I am proud to announce that Anthony Emmons was approved tonight as the new high school supervisor of STEM. Anthony joins our district from Clark where he served as that district’s 6-12 STEAM supervisor. Anthony is a former math teacher who is also pursuing a PhD in mathematics education. We are excited to have Anthony join our team and can’t wait for him to get started!
Anthony addressing the school board tonight.
Post board meeting selfie with Superintendent Fano, Anthony, Board President Matos, and me.
This month the College Board released their annual report on student performance. The class of 2017 is the largest cohort in SAT history, with over 1.8 million students taking the new or old version of the SAT. In terms of scores, it is difficult to create comparisons between the class of 2017 and previous classes. The College Board redesigned the test last year, making comparisons invalid. This year, scores are reported on a 1600 scale with two 800-point sections whereas the previous version was out of 2400 points with three 800-point sections. The redesigned SAT is more similar in scoring to traditional versions of the test that many of us took when we were high school students. The mean total score for students in the class of 2017 who took the SAT was 1060. It is significant to note that only 46% of all test takers met the benchmark in both Evidence-Based Reading and Writing (EWR) and Math. Randolph students in the class of 2017 significantly outperformed both the mean scores and the benchmark scores. SAT scores for 2017 have not yet been released by the New Jersey Department of Education so I won’t publish numbers here yet for our class of 2017 students.
In Randolph, more students still take the SAT as opposed to the ACT. However, nationwide the ACT has more test takers than the SAT, with about 300,000 more students sitting for the ACT. Testing experts believe next year, both tests will have similar numbers of test takers as the SAT has won a considerable number of state contracts so more students will be taking the exam. Both tests are still used by the majority of colleges in the United States as part of the admission process. Many students wind up sitting for both exams. This thoughtful comparison chart by the Princeton Review can help parents and students if they are trying to choose between the two. The general differences are that the ACT has a science section that the SAT does not and the SAT has a no calculator section that the ACT does not. For the most part, both test the same type of content.
In my opinion, the SAT has made considerable progress in terms of free support available to students. The most important resource students in 11th and 12th grade can use now is “Official SAT Practice” by the Khan Academy.
This FREE resource imports PSAT results and creates personalized learning paths based on student need. It only takes a minute or two to set up, but can make a profound impact on
SAT performance. Earlier this year, the College Board released data showing that students who completed at least 20 hours of personalized official SAT practice saw average score gains of 115 points from the PSAT to the SAT. In fact, more than 16,000 students saw gains of over 200 points or more. “The SAT is a strong measure of college readiness. It is heartening to see this positive association between personalized practice on Khan Academy and growth in college readiness,” said Khan Academy founder and CEO Sal Khan. “This was only possible because of the hard work of many people, especially incredible teachers, counselors and school districts who have leveraged these practice tools for their students.” If you are the parent of a student starting the college process, Official SAT Practice by the Khan Academy is a great place for your child to start practicing before sitting for the SAT. The fact that this resource is free can be a game changer for many students. I’d imagine the transparency of the College Board and their efforts to help students perform better on the exam might make the SAT even more popular than it is. For now, please consider getting started on this amazing and free resource.
Today is the last day of the conference with sessions scheduled for only the morning. It’s been an eventful three days here. I was able to attend two sessions today. Here are some thoughts about what I was able to learn about as the convention came to a close.
This session was led by Eric Carbaugh who is an associate professor at James Madison University. It was immediately clear that Eric was an expert in assessment as he gave an engaging presentation on the idea of performance-based assessments. For Eric, performance assessments offer teachers the opportunity to gather information about student understanding, knowledge, and skills in a more authentic and engaging manner than afforded by traditional tests. This has exactly been the focus of all of our district schools as we have worked to create assessments that capture a student’s ability to synthesize information instead of just focusing on information recall. Eric spent a great deal of time discussing the concept of transfer and how it is essential in performance-based assessments.
Eric clearly laid out what his vision for transfer is. For Eric, transfer is not…
Relying exclusively on mnemonics or rules
Repeating knowledge in the same or similar context
Repeating the same type of exercise over and over
Higher order thinking
Being able to articulate the WHY behind decisions and solutions
Effectively applying and adapting prior learning to novel and complex situations
Using understanding to evaluate or create something new
Eric shared some exemplar transfer goals which all hit upon his criteria for being effective performance-based assessments.
Eric uses Wiggins and McTighe’s GRASPS framework for performance based assessments. I
have followed Wiggins and McTighe’s work for years and appreciated hearing someone continue to build on their work on transfer. I’ve been surprised during this conference by how little I’ve heard of transfer and Understanding By Design (Wiggins and McTighe’s curriculum framework) in general. For me, UBD is the backbone of curriculum and assessment. As you can likely tell, I could write at length about UBD, transfer, and this presentation. To summarize, Eric gave the audience time to develop transfer tasks using GRASPS and to discuss how authentic the tasks would be for students. The topic of rubrics was also discussed and Eric shared some ideas on how to develop rubrics that clearly articulate learning goals. Eric’s slide deck (which I’m not able to share here) is incredibly valuable and we will use it and many of his resources as we continue to develop curricula in our district with an eye on transfer and performance-based assessments.
One last thing…
Eric shared this video about a school district in Pennsylvania and their efforts to implement performance-based assessments. I’m familiar with this series on Edutopia but thought it important to share here.
Session IX: World-class schools: What they are and how we get there
James Stronge closed out the conference with a final keynote address about the future of American education. James is the founder of the Stronge model of evaluation that our school district has used for the last four years. While he is a professor at William and Mary, he has always been willing to work with our school district to refine how we evaluate and to answer any questions we might have. While extremely prominent in the field of education, James has always been amazingly accessible. He is a very talented person and I have looked forward to hearing him speak at this conference.
“Will it improve kids’ lives?” –James Stronge
James stressed the need for schools to create men and women who are capable of doing new things, not simply repeating what other generations have done. The need to do so is paramount, as the world is only becoming more and more competitive. During his presentation, he shared a story about the impact of globalization on his college. About ten years ago only 2 or 3 students from China were enrolled in the law program at William and Mary. Today, over 40 students from China are enrolled. “Getting a place at the table is getting more and more competitive,” he said to the audience. James expanded on this point by sharing data that supported the increasingly competitive global market our students will enter. The data below, in particular, I found very telling.
The share of 25-34 year-olds in the United States with college degrees in 2030 is projected to decline while China and India’s population of graduates will increase. The point of this data is to demonstrate just how competitive the world will be in the future and how much it is changing. For James, American schools must continue to innovate with an eye on ensuring our graduates can compete globally. Ideas like attracting better teachers and leaders to the profession, incorporating play into the school day, and working to build better relationships with students were discussed at length. In the end, for James is comes down to teacher and leader effectiveness. “If you want world class schools, you need world class teachers,” he summarized. For James, “Good leaders + good teachers = good schools.” I think this nicely summarizes his presentation; this goal should be the driving force for all school districts.
“When is the last time you saw “joy” in a school or district’s mission statement?” –James Stronge
Wow! As you can see, today was a good day. Overall, this was an excellent conference to attend and I’m fortunate that our school district supports this type of professional development. Meeting like-minded educators from across the United States can pay immediate dividends as new ideas and resources are shared and ultimately implemented to improve the classroom experiences of our students. This was my first ASCD conference. I will certainly look to attend in the future.
It’s always interesting to see what kinds of session topics are given at a conference as I think it can tell you a great deal about current trends in education. Some of the dominant topic themes I’ve noticed at Teaching Excellence are whole child, formative assessment, growth mindset, brain-based teaching strategies, equity, rigor, project-based learning, relationships, gamification, personalized learning, and observation. All sessions seem to be focused in some way on direct classroom application which is refreshing. There does not seem to be an overemphasis on computers and software which can sometimes dominate conferences such as these. I like that this conference is focused almost entirely on what happens or should happen in a classroom. Almost all of the strategies I’ve encountered during this conference are free to implement. That’s pretty cool.
After spending two days here, it also appears that there are few sessions on data analysis and this is disappointing. Many presenters discuss assessment strategies but do not address how these assessments should appear in a grade book or how they should be monitored by teachers to chart student progress over a marking period or year. I would love to see a presentation or two on this. It always seems to me that presenters skirt the issue of grades–even when talking about assessment. I would also like to see sessions on how to best use district-level data in efforts to improve student academic achievement. With such an emphasis nationally on standardized tests, it would be interesting to see how districts or researchers are using the data they acquire to inform the decision-making process (or not).
Anyway, day two at ASCD is another full day with some interesting sessions scheduled for the day. Below is a snapshot of what I was able to attend.
Session V: The art and science of teaching 10 years later: A conversation with Robert Marzano
This session was led by the famous Robert Marzano who has done much over his career in the fields of observation and supervision. Bob’s book The Art and Science of Teaching was published ten years ago. This talk dealt with how his work has transformed education and how it might continue to influence the field in future years. Bob shared many stories about his career, things he got right, and things he got wrong. I’ve always been a fan of Robert Marzano as he is a thoughtful person and an advocate for effective teaching and leadership.
Session VI: Improving school culture and climate to support student achievement
This session was presented by Charles Woods and Robin LeClaire, two elementary principals in Indianapolis. Charles and Robin shared a great deal of behavioral data they collected about students as building principals in efforts to tackle problems they felt were impacting school culture. Both principals work in schools with high levels of poverty and they explained how they use positive approaches to improve school culture and ultimately to get students to improve their behavior. Charles and Robin focus on the climate in their buildings as they believe it impacts everything that goes on during the school day. One video series they have used with students to promote positive learning environments and good behavior is by the YouTube star PrinceEa. These videos seem interesting and I had never seen them before. Here is an example of one of PrinceEa’s videos Charles and Robin recommend:
I liked this video and there are many more on YouTube. Both presenters shared data that supported that their focus on culture did likely impact student achievement. As behavioral referrals to the main office declined in both buildings, student assessment scores improved. It was great to see data being used to help support the success of school improvement efforts.
Session VII: Using escape room methodology to promote meaningful learning
Gamification is certainly an important issue at this year’s Teaching Excellence conference. In this session, two educators from California shared their passion for using escape rooms to teach executive function or specific curriculum standards. If you are unfamiliar with what an escape room is, this Newsweek article will help. Jon Cassie and Tracy Wazenegger shared how they have used escape rooms to gamify lessons to improve critical thinking and to teach perseverance. They explained how escape rooms work, how they are designed, and how to begin building them for students or staff. Our administrative team went to escape rooms last summer, having an absolute blast in the process. It was such a great experience and was the best team building exercise I have been a part of. Using more games in the classroom, like escape rooms, can go a long way in creating a stimulating classroom environment. I think any opportunity we can take to vary what we do with students can help keep them active and interested. An escape room or scavenger hunt-type activity can be a welcome opportunity for students to work together to solve problems and participate in a shared experience. Jon and Tracy are clearly experts in gamification and I enjoyed some of the innovative approaches they have used to bring this to their students.
The sessions at ASCD are longer than most conferences with some lasting up to two hours. A few sessions makes for a long but productive day. I’m looking forward to a few more sessions tomorrow.
Please excuse errors as I have typed quickly during conference sessions.
I am fortunate to be able to attend ASCD’s annual conference for teaching excellence held this year in Denver, Colorado. I’ll share my thoughts here on this blog along with some of the interesting things I have seen and heard. Today is the first day of the conference with many fantastic sessions planned–I was able to get to four of them.
Session I: Using guided inquiry to promote equity in the math classroom
In this session, Nick Counts who is the math chair at Culver Academies in Indiana shared some of the things he has done to make math accessible to all students regardless of race. Nick shared four books that have made a fundamental difference on how he understands math instruction (right). Of the four, I am familiar with Jo Boaler’s Mathematical Mindset but have not read the others. They seem like interesting books and are worthy of checking out. Nick also shared some of the strategies he uses to ensure all students remain interested in math.
Make the problems relevant to your students–ensure the questions asked of students will engage all of them.
Decide as a group of math faculty what you want to see when students are working in groups. During group work, expectations for each group should be visible for all learners.
Assess group work using rubrics. Teachers should assess how students work in groups, not just the final product.
The PowerPoint from this presentation can be found here.
Session II: Making real-time formative assessment moves that make a difference
This session was hosted by Brent Duckor, a professor at San Jose State University, and Carrie Holmberg, a researcher also at San Jose State. I was looking forward to this session as I am familiar with Dr. Duckor’s books on formative assessment and a 2014 article he wrote in ASCD’s Educational Leadership magazine (link here). This session focused entirely on the role formative assessment should play in the classroom. We have focused a great deal on formative assessment in our school district over the past few years so I was interested in hearing from these two experts. These are some key takeaways:
Brent and Carrie started the session by having everyone fill out a 3×5 card asking attendees to write down a “burning question.” They both used these questions later in the presentation. I thought this was a great way to start a presentation at a conference.
Both Carrie and Brent were high school teachers earlier in their careers which gave them credibility to speak about how assessment can be realistically used in the classroom.
Formative assessment was a term coined in the late 1990s.
Dylan Wiliam and Paul Black’s 1998 essay on formative assessment “Inside the Black Box” is considered the beginning of formal studies on formative assessment. (I already had read this article so shout out to me).
Hattie found that formative assessment is top 3 out of 138 educational influences on learning. “We have hard data that soft data in the classroom matters.”
We should chart how many students we have 1:1 interaction with during a class period.
This slide was shared and I thought it nicely summed up what this presentation was about:
In short, this was one of the best conference presentations I have attended. It was very impressive.
Session III: Coteach SMART: Coteaching and the highly engaged classroom
This session was presented by Susan Hentz who is an educational consultant. She presented on effective models for classroom delivery with an emphasis on coteaching. Throughout her presentation, she modeled the effective communication that general education and special education teachers must have. Both must learn to communicate. When looking at coteaching, conversation and planning has to start before the class period starts.
“What value are you bringing into the room as a special educator?” –Susan Hertz
Susan shared some key strategies that I thought were important to consider when developing a coteaching classroom:
Use color or bold print on your handouts and slides to make sure important words or concepts jump out.
Both general education and special education teachers must focus on executive function. Coteachers need to be aware of how every child’s disability impacts learning and make proper modifications/accommodations.
Coteachers need to listen to each other. Oftentimes, people do not listen to understand; people listen to respond.
Session IV: Making teachers better, not bitter: Balancing evaluation, supervision, and reflection
This session featured Tony Frontier who is a noted author on educational topics and Paul Mielke who is a superintendent in Wisconsin. Both presenters spoke about the current evaluation process and how it does little (in their opinion) to encourage and support expertise.
You are likely familiar with the Khan Academy and their free online videos that have helped revolutionize the concept of flipped learning since they first started to appear a few years ago. Sal Khan, the founder of Khan Academy has appeared in TED Talks, has been named one of Time Magazine’s 100 most influential people in the world, and has garnered almost 3 million followers on his Academy’s YouTube account. Recently, the College Board and Khan Academy have created a series of free, personalized practice programs for students to help prepare them for the redesigned SAT.
In an interview with EdSurge, Sal Khan explained how the partnership came about: “So the College Board said, ‘When we launch the new SAT, we want it to come with test prep—but not like it’s usually conceptualized.’ Students should get familiar with the test, but we wanted to do it in a way so that students could learn skills that will make them more college-ready.” After signing up, students will have access to SAT practice tests, interactive practice questions, and they will also get a personalized practice program. As students take practice tests and questions they will get instant feedback about what they missed and how they can do better. If this sounds a lot like what a tutor will do, you’re right. But this is free.
Khan and the College Board’s initiative works by using a diagnostic exam or a student’s PSAT scores and then creates a personalized tutoring schedule complete with SAT-like questions designed to prepare students for the exam.
“The emergence of maker culture depends a great deal on our understanding that different people learn through different means. Some are auditory learners, and some are visual learners. Yet another group learns best by doing. These are the makers.” –William Craig in Forbes
Over the past few months I have written about our efforts to turn a room in our district’s high school into a makerspace. While the makerspace will always be evolving with the addition of new materials and technology, we can say for now that it is done and ready for use. The first order of business once the room was completed was to begin instilling in our students an idea that can best be summarized as the maker culture. As William Craig explained in Forbes magazine, the maker culture leans heavily on a constructivist approach to
education–that is the notion that learning is best done through doing. In a sense we all probably understand that one of the best ways to learn something is to do it yourself. Trial and error and intellectual risk taking are all part of this makerspace learning experience. American history is filled with stories of makers who tinkered around, explored how things work, and ultimately changed the world forever. From Edison to Wozniak, the maker culture has been an important part of the American experience. As educators, we need to ensure our students are familiar with this. The maker culture in schools is one that encourages students to explore new technology, to collaborate with others, to use materials in new ways, and to ultimately learn by doing. Maker culture is about breaking down barriers and making new technology and ideas accessible in a low-risk environment. Since our makerspace opened, we have been working hard to bring this maker culture mindset to all our students.
To open the makerspace we planned for a series of Saturday morning makerdays for students in our school district. We have invited elementary and middle school students to come into the high school’s space and make. With support from our board of education and education foundation, we have hosted two of these makerdays for students and can see a maker culture beginning to develop. For elementary students, we created a challenge where teams of students had to learn about circuits and the electricity grid, then build their own cities powered by littleBits. Our young makers had a blast and built some amazing cities as you can see in this gallery.
We also hosted a makerday for middle school students that featured three engineering design challenges using an old invention–the popsicle stick. Students were tasked with creating a catapult that can fire a marshmallow the farthest, building a bridge that can hold the most weight, and finding a way to protect an egg so it will not break when dropped from fifteen feet high. The pictures below show some of the amazing bridges students were able to build in forty minutes using only popsicle sticks, glue, and about two feet of string. The winning design spanned over fourteen inches and was able to hold about thirteen pounds of sand!
We will host additional makerdays this year with the goal of creating a district-wide vertically articulated makerspace culture. Like all makers, we have learned a ton in the process of putting these events together. Not everything has been perfect, and we will continue to refine our makerday approach. The one constant has been our talented students who are able to work collaboratively to make amazing inventions. They are beyond impressive. We hope they will be influenced by their time in the makerspace and continue to embody the maker culture by tinkering, exploring, and inventing.