"Some of the teachers said discipline at the school, 3233 SW 44, began to deteriorate in November, when district discipline policies were abandoned at the school.
“We were told we were no longer using the discipline procedures we had been using,” one of the teachers said. “Basically, there was no program in place to allow discipline to occur.”
Another teacher said staff members were told during a faculty meeting last month to stop suspending students altogether.
“They told us that their hands were tied,” the teacher said, “that they were (suspending) more than they should have been (suspending)."
Mel Riddile's insight:
Suspending students is not the answer. Neither is telling schools to stop suspending students. As this situation proves, anyone can lower suspensions by hiding in the office, but behavior will quickly get much worse. Building positive behavior and preventing negative behavior is the answer, but that means changing the culture of the school--expectations/attitudes, and practices--over time. There is no quick fix!
We were saddened to recently learn that Grant Wiggins has passed away. Grant was a remarkable educator and friend of Edutopia. Over the years, he collaborated with Edutopia on a number of articles, and we have collected them together here in his honor.
They are presented below in chronological order:
Show What You Know As You Go: A Different Spin on Assessment
Toward Genuine Accountability: The Case for a New State Assessment System
Grant Wiggins: Defining Assessment
Healthier Testing Made Easy: The Idea of Authentic Assessment
Testing with Tech: The Role of Technology in Supporting and Enhancing Assessment
Common Core Big Idea Series 1: A New Blueprint
An Interview with Grant Wiggins: The Power of Backwards Design
The Matthew effect refers to the notion that “the rich get richer and the poor get poorer.” Research has identified (and any teacher can attest) that some children enter school “wealthier” than their classmates when it comes to literacy foundational skills. Children who start out with advantages, in terms of early reading skills and vocabulary, tend to thrive and grow academically, while “less wealthy” children tend to fall progressively further behind. With alarming studies l
There have been six important assessment developments since NCLB was enacted in 2002:
Student internet access has improved sufficiently to support an expectation of frequent online learning and assessment.
Performance assessment tools make it easier to construct, manage, and assess projects and standards-aligned prompts (see features on LDC CoreTools, and Buck Institute).
Embedded assessments are incorporated into many forms of digital content.
Formative assessment systems have improved dramatically. Platforms like MasteryConnect, Acuity, Edmodo, OpenEd, and Schoology make it easy to build, administer, and share standards-aligned assessments.
Adaptive assessment, such as MAPS from NWEA, is widely used. Adaptive learning, which combines adaptive assessment and targeted tutoring, is gaining widespread use in blended learning models. Providers include DreamBox (K-8 math) i-Ready from Curriculum Associates (k-8 math and reading), ALEKS from McGraw Hill (mostly secondary use).
Broader aims of student success, including self management and relational skills, are widely recognized as important and are being incorporated into state and district goals. The hard to measure skills and dispositions require broader feedback systems than traditional standardized testing.
This is the fifth in a series of posts unpicking the Top 20 Principles From Psychology for Teaching And Learning. In this post I investigate Principle 5: “Acquiring long-term knowledge and skill is largely dependent on practice.” Whenever the going got tough, my mum always used to remind me that ‘practice makes perfect’. Well, I’m delighted
School leaders need to communicate clearly and support both teachers and coaches. By Jim Knight
In the past decade, I have worked with more than 20,000 instructional coaches from six different continents. One of the most important things I’ve learned is that a principal’s support or lack of support can make or break a coaching program. Below, I identify seven ways principals can and should support coaches.
You may not have thought much about the iPad background screens of student iPads. Whether you share a cart with your grade level or have a small set to use or even have 1:1 iPads in the classroom, the iPad background screen is key real estate that you want to integrate into your iPad management plan. Students look at the lock screen every time they open their iPads and the background whenever they switch apps. Here are 5 ways to utilize that space:
This easy-to-use Microsoft Word rubric template -- created by Cait Camarata, Edutopia's visual designer -- can be modified to suit your own needs. It is also available in Google Docs format. Read about some of the elements of well-designed rubrics in the associated post: "4 Easy Tips and Tricks for Creating Visually Engaging Rubrics."
"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."
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