Category Archives: common core

Volume #44: Literacy Data, Part Deux

In my last post, I argued against the use of the current practices for gathering data for measuring growth and proficiency in literacy.

I suggested that for math, formative standardized test data is a biopsy. For literacy, it’s more like an autopsy.

And while the data indicates strong versus sickly readers, this information is usually no surprise to the professional educator, and more importantly it offers no treatment plan: advice on which medicine to administer.

With the release of my state’s scores re-renormed to the Common Core, there’s lots of focus on all the new data. What it all means. Why the scores are lower. How it will be improved.

And while the politics rage on, I have to explain to parents that their child simply went from twelve centimeters to five inches, and yes the number may actually be smaller, but I believe it to show growth in his/her reading ability.

And I need to take this new information and figure out how it should inform my instruction. I need the data to indicate a treatment plan for the literacy health of my students.

During my participation in VoiceThread titled “Formative Assessment and Grading” in October 2011, Dylan Wiliam said something that has always really stuck with me:

“One of the problems we have with formative assessment is a paradigm that is often called, “data-driven decision making”. This leads to a focus on the data, rather than on the decisions. So, people collect data, hoping it might come in useful, and then figure out sometime later what kinds of decisions they might use the data to inform.  I’m thinking that we ought to perhaps reverse the ideas in data-driven decision-making and instead focus on decision-driven data collection. Let’s first figure out the decisions we need to make, and then figure out the data that would help us make that decision in a smarter way.”

~Dylan Wiliam   “Formative Assessment and Grading”,  Slide 5   [My emphasis]

I’ve pondered this at great length. If my goal is decision-driven data collection, what would I want out of a standardized literacy assessment? What do I want the data to tell me?

What else? What other information (as a teacher or as a parent) do you believe the data should provide about students’ literacy abilities?

Vol.#32: Help Navigating the Road to ELA Common Core

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Image Credit: Pixabay User “PublicDomainPictures”

It was about a year ago this very week when I started my journey with four other Kenan Fellows at DPI. My Kenan Fellowship last year was an amazing opportunity; one of tremendous growth in my teaching practice.

The culmination of our work together and our intensive study of the English Language Arts Common Core State Standards [ELA CCSS] is a library of resources which has been created and compiled in order to help other ELA educators to transition their own instruction to the demands of the newly adopted ELA CCSS. Continue reading Vol.#32: Help Navigating the Road to ELA Common Core

Vol.#14: Technology and the Common Core [2]

In my previous post on technology and its role in the Common Core curriculum a couple of months ago, I described an integrated approach. Tech should be infused in the instruction, while the content is the educational objective. However, upon further reflection I worry that I under-emphasized a seismic shift in this curriculum as it relates to technology. Namely, that Common Core also expressly states technology as part of the curriculum. This is to say, technology IS now an overt educational objective and not merely a by-product.

For example, on page seven of the Common Core State Standards for English Language Arts document it states:

Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language: “…use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”

This gives a picture of a capable student as one who knows how to acquire and communicate facts, not one who has memorized them. Our children live in a world where they hold the entire sum of man’s knowledge in the palm of their hand. They will (rightly) find a quiz about the dates of World War II rather a waste of time.

Further, Continue reading Vol.#14: Technology and the Common Core [2]

Vol.#10: Technology and the Common Core

Considering the significant curriculum changes taking place as a result of the Common Core and NC Essential Standards, do you think that the Common Core or the NC Essential Standards is more likely to positively influence the use of technology for learning or is it another impediment to implementing digital tools? 

The Common Core came about due to the fact that students leaving high school were not college and career ready.* [see below] Therefore, I cannot fathom it is in the spirit of the Common Core to exclude technology, as surely students will need to be technologically literate in college and the careers of the future. Other countries have figured this out; 100% of first graders are learning to code…in Estonia. [source]

I envision the best model for threading technological skills through the Common Core metaphorically like light through a prism. The Common Core is the white light passing through a prism of technology, thereby creating multiple wave-lengths which differentiate for abilities, cultivate 21st century skills, and generate relevance and student-interest.

Technological agnosticism is important, as well. Continue reading Vol.#10: Technology and the Common Core