states have a plan for moving highly effective teachers to problem schools is also based on the Hero Teacher story-- we find a Hero Teacher and we send that Hero off to trouble spots, where Hero Teacher will heroically Fix It All."
"Double Planning with packets forces you to consider how you will at each step hold students accountable for the content and quality of their work. The teachers who do this best require students to constantly interact with their packets, and they engineer the physical space students need to do so. For example, Maggie Johnson, an eighth-grade teacher at Troy Preparatory Middle School, provides space for her students to write everything, from recording the objective to taking notes during a discussion (see Maggie’s packet here)."
WASHINGTON (AP) — Safety drills, parent notification systems, and other safety measures in U.S.
Schools Increasing Focus On Safety Measures.
The AP (5/22, Hefling) reports that according to new National Center for Education Statistics data, in the years before and after the December 2012 mass school shooting at Sandy Hook Elementary School in Newtown, Connecticut, schools have increased the use of “safety drills, parent notification systems, and other safety measures.” The report indicates that the increase occurred “during a four-year span that saw an overall decrease in violent crime reported by schools, but one that included high-profile incidents” like Sandy Hook. The article reports that National Association of Secondary School Principals Executive Director JoAnn Bartoletti “said it’s encouraging to see school safety moving in a positive direction,” but noted that the report didn’t mention schools efforts “to create a more nurturing environment.”
The Wall Street Journal (5/22, Porter, Subscription Publication) reports that the NCES data shows measurable increases in spending on school safety measures, such as security cameras, resource officers, and digital notification systems.
Leaders of elite public high schools are banding together to find ways to enroll more students from low-income families and underrepresented minority groups.
Selective High Schools Seek To Grow Diversity.
Education Week (5/19, Adams) reports that selective high schools have a “challenge” fostering diversity as studies indicate minority and low-income students who are talented “often lose ground” at school without support. To combat this, initiatives such as the April effort to encourage underrepresented students to take AP and IB classes have been launched by Equal Opportunity Schools, while efforts to encourage outreach and revise policies are underway from the Coalition of Leaders for Advanced Student Success. Schools have also sent representatives to lower-income neighborhoods to let students know about selective schools, as they are “not always on the radar” of students from poorer backgrounds.
Denisa R. Superville writes at the Education Week (5/19) “District Dossier” blog that the National Association of Secondary School Principals has named Jessica Ainsworth, an assistant principal at Lithia Springs High School in Douglas County, Georgia, its 2015 assistant principal of the year. She writes that Ainsworth “was instrumental in turning around both academics and school culture” at the school, and notes that NASSP hailed her for “using a federal school improvement grant to transform the high school’s culture and climate.” The article quotes NASSP Executive Director JoAnn Bartoletti saying, “The assistant principal has many critical roles to play as a school leader. Jessica is a model of an excellent school leader who goes beyond the traditional roles of handling discipline and data and has become an expert in curriculum and instruction. NASSP is delighted to honor Jessica for the significant positive impact she has had on the students of Lithia Springs High School.”
"Montana was wise to reject privatized franchised charter schools. They were wise to reject the test obsession fad that drains time and resources from real learning. They were wise to focus on deeply prepared career professionals who aren't distracted from racing around to catch the testing tail that's wagging the education dog. Students are succeeding on measures that matter."
An LSU researcher found that high school students’ standardized test scores in math and English fall for up to three years following a fatal shooting. Math scores dropped by close to 5 percent and math scores by around 4 percent, according to a paperco-authored by Louis-Philippe Beland, LSU assistant professor."
Test Scores Drop Five Percent After School Shootings.
The Advocate (5/22) reports that a Louisiana State University study shows that high school English and math test scores fall around five percent for as long as three years after a deadly shooting on campus. Ninth-grade enrollment also declines by around six percent. An ED survey added that security camera usage in schools rose by 14 percent from 2009-2010 to 2013-14. The author of the article said that the impact was a surprise, and that richer schools with more counseling and resources may handle the impact better than poorer schools.
Quite simply, the only way that a teacher knows if a student has learned something is to require the student to demonstrate that knowledge in some way. Assessments help teachers and students to pinpoint which aspects of instruction need to be adjusted to help a student acquire a learning goal. But there are two different types of assessments that happen throughout a student’s academic career.
Assessment FOR Learning
Assessment OF Learning
Knowing the Difference Between the Two Types of Assessment
School systems need to provide opportunities for both types of assessment–formative and summative. They perform different, important roles and should be part of a balanced assessment system. Having said that, it is also important for educators to limit the number of assessments that they administer. Educators need to be prudent in their choices and ensure that–above all else–instructional time is maximized for learning.
Educational videos can make a big impact in the classroom, as long as you knowhow to draw out the value of the experience. While such tools were once used to fill time or to add to a lesson, they tended to be flat presentations of interesting concepts made boring by monotone narrators. Much has changed …
By Tom Vander Ark & Karen Cator - Preparing Leaders for Deeper Learning describes why EdLeaders need blended, competency-based and deeper learning.
Last week, the ISLLC released new draft standards for school leaders. The Council of Chief State School Officers is currently accepting public feedback on the standards, which include transformational leadership principles for school leaders. The project is evidence that the current system of leadership preparation and development is mismatched to the next-gen, deeper learning environments that we know are best for kids.
Education Week (5/19, Ujifusa) reports in its State EdWatch blog that the word “challenges” is “frequently associated with rural education,” and that Education Secretary Arne Duncan is among those that have used it to describe conditions for such schools. Four essays are described that address ways in which policymakers can help rural schools, with recommendations from authors including greater regulatory leeway, incentivization of resource sharing, more personal approaches to leadership, funding schools according to their students and characteristics, cutting service delivery specifications, increased broadband access, acknowledge that “universal mandates are less likely to be responsive to local needs,” and promote alternative delivery methods for special education.
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