Using the Expeditionary Learning/EngageNY curriculum in your 6-8 ELA classroom? Here’s some resources for you.

classroom

I’ve worked in ELA classrooms in 6th, 7th, and 8th grade using the Expeditionary Learning curriculum (freely available on EngageNY), and now I work supporting other ELA teachers in the Bronx, who often also use this curriculum.

I think the curriculum has a lot to offer*, but it’s also a heck of a lot of work to unpack. While each lesson provides a script, there’s few you could deliver as is. First of all, you’d never be able to get through many of them in a normal period. EL throws the kitchen sink into these lessons. Furthermore, you’d find yourself stranded in the middle of a lesson confused, trying to figure out where it was supposed to be going, or discovering you were supposed to have an anchor chart drawn up to refer to.

Like most curricula, Expeditionary Learning ELA curriculum requires each teacher to have first read, processed, adapted, and developed additional resources to complement each and every lesson. My co-teachers and I would develop our own “talking points” based on our interpretations of a lesson, then create an accompanying presentation, and finally, create a student guide/handout that matched our talking points and presentation. Doing this was intensive work for each individual lesson. The teachers I’ve been working with also find this incredibly daunting to do — most especially because they are also often told to implement the Teacher’s College writing curriculum alongside of it (. . . which is a whole ‘nother can of worms I’m not going to get into here). Suffice it to say, I’ve been trying to figure out how I can help other middle school teachers process and implement the EL curriculum efficiently and effectively.

So this summer I worked on a couple of tools to try to help ELA teams and teachers to be more strategic about how they are using the EL curriculum.

First on offer is a curricular overview of all the modules from 6-8, starting from a departmental-wide overview, then moving to a pacing calendar, which includes all of NYC’s official calendar dates. If you’re not in NYC, then of course modify to match your own district’s calendar.

At first glance, this may look like I’ve just copied and pasted a bunch of stuff from the original EL materials and reorganized it. And much of it is exactly that (my intent is to make it more accessible; EngageNY’s materials can be hard to manipulate and adapt). But I’ve also made a few editorial additions and decisions, which I will explain shortly.

In order to use the document, first make a copy for yourself, then you can edit it as you wish. Please share this with any teachers you think might be able to use it.

  • The first thing you’ll see is a departmental overview, consisting of Enduring Understandings, Essential Questions, and Focus Skills/Standards. These are not an explicit part of the EL curriculum itself, so I created the EUs and EQs based off the the module-level content. The focus skills I pulled from the EngageNY 6-8 Curriculum Map, which lists those focus skills for each Module 1-4 across the grades, so I thought those made sense as an encapsulation of the overall focus.
  • You’ll want to discuss these as an ELA team. Are these the Enduring Understandings you and Skills you want your students to graduate your school equipped with? Modify these first, then tailor the modules and units to match your focus.

  • I then included all the protocols and practices that EL provides as part of the curriculum. These are all good. But you would be wise to discuss these as a school, across all your content areas, and select a few common protocols and practices that you will use consistently across classrooms.

  • You’ll notice I’ve included every single module, including the alternative modules. So you will need to delete the columns and content that your team are not actually using, both in the section for Essential Questions/Assessments and in the Sequence section.

  • For the Focus Skills/Standards for each module, I literally went through every single lesson standard for each unit and looked at what was consistently practiced across the unit, then counted only those most practiced as the focus skills. I then pulled the “I can” statements that were developed by EL to align with those standards. But even still, you’re most likely going to want to focus and narrow these down to make them even more targeted.
  • I didn’t include the Focus Skills/Standards for Unit 3 of any modules because I’ve made the strategic decision to advise the schools I am working with to cut Unit 3 from each module. There’s simply not enough time, and while Unit 3s are nice, they are not essential. They are the fluffier “performance task” pieces. There’s a lot more to explain about my rationale on this, but not going to get into it now. Ask me if you want to know more. In any case, I didn’t want to waste my own time digging into something I wasn’t going to use.

  • Now you get to the pacing calendar. This is where the rubber meets the road. It’s nice to say you want to do all 4 modules. Go ahead, try to pace those out, while ensuring you’re including assessment days for MOSLs, baselines, iReady, test prep, or whatever the heck else your school will throw into the mix.

  • Or don’t. I already did it for you, leaving some extra time in there in March with the assumption you’re doing some test prep. If you wanted to do full modules, including Unit 3, you’d only be able to barely get through 3 modules.
  • So either you barely do three modules (probably still would need trimming). Or you cut Unit 3s and do Units 1 and 2 only for four modules.
  • You then need to consider your marking periods. Do you want the modules to align with those? If you’re doing four marking periods, it can be done. But it requires cutting Module 1 quite a bit. What you can do is cut Module 1 at the Unit 2 Mid-Unit assessment. This isn’t as tragic as it seems, since if you think about it, module 1 is really about getting students up to speed and engaged in reading and writing — then you can move on for deeper work in module 2.

  • Finally, the next thing you’re really going to need to take a look at as a team, aside from the actual lesson planning and development, are the mid and end-of-unit assessments. Do these align with the focus that your department has for your students? Do you want to modify them to include more multiple-choice, or more short-response writing? Do you want to design your own to supplant them? This is important work, because it will determine the type of data that you are looking at most closely to determine student feedback and grades.

Here’s an example of an adapted calendar in which Units have been cut and paced out in order to match a real school’s calendar. You can see that once you cut out all the school’s assessment days and “skill” days on Fridays, you’ve only got roughly 100 calendar days for the EL curriculum, and even that’s probably being optimistic.

The other resource I’d like to share is that EL has done some nice work turning the standards into student friendlier “I can” statements. But unfortunately, they embedded these wonderful statements deep within and across their many lengthy documents. So I pulled them all out and put them alongside the relevant grade-level standards so that you can access them more easily.

I am aware that the NY standards are being revised, but let’s be honest — they aren’t substantially different than the CCSS, and tests won’t align to the new ones for a few more years. I’ll update these accordingly, but it will just be a matter of some shifting around and deleting of a few of the standards.

I hope these are useful resources as you plan for your upcoming school year. Please let me know if there’s anything that I need to clarify or revise, or if you need further assistance in using these. Good luck!

* As a footnote, I want to note that Expeditionary Learning’s materials have a long way to go before they could be considered a viable curriculum in practice (in my opinion). And yet, comparative to most other ELA curricula, this is some of the better stuff out there, though I’d advise you to check out LearnZillion’s work with Louisiana’s Guidebook Units (disclosure: I’ve done a little bit of work on those and with LZ in general) or Great Mind’s Wit and Wisdom for clearer and more user friendly ELA curriculum.

What this tells us is that we’ve got a lot of work to do before we have rigorous curricula in more ELA classrooms that every teacher can effectively deliver.

But I also want to point out that the fact that EngageNY has provided this curriculum under an open license and for open access is the only reason that we’re able to have this conversation and that I’m able to provide these resources. I can’t do that for Teacher’s College curriculum because it’s proprietary. So the more we can share open educational resources, the more transparently and widely we can develop better stuff.

Thanks, Expeditionary Learning, EngageNY, NYSED, and the Public Consulting Group for providing these resources to the public. Now let’s get to work making ELA curriculum better and more usable.

 

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Scaffolding vs Differentiation

My recent post on scaffolds and success criteria seemed to be useful to folks, so I thought I should share something more on scaffolding that can help to further clarify the term.

Scaffolding and differentiation are both words frequently thrown around in schools, often interchangeably and without precision. But there’s a clear distinction between the two that must be made, most especially as teachers are increasingly pressured to “differentiate” their lessons by school and district leadership with little guidance and concrete models.

So what is differentiation?

Differentiation asks teachers to plan different tasks or learning experiences for different groups of students, with the idea being that we can better meet the needs of diverse learners.

So for example, if we had our “high” student, our “medium” student, and our “low” performing student, we might provide a different text for each one in order to ensure they would be reading something at their “level.”

But there’s a problem with this. If the so-called “low” students only ever receive less complex and challenging expectations, texts, and learning experiences, they will continue to perform at a lower level.

This is why too many of our kids end up in “remedial” classes if and when they make it to college. This is why too many students consigned to a segregated “self-contained” program rarely even make it to graduation.

There’s another problem with differentiation. It demands quite a bit from a teacher to design (at least) 3 separate tasks or resources for any given lesson — time and energy that could perhaps be more effectively spent elsewhere.

To acknowledge these problems is not to say that differentiation can’t be applied effectively nor that it is universally the wrong thing to do. Structures for guided reading, for example, draw from this model and can be very effective in a school and classroom that have developed the necessary systems and routines. But these problems are big enough that they should give us strong pause before mindlessly evaluating and chiding teachers about whether they are adequately “differentiating” their lessons.

What is scaffolding, and how is it different?

The concept of scaffolding shifts how we approach meeting the needs of diverse learners.

We may have students coming into a learning experience with differing levels of knowledge, ability, or background, but rather than providing them with something different, we instead consider how we can provide the scaffolding necessary to ensure they can work together in grappling with a common task or text.

This is a shift offered by common standards, which demand a shared set of expectations for all students. For our students who may struggle in meeting these more rigorous demands, we must consider how to scaffold the concepts, procedures, and environment to support their engagement in practice with the texts and learning experiences that can enable them to meet those expectations.

This is certainly not an easy thing to do, either. But if I had to take a pick about what is going to give me the most bang for my buck, designing access and practice with common vocabulary, tasks, and texts is where I would ask educators to more wisely invest their time and energy.

For more on what that scaffolding should look like, take a look at my prior post, Scaffolding and Success Criteria.

Smorgasbord: Summer in the City

By Juhanson [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0)

The school year in NYC just ended on the 28th; summer school begins this week. I’ve been facilitating training for summer school programs the last few days so have been pretty busy, but I’ve still got a few ed-related links worth reading compiled for you.

I’m waaay late to this, but this NTCQ report on what teachers need to learn in ed programs is excellent

I’ve had this PDF sitting on my desktop since January and just finally got around to perusing it.

The 6 strategies, based on extensive research, are deceptively simple. And yet, barely any of them, aside from asking probing questions, are covered in most teacher prep textbooks or courses.

Here’s the 6 strategies:

  • 1. Pairing graphics with words.
  • 2. Linking abstract concepts with concrete representations.
  • 3. Posing probing questions.
  • 4. Repeatedly alternating problems with their solutions provided and problems that students must solve.
  • 5. Distributing practice.
  • 6. Assessing to boost retention.

These would be a good focus for any sustained PD for a school. And I would argue that numbers 5 and 6 would be the biggest bang for your buck if you looked across the curriculum of a school.

What do most teacher prep textbooks focus on? Stuff like, “How teachers and students should organize themselves (e.g., inquiry learning, direct instruction, or cooperative learning).”

You know what? That’s what most professional development focuses on, too.

National Council on Teaching Quality, Learning About Learning

Ideas for how to change entrenched misconceptions in education (and beyond)

“We think advocates of learning science should be more curious about why teachers believe what they believe, including learning styles.”

Why mythbusting fails: A guide to influencing education with science, Deans for Impact

Joe Kirby presents important ideas on how to distribute practice and assess to boost retention

If your school is committed to addressing those 6 points outlined above, Joe Kirby has some good advice that not only will promote better student learning, but furthermore reduce your workload.

Three Assessment Butterflies, Pragmatic Education

Amanda Ripley forwards a wonderful idea for promoting tolerance and understanding diversity: cultural exchanges within the US

Over the last year, I spent a lot of time thinking about the problems of segregation across New York state, and something I found under-explored and often trivialized by integration advocates was how to address rural and urban divides, as well as other students who are geographically isolated in urban areas.

Plus, it must be said that the reality is that there isn’t enough affluent or white kids in our public schools to spread around, if we’re going to start counting beans. So we need to look at more than only getting kids of different backgrounds in the same schools, though that can go a long way. We also need to look at how we can bring kids together in other ways.

Kentucky is bringing people of all ages together through a Rural-Urban Exchange. This is something other states should emulate, most especially for our children.

“It’s harder to demonize someone once you’ve stayed in their homes and shared meals and stories together.”

America, Meet America: Getting Past Our Toxic Partisanship, Wall Street Journal

How did this DC public school get to 100% college acceptance?

System-wide support and money.

“a strong support system within D.C. public schools made it a reality. Staff tracked students, often working side by side with them to apply for college in the library. It also took a lot of money. Grants, donations and district funds took kids on college tours, and the school incentivized students with pep rallies, T-shirts and free food.”

Every Senior Applied To College At This Washington, D.C., High School, NPR

And a reminder that “transforming” schools is incredibly hard

Well-reported, and as Eliza Shapiro (Politico reporter who’s an ace journalist herself) stated on Twitter, “nothing cute, no triumphant narrative, just proof of how hard it is to change schools.”

The Fight for Fairmount Park Elementary, Tampa Bay Times

Revisiting the ‘Parents Involved” SCOTUS case and its unrealized potential for racial integration

“for all the obstacles confronting a rebooted school desegregation movement, the legal path towards integration still lies mostly open”

‘Parents Involved,’ A Decade Later, American Prospect

Rural youth are leaving (and pushed to leave) for greater opportunities

“Researchers have found that the hollowing-out of heartland communities is the result of a push-pull phenomenon: Ambitious students are drawn to the attractions and opportunities of major cities, but they’re also encouraged to leave by teachers and parents who see college as a chance to escape stagnation.”

When College Grads Don’t Come Back Home: New Numbers Show a Widening Urban-Rural Education Divide, the 74

If rural communities want to keep their youth, they must engage them

“Their creative thinking and problem solving can advance communities when given the opportunity.”

RURAL COMMUNITIES MUST EMPOWER YOUTH, The Daily Yonder

And here’s an example of that

“I was taking a class called Latina Leadership Initiative — that class is all about empowerment. When I saw that I had access to these programs to bring them to Perry, I kind of let go of [my] shyness and said – this is something I need to do.”

A ONE-WOMAN EDUCATION START-UP MACHINE IN SMALL-TOWN IOWA, The Daily Yonder

Bronx Borough President Ruben Diaz with a great finale to a commencement speech

“Oh, by the way. That young lady I was chasing? Twenty-eight years later, she’s still my wife.”

Bronx borough president to high school grads: ‘Start breaking the mold of what the face of techies look like’, Chalkbeat NY

We may be jumping the gun on ‘microaggressions’

We’re already incorporating “microaggressions” into trainings here in NY (the mandated 6-hour DASA trainings), but we may be jumping ahead of any solid evidence that backs up the concept.

A psychologist argues for a moratorium on use and training around the term until more evidence is gathered.

Microaggressions?, Aeon

Climate change will increase inequality in the US

“The ‘hidden costs’ of carbon dioxide emissions are no longer hidden, since now we can see them clearly in the data,” said Jina, a postdoctoral scholar in the department of economics at the University of Chicago. “The emissions coming out of our cars and power plants are reshaping the American economy. Here in the Midwest, we may see agricultural losses similar to the Dustbowl of the 1930s.”

Climate change damages US economy, increases inequality, ScienceDaily

Scaffolding & Success Criteria

What is a scaffold, anyway?

While working on a series of workshops about scaffolding, I came to a revelation about what the term really means. It’s one of those words, like “differentiation,” so ubiquitous in the field it seems to mean almost anything. But such generality can easily lead to some big misconceptions in actual application. I’m going to share my learning here in the case it may be useful and help others to avoid some of those missteps.

In order to truly understand scaffolding, I think you need to be able to answer this question:

Why should a scaffold used during a lesson align to the success criteria of a unit of study?

Furthermore, I think you need to understand what it takes to master a parachute landing fall at the army jump school in Fort Benning, Georgia.

Mastering a Parachute Landing Fall

For a reading that serves as a great basis for a team discussion on rigor, assessment, or scaffolding, I urge you to read Chapter 4 pg. 69 – 71 of Make It Stick by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel. Read the whole darn book while you’re at it, of course; it’s all good. But I found this particular chapter especially relevant to scaffolding.

Since I obviously can’t reproduce the chapter for copyright reasons, I’ll give you an executive summary. At the army jump school in Georgia, mastering a parachute landing fall is a necessity. The jump school supports and drives recruits to mastery of this extremely complex and difficult skill within three weeks. How do they do this?

First, recruits initiate their practice in a gravel pit. They receive demonstrations of different falls. Then they practice falling and they receive feedback and they practice some more.

Next, recruits move to a short platform a couple feet off the ground. They practice jumping off the platform and executing the falls they had mastered in the gravel pit.

The challenge is ratched up. Recruits move to a zip line and practice falling from a higher drop that’s propelling them in different moving directions. They can control when they drop off the line.

You see where this is going. The recruits move to a platform 12 feet off the ground. They put on gear and jump down a mock chute, connected to a zip line. But this time the instructor pulls the cord and introduces the element of uncertainty and surprise. Recruits now have to be able to demonstrate a PLF according to chance, simulating the variables of an actual fall.

Finally, they move to a 34 foot tower. This is the final step of demonstrating mastery before boarding a moving airplane and engaging in a real-world application of the skill.

There’s some aspects of this narrative that illuminates effective scaffolding:

    • Each step provides practice and feedback on a component skill that requires mastery before moving on
    • Practice grows increasingly complex and difficult
    • At no point is the practice easy
    • Practice serves simultaneously as performance-based assessment

 

There’s a term that the authors of Make It Stick introduce that is useful for this progression of increasingly rigorous steps: desirable difficulty.

Desirable Difficulty, Academic Rigor, and Scaffolding

Desirable difficulty, a term coined by psychologists Elizabeth and Robert Bjork, is a way to describe short-term impediments that lead to stronger learning. At the army jump school, you can see desirable difficulty in action, and it highlights key aspects of effective scaffolding and how it connects to academic rigor.

At each successive step of training, the recruits are engaged in practice at a level of desirable difficulty required for them to master each successive component skill. Once they’ve mastered that skill or set of skills, they are then ready to move to the next level.

This is important to highlight for a few reasons. One is that it’s clear that at no level is the work and practice “easy.” A common misapplication of scaffolding is that it makes work easier for a student. This might make the teacher and student feel better about themselves, but it does long-term damage to student learning.

But a well-designed scaffold should not make a task or concept easy. Rather, it should provide the right level of impediment and challenge for the level of practice in the skills or concepts required to move forward.

This means that instructors can have extremely high expectations for students, as the army jump school has for its recruits, while providing well-structured practice and guidance that will lead to achievement that matches those expectations.

It also means instructors must be crystal clear about the component skills and practice that will build successively and sequentially to mastery.

Scaffolding as Performance-based Formative Assessment

“It’s one thing to feel confident of your knowledge; it’s something else to demonstrate mastery. Testing is not only a powerful learning strategy, it is a potent reality check on the accuracy of your own judgement of what you know how to do. When confidence is based on repeated performance, demonstrated through testing that simulates real-world conditions, you can lean into it.”

Make It Stick

There’s another aspect of scaffolding that is really interesting to consider from the jump school example: effective scaffolding is a performance-based form of formative assessment. Formative assessment, for those of you not up on the ed jargon, simply means testing that occurs during learning. This is in opposition to summative assessment which takes place at the end as an evaluative measure, and is usually accompanied with a grade. In the jump school example, the summative assessment would be executing the parachute landing fall from a plane.

A well-designed scaffold, therefore, engages a student in the practice of a skill that informs the instructor whether the student is ready to move on. This should be immediately visible and clear, enabling the instructor to provide ongoing feedback as the student engages with the scaffold.

Now let’s return to our original question and bring this back to the classroom:

Why should a scaffold used during a lesson align to the success criteria of a unit of study?

Success Criteria

Let’s break this down. What the heck are “success criteria”?

Success criteria are what you use to assess whether you’ve achieved the goals for learning in a unit of study. You’ll typically see these as a rubric or a checklist. The criteria are directly aligned to standards or expectations for learning for the subject and grade.

As an example, let’s say I’m an ELA teacher and I wanted to assess a third grade student’s ability to determine a central idea of a text. The Common Core Standard for Reading Literature states that by the end of third grade, kids should be able to “Determine the main idea of a text and explain how it is supported by key details.

So an example of a few success criteria I might use to assess that student’s progress towards the standard could be:

☐ I can distinguish between the important and unimportant details in a text.
☐ I can determine the details most essential to understanding a text.
☐ I can combine key details to determine a main idea.

Let’s look one of these criteria: “I can distinguish between important and unimportant details in a text.”

Many students will struggle with this abstract skill (not least because they don’t know enough about whatever they’re reading in order to do so . . . but that’s a whole other post). So they will need some type of scaffold to assist them in getting started on this.

So what could such a scaffold be?

One possible scaffold could be to support them in first distinguishing between details that are merely interesting, such as details that an author gives to make the text more engaging to read, from details that are central to understanding the topic of the text.

We might create some type of graphic organizer or chart to support students in practicing this with a text, and of course, we’d probably model it and do it together as a whole class before having students practice it in groups or pairs, then we’d ask individual students use it on their own.

Some students may be ready to just make a T-chart in their notebooks, while other students may need some more guided practice with a handout. Some students may need manipulatives, such as cut outs of both interesting and important details, in order to get started and to feel success before they are ready to move to greater abstraction.

But notice something about my description: the scaffold is less about a graphic organizer, chart, or manipulative, and more about the practice of a specific skill component: clarifying the difference between interesting and important details.

In other words, the point of a scaffold like this isn’t really about the thing — it’s about the thinking that students are training their minds to do through the application of the scaffold.

A scaffold should therefore provide the thinking practice that a student needs to master the criteria for success.

If we just told students to distinguish between the important and unimportant details in an informational text, some might be able to do so, and some will not. The point of the scaffold, in this example, is to train students who don’t yet see it to become aware of the difference between details provided by an author that are merely interesting, versus details that are important to understanding the topic.

Eventually, those students should no longer need a scaffold. They’ll internalize the concept and be able to apply it without thinking. A few students may never need such a scaffold at all. That’s the differentiation piece. If they don’t need it, they shouldn’t be practicing it.

We may think of something like a stepladder or the scaffolding on a building when we use the word “scaffolding.” Or you might think of a bike with training wheels, or a parent holding the bike as the child learns to pedal.

The model of a bike with training wheels is probably closer to the way we should think of what a scaffold means in instruction. We want to shift our mental model of what a “scaffold” is away from it being a tool that merely makes a task easier, to a process or activity that engages a student in the practice that they can experience success with, while on the road to mastery.

What’s the difference? Some students will need to practice a whole bunch using a scaffold before they get it. A few students may not need it at all. But the expectation is that all students will be expected to achieve that mastery.

Which leads us to another realization about what function a scaffold serves. If a scaffold is directly aligned to the success criteria in a unit of study, then it serves not only as a form of practice to achieve mastery, but it furthermore serves as method of formative assessment for both students and teachers. It provides performance-based, task-based feedback on whether or not a student has achieved the success criteria.
So a scaffold does not mean making learning easy. It doesn’t mean giving kids a shortcut so they can reach something they will never be able to reach again. It’s about having rigorous expectations and demanding that students practice in a way that will enable them to achieve those expectations.

A New Definition of Scaffold

A scaffold provides opportunities for performance and practice of the component content and skills that a student requires to achieve success in a unit of study.

Characteristics of Scaffolds

  • Scaffolds are smaller components of a complex task or skill
  • Scaffolds are at the right level of “desirable difficulty” for practice.
  • Scaffolds are not “easy”
  • Scaffolds must be mastered at each step along the way. Students shouldn’t move along until they have mastered each component
  • Scaffolds serve as performance-based formative assessment

 

Smorgasbord: 3rd week of May 2017: Segregation, CTE, Curriculum, and the One Straw Revolution

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On the 63rd anniversary of Brown v. Board of Ed, worth reviewing last year’s GAO study findings

“[Segregated] schools, investigators found, offered disproportionately fewer math, science and college-prep courses and had higher rates of students who were held back in ninth grade, suspended or expelled.

What’s more, GAO investigators found, public charter schools, a key strategy in improving education for such students, may take minority and poor students from larger more diverse public schools and enroll them into less diverse schools.

Overall, investigators found, Hispanic students tended to be “triple segregated” by race, economics and language.”

GAO study: Segregation worsening in U.S. schools, USA Today

A panel on desegregation offers insight

Jill Bloomberg: “So there were lots of questions about safety, which are really very coded questions about race and racism. We assured them that their kids would be fine.”

David Goldstein: “We would create these little Shangri-Las of these beautiful little high-performing schools that were diverse and all that. Meanwhile, all the rest of the schools got squat. And that wasn’t our plan, so we went districtwide.”

And a comparison of integration to broccoli.

Upper West Side parents gather to tackle middle-school integration, Chalkbeat NY

As in Staten Island, so in the US

When it comes to Staten Island’s North Shore, as in many other areas of our society, “We make judgements about a whole community without ever walking in the door.”

Equity for North Shore schools still a work in progress, SILive

High school admissions changes in the works for NYC may promote diversity

This is good to hear. But we’re going to need to look at zoning and the elementary school level if we’re really going to fight segregation.

Chancellor: ‘We’re reconsidering how some enrollment is done’ in high schools, Chalkbeat NY

Great data visualizations and background on segregation in Indiana

Examining the Cross-Roads

Vacations (or the lack thereof) highlight class divisions

“school vacations can highlight disparities and fracture the sense that students are equal in the ways that matter most”

This piece also points to an often under discussed aspect of school integration: it takes a lot of work to ensure kids (and staff) are interacting with one another’s differing experiences and perspectives in a constructive manner.

I know as an advocate of integration myself, I don’t usually even bring this up because the very first step: just getting kids physically (or even virtually) into the same classrooms and schools is hard enough in and of itself. But it’s an essential piece. Just getting kids together is only half the battle. Curriculum, conversational protocols, academic interventions, and social-emotional support then needs to be firmly in place.

Kids’ Vacations Highlight School Segregation, motto

Student voices on segregated schools

“My reality is gym lockers with brown rust.

My reality is the suffocating phenomenon of poverty present on a daily basis.”

‘I am a product of the South Bronx’: One student on how the city’s high school choice process failed her

“Education was my only hope for redefining my life. But it seemed like the bar was always set out of reach for people like me, and most of our time was spent elevating ourselves to reach the bar instead of figuring out how to surpass it.”

‘I didn’t realize that an A in Harlem was not the same as an A in a majority-white high school’: One student’s discovery

Jeb checks the NY Times

“Florida’s McKay Scholarship Program simply gives parents options if their children are stuck in the wrong learning or social environment for their unique needs. It is not a condemnation of public schools or a seal of approval for private schools. In fact, the McKay program includes public school choice as well.”

What the Media Is Getting Wrong About Florida’s Push to Help Students With Disabilities, th74

Recent research on wrap-around services brings to light our goals for public services

MDRC has recent research that brings into question the impact of the “community school” model — if we assume that raising test scores is the goal of providing such additional services.

But as a community school advocate notes:

“The services themselves are, of course worthwhile — don’t we all agree that having kids who have access to mental and physical health care, regular nutritious meals, and quality, safe afterschool and summer programs is inherently a good thing?”

Let them eat cake?

Community schools are expanding — but are they working? New study shows mixed results, the 74

Strange things are afoot at Deborah Meier’s school

What exactly is the problem going on here? Too progressive? Not progressive enough? More to explore here, for sure.

East Harlem Elementary Principal Is Out After a Yearlong Fight, NY Times

The need for a progressive agenda for the working class

“Democrats need a comeback strategy, and the American working class needs an ally. The solution to both problems can be the same: a muscular agenda to lift up people without four-year college degrees.”

How Democrats Can Get Their Mojo Back, NY Times

Was the high-profile LA school board president race determined by the negativity bias?

So there’s this cognitive bias called the “negativity bias.”

Aside from the vast funds that were plowed into this race, I wonder whether that played a role? Here’s a description from the74 that suggests it did:

“Zimmer campaigned on a platform that the district is improving, pointing to rising graduation rates. Melvoin campaigned on the premise that the district was failing and the board needed to act with more urgency to improve student achievement and address its financial situation.”

Education Reformers Sweep Los Angeles’s School Board Elections, Setting Up Pro-Charter Majority, the74

North Carolina Representative Virginia Foxx takes a stand for CTE

“In order for these people to thrive, we must do everything we can to change the way people think about CTE, shifting the narrative from a Plan B option to a Plan A option”

Career and Technical Ed Should be ‘Plan A,’ Foxx Says as House Takes Up Perkins Bill Today, the74

And the House takes a bipartisan stand for CTE

A nice moment of positive legislation in the midst of the chaotic destruction the GOP has been nurturing in DC.

Career and Technical Education Overhaul Bill Approved by House Ed. Committee, ED Week

Sure would be nice to see this piece of legislation on school infrastructure get bipartisan support . . .

“The legislation has six other Democratic lead co-sponsors in the House, but no Republican lead co-sponsors.”

Oh, and “The IES survey also found it was an average of 44 years since the construction of the main instructional building at schools.”

School Infrastructure Spending Plan Introduced by House Democrats, ED Week

Professional development should be based on the curriculum

“We argue the need to take the important but often overlooked step of organizing teachers’ professional learning around the curriculum materials they are using with their students.”

Makes sense to me. I go into schools to support ELA teachers, and the only way my work is able to have any traction is by supporting implementation of a curriculum.

But there’s more to it than this. Which curriculum? Why? A school needs to coalesce around its vision for what skills and knowledge it wants students to graduate equipped with — and then align their curriculum to that vision.

Instead, I see schools teaching something just because they think they are supposed to. (“Why are you teaching these texts?” “Because I’m told to.”) And getting weird directives from their bosses, such as that EL (EngageNY) or CodeX are a “reading” curriculum, then adding Teacher’s College units as the “writing” curriculum. These kinds of misunderstandings become embedded into the scheduling: a teacher is teaching EL lessons for 3 days a week, and TC lessons for 2 days a week.

If you are an ELA teacher, then you know how incredibly difficult it is just to implement one ELA curriculum with fidelity, let alone two completely different and unaligned ones.

In other words, the problem isn’t just that curriculum is detached from PD — it’s that curriculum is detached from school and district leadership and the structures and schedules they enforce.

In Washington, D.C., a Road Map for Reinventing Professional Development in Schools, the 74

And there’s mounting evidence that a coherent curriculum is an effective method for improving outcomes. Like some of us have been saying all along . . .

“There are no silver bullets in education. But a growing body of both empirical and real-world evidence makes a compelling case that curriculum is a key component of student success.”

A Compelling Case for Curriculum, US News

BASIS schools exemplify what a coherent and rigorous curriculum can do

BASIS is also doing some really interesting practices worth emulating:

Student notebooks as sources of communication and data between teachers and parents. . .

“Many schools create an online grade portal that allows parents to see how their children are performing. BASIS doesn’t. Any information about grades comes to parents because their kids have shown them the contents of their planner, which contains test scores, homework assignments, and notes to see the teacher after school for help.”

Building empathy and understanding of diverse perspectives through it’s Global Classroom Project:

“…which connects kindergartners in different BASIS schools virtually to help them learn about one another. In one project, the children exchanged pictures of their local grocery stores so they could compare them. They also sent the Shenzhen school a video of second-graders sharing a Lunar New Year greeting in Mandarin.”

BASIS: Inside the Acclaimed School Network That’s Blended Together the World’s Best Education Practices, the74

More sunlight = higher test scores

One of the central tenets of this blog are that some of the most basic contextual factors are overlooked in schooling, and here’s one that’s so basic but clearly powerful: starting school later results in better test performance.

More sunlight, more fresh air, more greenery. The best method for improving test scores? Very well may be.

Sunshine Improves Test Scores, The Atlantic

As in ecosystems, so in schools?

Look to the soil for our future.

A geomorphologist and author’s book, “Growing a Revolution: Bringing Our Soil Back to Life,” outlines the drastic difference that healthy soil management practices can make, and the common practices that good soil management entails.

Not surprising at all that conventional methods (monoculture, frequent tilling) ain’t good for soil.

If you are interested in this kind of stuff, there’s a book written long before this one with the word “revolution” also in the title, in which the author lays out the philosophy and practice of no-till farming: “The One Straw Revolution” by Masanobu Fukuoka.

TODAY’S MOST INNOVATIVE FARMERS ARE GETTING DOWN TO EARTH, SAYS SOIL SCIENTIST, Daily Yonder