CCS: Writing and technology

I'd love to be cute and start a long post with, "My name is Anita and I am FINALLY a writer;" however, I have more than a ZILLION student papers to read this weekend (and will be missing in action) and just want to share this link before I head off for Friday's festivities at school because this  link "made me think" this week.
http://www.edweek.org/tm/articles/2012/11/28/tln_curran.html?cmp=SOC-SHR-TW

The article talks about "blogging" as a means of making students feel and act like writers in the 21st Century.  It refers to technology as an important component of the Common Core.  Yes, yes, yes yes yes.......thanks to blogging, I FINALLY feel like a writer! 

 

Adaptive Assessments: Something to Think About

From Education Week....something to think about as this week ends.

 

http://www.edweek.org/dd/articles/2012/10/17/01adaptive.h06.html?cmp=SOC-SHR-TW

 

Apparently, Delaware switched to computer-adaptive testing for its state assessments three years ago It made result available more quickly and students spent less time TAKING tests. 

 

According to this article, 

"Nationally, two coalitions have received federal funding to develop English/language arts and mathematics tests for the common standards. Both coalitions—the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers, or PARCC—have said their assessments will feature high-tech, interactive questions that incorporate video and graphics and are designed both to identify what students know and to be more engaging.
Both assessments will be given online, but Smarter Balanced will use adaptive testing, while PARCC will use what are known as fixed-form tests, which feature set questions that generally do not change."

So I wanted to know a bit more about adaptive assessments and how they work and this article went on to say,
" The range of proficiency among kids in a grade is huge,” says Jon Cohen, the executive vice president and director of assessment for the Washington-based American Institutes for Research, which is already delivering statewide adaptive tests in several states and has been selected by the Smarter Balanced consortium to do pilot and field testing and to create the adaptive-test algorithm.
“With a typical test, a kid who is struggling is not going to see many items they can get right, and a kid at the top is not going to see many items they’ll get wrong,” he says. “Kids on the ends get a less precise score.”.....
"Computer-adaptive assessments aren’t scored on the basis of how many right or wrong answers a student gets. A student’s score depends both on the number of items he or she got right and the difficulty of the items presented."

Some more sites to consider or at least places I explored! 
http://www.nwea.org/products-services/assessments
http://www.smarterbalanced.org/smarter-balanced-assessments/computer-adaptive-testing/

AND BEFORE WE ALL JUMP ON THIS BANDWAGON....a little something from Diane R.
http://dianeravitch.net/2012/09/06/the-problem-with-computer-adaptive-assessments/
 
":My kid doesn’t like online adaptive assessments. She likes knowing there are 50 questions in 40 minutes. She hates tests that give you many more difficult questions when you answer correctly. The test seems to go on forever.
So, one time she decided to hit buttons randomly and get a bunch wrong. Then the computer spit out fewer, easier questions, and she was able to finish the test at last."

 

technology and young children

Stacy @raisealithuman shared this link this morning on Twitter reminding again that I am thankful for the Twitter PLN part of my "new life" http://commercialfreechildhood.org/screendilemma
YET, the link is to research about young children and technology - particularly screen technology.  This new debate about the role of technology is our lives and in our schools is huge and growing bigger every day.  I'm going to have to read this more closely, but then I'm going to back to write more on this.....it's probably a bigger impact on kids than we think, even today. 

Never Say Never: Holiday Balloon Edition

I've never been a fan of those wanna-be-in-a-parade balloons that spring up in yards as turkeys are carved.  Bigger than life Santas, Snoopies, snowmen, and snow globes line up besides Kris Kringles and Kermits and intermingle with houselights during long December evenings.  Yet,, during the day, these giant deflated decorations lie in colorful heaps on brown lawns like spent party goers recovering from a hard day's night.

Late Saturday, however, I met an adorable reindeer who challenged my feelings about "blow ups"as I shopped in a (non-mall-type) store filled with antique pink-tinsel-trees and rarely-seen-anymore-trinkets (like the Sinclaire dinosaur). Perhaps it was the environment that dredged up memories of my youth, but this fellow was quite the crowd pleaser as he sat with a friendly smile in the shop window. He did not need to deflate until, as his box described, he went into hibernation to await the next season!  If I ever opened a "shop" and needed holiday decoration, I would skip the pink trees; however, "he" would be there!

 

Tanished silverware and restored trains

"Let's go around the table and say what we are thankful for," he implored as we gathered.  I suspected he had already been thinking about his response; yet no one protested a public display of thanks.  I wondered silently, "How do you put in a few words so many things?"

We verbalized sincere but predictable thanks for our families and for acts of kindness.  We articulated thanks based on the storm including trees not falling on the house and trains finally being restored.   We acknowledged the paths we had traveled such as having food on the table and freedom from Black Friday stress.  I silently reflected as they laughed at the witty thanks and chided those who got mushy.

I was grateful that Aunt Lu's tarnished silverware and Grandma's threadbare napkins provided us with reminders of those who can no longer gather with us.  I thought about the fights to live longer and how those battles can change families.  I quietly gave thanks that my mom was strong enough to come for dinner.  I smiled as I wondered how long it would take before I took "heat" for skipping the mashed potatoes Uncle Jer would have expected.  I was grateful that the storms of life had left us battered and bruised but not broken.  I was filled with hope for the future as I gave thanks for the faces on the other side of the table.  I remembered God's promise of opening doors after closing windows. 

As they finished up their public displays of thanks, I suspect each person had their own prayers of thanks and hopes for the future swirling in their mind.  New faces, old smiles, laughs, tears, and quiet gratitude surrounded that old table; it was just the way it was supposed to be. 

 

Parent Teacher Conferences

I found this REPOST from a CNN article about Parent-teacher Conferences.  It already seems to be hidden on the CNN site (at least I have not found it yet).  BUt it's a good one - no matter what side of the dest you are on!

http://www.schoolimprovement.com/common-core-360/blog/better-parent-teacher-conference/

 5 Tips for a Better Parent-Teacher Conference

By Carl Azuz at CNN, posted on October 18, 2012

(CNN) - For many parents and teachers, it’s the first opportunity of the school year to sit down face to face and discuss everything from curriculum to issues that arise in the classroom. Here are some tips from both sides of the desk on how to make the most of a parent-teacher conference.
Do your homework
Talking to your child before the conference to find out if he has any questions or concerns of his own can give you ideas of what to address with the teacher. A good next step: having a physical list of questions.
The National PTA says that the “questions you ask during the conference can help you express your hopes for the student’s success in class and for the teacher.”
It’s an idea echoed by Ryan Koczot, an award-winning middle school teacher in North Carolina. “Parents should come to the conference prepared (notepad, pen, list of questions)—just like teachers should be prepared (information on the child, progress report, questions for the parent).” This will help get everyone on the same page.
Join forces
Several teachers have told us that the best results follow when parents and teachers work together. According to Debbie Geiger of Scholastic.com, “The goal of both the teacher and the parent should be the success of the student, but sometimes parents have a hard time discussing tough issues.”
Geiger suggests starting off by complimenting the teacher on something that he or she seems to be doing right—a piece of advice echoed by the National PTA. This can set a positive tone for the meeting and help foster cooperation later on.
If there’s a problem that has developed between your child and a particular subject or teacher, look for ways to address it together. “Be a team player,” suggests New Jersey middle school teacher Donna Spoto. “Let the teacher know that you are on his/her side.”
Open lines of communication
Divorce, remarriage, foreclosure, moving, a new baby: These are just a few of the personal issues that can affect a student’s behavior and work on campus.
A 7th grade social studies teacher in Tennessee said that one area where parents fall short is letting teachers know of problems in a student’s life outside of school. “When parents don’t tell us what’s happening, we can’t adjust accordingly.”
Spoto agrees that “stress and emotional issues definitely affect a student’s work.” By informing the teacher of possible causes, you will help the teacher better understand the child and be more equipped to appropriately instruct him.
Aim for action
Coming up with an action plan to address academic or behavioral concerns can benefit the parent, the teacher and the student long after the conference is over. The National PTA recommends establishing a series of steps that both you and the teacher agree on. A couple ideas to consider: what your short- and long-term plans are, and how you’ll measure progress.
One of the first actions you can take after the conference is going over key points and discussion topics with your child. “Depending on his age and maturity level, he may need help understanding what problems—and solutions—were covered. Most kids also want to have a clear idea of what’s expected of the teacher, the parent(s), and, most importantly, from [them],” writes Kristin Stanberry of Greatschools.org.
Keep in touch
Once an action plan is in place, try to determine how you’ll follow up with the teacher in the weeks and months ahead. Will it be through written notes, a phone call, or another conference? Koczot says that an email or phone contact at school can help the parent “check in on their child weekly or in a couple of weeks to see how they are doing.”
And it’s not a bad idea to inform your child that you’re keeping in touch with her school. “When a child knows parents and teachers are regularly working together, the child will see that education is a high priority requiring commitment and effort,” according to the National PTA.

CCS: We all need to know about it

For a while now, the words COMMON CORE STANDARDS have been sneaking into educational conversations.  "They're coming," whether or not we like it is the message I retained.  Yet, I want to know what they mean on all levels so that I can be sure I am advocating for students, teaching, and learning within the standards.  If we know what they mean, we can most effectively implement the changes in a proactive manner rather than just consuming programs and assessments because they say CCS on the package! I really have had to do a lot of research to figure out exactly what they mean for me and for the students and teachers I interact with every day. 

This article, on Edutopia, originally published earlier this month, has great links!
http://www.edutopia.org/common-core-state-standards-resources

I suspect that ASCD will be an important place to follow the implementation of Common Core State thanks to a grant from the Gates Foundation as it has developed a Common Core resource page (11) with alot of information, and plans for ongoing meetings and study.  There is even a hash tag to follow on Twitter at #ASCDcore (13).

The Hunt Institute's YouTube channel (14) is another place to go.  . "Shaping rigorous, world-class education standards" (15) is one of the Hunt Institute's (16) most famous.

As you get ready for lesson plans and other "down to earth" planning, check out Share My Lesson (25) and Common Core State Standards information center (28).

There were a many other links suggested in this Edutopia article including:

• "The Promise of the Common Core" (56) by Lissa Pijanowski, EdNET Insight (57), November 2011
• "Standards: A Critical Need for K-16 Collaboration" (58) by Brad C. Phillips and Bruce Vandal, Education Week (59), November 2011
• "Assessment and the Common Core State Standards: Let's Stay on Top of It!" (60) by J. Michael Shaughnessy, National Council of Teachers of Mathematics (NCTM) (61), June 2011

CCS: What should students read?

 

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http://opinionator.blogs.nytimes.com/2012/11/22/what-should-children-read/?ref=opinion

 

In the NY Times online today, there was an opinion piece by SARA MOSLE that is worthy or reading and thinking about in light of the implementation of the Common Core State Standards, a set of national benchmarks for the skills public school students should master in language arts and mathematics in grades K-12. 

 

While I STRONGLY encourage you to check out the NY Times pieces, here are a few excerpts to whet your appetite. 

 

"The Common Core dictates that by fourth grade, public school students devote half of their reading time in class to historical documents, scientific tracts, maps and other “informational texts” — like recipes and train schedules. Per the guidelines, 70 percent of the 12th grade curriculum will consist of nonfiction titles."

 

What schools really need isn’t more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call “narrative nonfiction”: writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways.
What Tom Wolfe once said about New Journalism could be applied to most student writing. It benefits from intense reporting, immersion in a subject, imaginative scene setting, dialogue and telling details.

In my opinion, students need to read quality nonfiction and fiction texts across a variety of genre including historical and narrative non fiction in order to learn how the genre works.  However, students need to be empowered to READ the genres they love in order to have to fluency, comprehension and confidence to take on any  text they are handed on a random Monday morning in the spring! 

 

Giving Thanks

Today, I am giving thanks for the many blessings of my life.  I really do have a great family (even if they drive me batty at times.)  I have the best job(s) in the world (even if my work day is 15 hours long every day.)  I have dear friends and relatives for whom I would do and give anything (even if I see them rarely.)  My own children are finding their own unique paths in this world using their own gifts.  I have young children in my life to provide me with hope for the future and elderly people I see every day who remind me of my roots.

This year, especially, I am aware of how fragile our existence, families, homes, friends are when compared to the forces of our world. I will keep in my prayers those whose lives have been turned upside down while I hope on tightly to those I hold dear. 

This week, in preparation for this day of thanks, I spent a few days clarifying misconceptions about the roots of this holiday. 

• Columbus did not celebrate the first Thanksgiving with the Pilgrims.  He did not come over with the Pilgrims. He never went to Massachusetts, ever.
• The Pilgrims did not share the first Thanksgiving with Martin Luther King even though they were both seeking freedom.  The Pilgrims came for religious freedom.  Martin Luther King is remembered for his fight for freedom for all people to live and work together in our country. 
• There were no stores around in those days and people had to make their own clothes and grow their own food.
• They did not have belts to hold up their pants or elastic to hold up their socks, so they used strings and garters.
• Boys wore dresses until the age of 6 or 7 and girls wore petticoats and dresses, every single day.
• The first Thanksgiving table did not look like this!

I am grateful for this free site.  It's a great resource, even after Thanksgiving. It's a virtual field trip through time. 
http://www.scholastic.com/scholastic_thanksgiving/

 

Ed Week: Gratitude about Education

I did not expect this morning's Twitter feed to be full.  After all, it's a short week for teachers!  As they say, we have to work only HALF the week!  In truth, I'll be doing my "preobservation" lesson plan and lots of other work this "weekend" after the holiday; however, only those who live with teachers really know "the rest of the story!"
So as I head to the preThanksgiving treadmill.....here is a link to an article my Michele Molnar that I'm THANKFUL to share.

Teaching an 'Attitude of Gratitude' about Education - K-12 Parents and the Public - Education Week

The spirit of Thanksgiving easily can be overshadowed by the frenzy of the holiday. The food frenzy. Football frenzy. Family frenzy. And who could forget the Black Friday shopping frenzy?
The "giving thanks" part might be relegated to a prayer, a toast, or a few comments between "pass the stuffing" and "where's the pumpkin pie?"
On the Eve of Thanksgiving, K-12 Parents and the Public offers a gentle reminder to model gratefulness, and appreciate the fact that our country offers a public education.
For those of us who are parents, we are our children's first teachers. As role models, how well do we demonstrate "an attitude of gratitude?" How frequently? How genuinely?
Nothing says "thank you" more, or better, than expressing it to the people we appreciate, for the actions we appreciate. Do your children know that you appreciate their teachers? Their principal? Their school counselors and custodians, the school nurse and bus drivers—any personnel who make their education possible?
By demonstrating to your children that you value the people who provide education, you are showing them that you value these people's dedication, and the work your children do at school.
Public education is a gift to all of us, whether or not we have children or are products of a public school system ourselves. Because of public education, our country's citizens are learning and growing, and experiencing a world beyond their homes.
Consider the gift of education, and what it means to you, as you enjoy your Thanksgiving weekend. I will be very grateful if you do. the Public - Education Week