tag:blogger.com,1999:blog-15855752283536524602024-02-22T02:10:40.014-08:00Free Ranging IdeasKeith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.comBlogger50125tag:blogger.com,1999:blog-1585575228353652460.post-9333241613771503002013-07-18T20:24:00.001-07:002013-07-18T20:24:58.929-07:00Moving DayIt's been a great run on Blogger, but the time has come to move on to Wordpress.<br />
<br />
You can find my blog, along with all the original content, at:<br />
<br />
freerangingideas.netKeith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-87696315477004778542013-07-01T09:35:00.004-07:002013-07-03T11:33:37.728-07:00Pushing The Stone Up The HillLast week I attended the Ohio ASCD summer conference in Columbus. In a session on the new accountability standards, I was again reminded about the huge job ahead for school districts in terms of communicating the coming report card cliff everyone is going to fall off of.<br />
<br />
In general, the rule of thumb is that the percentage of students who currently score at the accelerated and advanced range will comprise the percentage of students who score proficient or better on the report card in the 2014-2015 school year.<br />
<br />
ODE has created a presentation on the simulated grades under the new report card system. The link to the State Impact Ohio story from March by Ida Lieszkovszky, along with the accompanying presentation, can be found <a href="http://stateimpact.npr.org/ohio/2013/03/29/most-ohio-urban-schools-would-also-get-fs-under-new-school-report-card-system/" target="_blank">here</a><br />
<br />
It is important to note that the bad news in the report card simulation just takes into account the changes that are coming with the re-designed report card measures in 2012-13 and the increase in the indicator percentage to 80% proficient or above in 2013-2014.<br />
<br />
One can reasonably assume that results will continue to go down for all Districts in the first year of the PARCC assessments.<br />
<br />
So, the somewhat rhetorical question is what are you (and me) doing as a District leader to communicate the coming dip to your school board and community members?<br />
<br />
While he did have his flaws, former State Superintendent Stan Heffner did do a nice job communicating the issue of low cut score thresholds and the associated inflated sense of achievement relative to performance that the scores gave to communities. In general, in order to be considered proficient, a student can get less than 50% of the questions correct. This is the reason why accelerated and advanced scores are projected to be the 'new' proficient.<br />
<br />
Dr. Bobby Moore from BFK gaven an enlightening presentation on the reality of the current assessments and the false sense of achievement they give for high performing districts. Using two anonymous districts with high performance index scores, Dr. Moore demonstrated how increasing expectations has a dramatic effect on the percentage of students who would be considered proficient. The proficient column in the graphics below illustrate the percentage of students at or above proficient using existing cut scores. If you were to increase the cut score to be at or above earning 75% of the raw point total on a given test in order to be considered proficient (note: 75% is considered a C most realms), look at what happens to the percentage of students who would be considered proficient or above.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6aYXRmBAo-UPs7l7rrLawdfJY-6Pu039xwXVNNd66NHHgllv7fXIXE1TAgAAZx4tg1Z-M4OQ5gwOS91g8o-gFr5eMXaHBJOtbLLG3as_23-R_Dsk0M-PoAHfxRaS0gg9RnsofxR7wrGE/s1600/Screen+Shot+2013-07-03+at+2.17.58+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6aYXRmBAo-UPs7l7rrLawdfJY-6Pu039xwXVNNd66NHHgllv7fXIXE1TAgAAZx4tg1Z-M4OQ5gwOS91g8o-gFr5eMXaHBJOtbLLG3as_23-R_Dsk0M-PoAHfxRaS0gg9RnsofxR7wrGE/s400/Screen+Shot+2013-07-03+at+2.17.58+PM.png" width="400" /></a></div>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWB2ofcjk3hgYX0azPz2XhFao8GYdlwpU_mYEPyBanJcg32j0nsf-iGaihGyiqmo3nEvfvtV1sNxCAa3fbxqboPIIHMrgeMoPd1YsCgKA9Pb7m2BliuUURQSooimS9c6gJ5-HztL56ZS8/s1600/Screen+Shot+2013-07-03+at+2.17.30+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWB2ofcjk3hgYX0azPz2XhFao8GYdlwpU_mYEPyBanJcg32j0nsf-iGaihGyiqmo3nEvfvtV1sNxCAa3fbxqboPIIHMrgeMoPd1YsCgKA9Pb7m2BliuUURQSooimS9c6gJ5-HztL56ZS8/s400/Screen+Shot+2013-07-03+at+2.17.30+PM.png" width="400" /></a></div>
<br />
(A special thank you to Dr. Moore for his presentation and personal follow up correspondance for this post. You can follow him on twitter @BobbyMooreBFK)<br />
<br />
Do the parents and community members in these districts have ANY sense of the performance description inflation that currently underpins the accountability measures in the state? Are communities prepared for the re-norming of performance descriptors and the looming drop in ratings?<br />
<br />
What about districts that work, strive, and struggle to improve scores each year, but consistently struggle to move their performance index scores past the mid 90's? What will that cliff look like?<br />
<br />
I don't think you would find anyone who would oppose the re-norming of accountability measures to have them accurately reflect the current level of skills and knowledge for students. Helping parents understand how the performance levels got to where they are (game playing with NCLB standards) and helping them understand how scores will improve under the new system is vital.<br />
<br />
Every school district in Ohio should be out there promoting the coming changes now, and ODE needs to also provide communication tools to help with this massive endeavor. Districts have played by the rules through the entire NCLB accountability era, and they must be supported in telling the change story now that the metrics to earn a high summative letter grade on the 2014-2015 report card are changing so radically.<br />
<br />
(A postscript to this blog post....Christina Hank writes in her blog '<a href="http://turnonyourbrain.wordpress.com/2013/06/23/how-we-let-scores-define-us-and-perpetuate-self-deprecation/" target="_blank">Turn On Your Brain</a>" about the morale busting implications for letting a single measure at a single point in time be the sole definition of teacher and school district quality and argues for broader metrics to define success).Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-15234468532238177342013-07-01T07:53:00.000-07:002013-07-01T08:34:46.404-07:00Accountability Is Good (If Done Correctly)An interesting sendup of value added on the heels of the recent CPD/SIO VA series<br />
<br />
<a href="http://dianeravitch.net/2013/06/17/jan-resseger-on-absurdity-of-ohio-vam/">http://dianeravitch.net/2013/06/17/jan-resseger-on-absurdity-of-ohio-vam/</a><br />
<br />
A key paragraph from the article:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyJtq4DMz7wo118-U6b_K3VSBTxvX30GFUXfIQ9giJoCoYaFQLUoMDI59uOwn-7XBucUMc0cqbvaaKB_QWrxrUbO1wTTyMBrV9ri1B2_JsXPpvicFpYQ_xZi1ezPrudxXTmSVTljqd5xQ/s468/Screen+Shot+2013-07-01+at+10.41.48+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyJtq4DMz7wo118-U6b_K3VSBTxvX30GFUXfIQ9giJoCoYaFQLUoMDI59uOwn-7XBucUMc0cqbvaaKB_QWrxrUbO1wTTyMBrV9ri1B2_JsXPpvicFpYQ_xZi1ezPrudxXTmSVTljqd5xQ/s468/Screen+Shot+2013-07-01+at+10.41.48+AM.png" height="106" width="400" /></a></div>
<br />
A thought about using value added in a different way....for each teacher that has value added scores, report the results by the percentage of students that each teacher has in each category (x% greater than 2 SD above the gain line, y% b/w 1 and 2 SD above, z% b/w 0 and 1 SD above, etc.) Then, for policy purposes, examine the corresponding percentage of students in each band who are considered to come from poverty based on subgroup guidelines. The current method of assigning a single VA score for teachers does not accurately give credit for those students for whom the measure indicates the teacher caused growth.<br />
<br />
Much larger than this is still the issue that VA scores are still derived from one test given at one point in time. This singular, two hour window can not account for the other 900 hours of instruction that children receive, and all of the intangible value teachers add to students throughout the course of a year.<br />
<br />
If the state and federal government are serious about measuring the value that teachers add to students, create a series of quarterly assessments for each subject, each year, and combine that score with a portfolio of student work that is rubric scored and normed against expected work outputs at each grade level.<br />
<br />
(An article from <i><a href="http://m.theatlantic.com/national/archive/2013/04/the-coming-revolution-in-public-education/275163/" target="_blank">The Atlantic</a></i> that also addresses the issues around the reform movement and accountability)<br />
<br />
Singular measures of student growth are the least statistically reliable. The solution above would be expensive. But if the bureaucrats and private corporations ever want these measures to be taken seriously, the must be a movement away from tests given at one point in a school year driving the entire accountability structure for teachers and schools.Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-29564005804499498002013-06-25T11:11:00.000-07:002013-06-25T11:11:00.936-07:00Summer InvestigationsDuring the rush of the school year I always want to spend time wandering around websites and fully exploring all of the resources that they offer. As that time never seems to come, I'm committing part of my personal summer learning time to revisiting sites that are well known but offer lots of quality content that just takes time to discover and digest. My goal is to unearth additional tools and strategies that will align with the school improvement work that is a major component of my job responsibilities.<br />
<br />
<br />
<div class="sk" style="height: 286px; overflow: visible;">
<div class="tk" style="-webkit-transform: translate3d(0px, 0px, 0px); height: 286px;">
<div class="rk uk Zj" dir="ltr" style="-webkit-transform-origin-x: 0px; -webkit-transform-origin-y: 0px; -webkit-transform: translate3d(0px, 0px, 0px) scale3d(1, 1, 1); overflow: hidden; width: 378px;">
<span style="background-color: rgba(255, 255, 255, 0);">Some places to hang out this summer:</span><div>
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);">PARCC</span></div>
<div>
<span style="color: black;"><span style="background-color: rgba(255, 255, 255, 0);"><a href="http://www.parcconline.org/" style="text-decoration: none;" target="_blank">http://www.parcconline.org/</a></span></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);">Battelle For Kids</span></div>
<div>
<span style="color: black;"><span style="background-color: rgba(255, 255, 255, 0);"><a href="http://www.battelleforkids.org/" style="text-decoration: none;" target="_blank">http://www.battelleforkids.<wbr></wbr>org/</a></span></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);">OLAC</span></div>
<div>
<span style="color: black;"><span style="background-color: rgba(255, 255, 255, 0);"><a href="http://www.ohioleadership.org/" style="text-decoration: none;" target="_blank">http://www.ohioleadership.org/</a></span></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span></div>
<div>
<span style="background-color: rgba(255, 255, 255, 0);">Teaching Channel</span></div>
<div>
<a href="https://www.teachingchannel.org/?national=1" style="background-color: rgba(255, 255, 255, 0); text-decoration: none;" target="_blank"><span style="color: black;">https://www.teachingchannel.<wbr></wbr>org/?national=1</span></a><div style="clear: both;">
</div>
</div>
</div>
</div>
</div>
<div style="clear: both;">
</div>
<div class="sk" style="height: 37px; overflow: visible;">
<div class="tk" style="-webkit-transform: translate3d(0px, 0px, 0px); -webkit-transition: -webkit-transform 0ms ease-in-out; height: 37px;">
</div>
</div>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-86581912097210887022013-05-14T09:10:00.000-07:002013-06-25T11:23:20.848-07:00Conference Roadtrip MusingsI'm a lucky guy to have a really smart co-worker to collaborate with on a daily basis.<br />
<br />
In the car on the way to a conference together, several musings that evolved from our conversation on the current state of edu-affairs.<br />
<br />
Does it worry anyone that the manner in which the Common Core will be assessed has the potential to derail the intent of the Common Core?<br />
<br />
Sharing is the new form of social currency. Share and share alike needs to be the new ethos for collaborative educators. More importantly, teachers need to embrace collaborative tools in a fearless manner. For example, film a 15 minute segment of your classroom (not the planned kind....just 15 random minutes), post it on YouTube for your Professional Learning Network to access (with appropriate permissions), and be open to professional dialogue and feedback. (This brings up a rhetorical question....how can you improve professionally if you only get feedback from administrative walkthroughs and observations.....which make up only a small fraction of the total teaching time in a year). If you really want to move the needle on your professional practice, go all in with your PLN and create the conditions for continuous feedback from your peers.<br />
<br />
The tools that teachers are exposed to at the top level of the Google Apps suite are just the tip of the Google tools iceberg. How can schools use an Ed Camp model to proliferate powerful tools that will enhance professional practice and ultimately impact student learning?<br />
<br />
UPDATE 6/25/13 - A Cleveland Plain Dealer editorial touches on the same concerns that are outlined below: <a href="http://www.cleveland.com/opinion/index.ssf/2013/06/getting_better_value_from_valu.html#incart_river" style="background-color: rgba(255, 255, 255, 0); text-decoration: none;" target="_blank"><span style="color: black;">http://www.cleveland.com/<wbr></wbr>opinion/index.ssf/2013/06/<wbr></wbr>getting_better_value_from_<wbr></wbr>valu.html#incart_river</span></a><br />
<br />
Does the fact that the method in which value-added score calculations are derived lack transparency and a basic level of clarity concern anyone but me? As value added scores have real world consequences for educators and school districts, there needs to be more to the how the scores are arrived at than the current 'Wizard of Oz calculate the scores behind the curtain and just trust the results approach'. Systems breed mistrust when there is a lack of transparency and confusion about processes from start to end. In the value added training manual from Battelle For Kids, they liken the calculation of value added scores to how the consumer price index is arrived at. In essence, their argument is that no one understands how the PCI is calculated, but is it taken as truth, and therefore so should value added. The only problem is, I understand the PCI formula and the basket of goods concept (although don't quiz me yet on the move to the Chain PCI model). I don't, however, get the correlation between how V.A. scores are derived mathematically and the 'growth' that magically appears on value added reports. There certainly has to be a better way than the current 'just trust me' approach that BFK takes with educators. If you want your measure to be seen as legitimate, take the time to reach out to those the scores impact and educate them on how the measure is calculated and how it can be practically applied to meaningfully impact instruction.Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-62369597549882492732013-04-21T05:46:00.000-07:002013-05-14T09:16:52.364-07:00The Final Countdown<span style="color: #555555;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 22px;">Note: Lacrosse season has taken over the last available minutes in an already busy life to write, hence the lack of content over the past few months. This topic has been on my mind long enough to warrant a brief post.</span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">It's a minute in time</span></span></span><br />
<span style="color: #555555;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 22px;">that we exist</span></span><br />
<span style="color: #555555;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 22px;">We slowly make our way</span></span><br />
<span style="color: #555555;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 22px;">into the mist</span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">From "Show of Life" by Trey Anastasio</span></span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">As surely as winter turns to spring, the countdown clock until the end of the school year will appear on numerous whiteboards in classrooms around the country once the calendar turns to May (unless you live in New Jersey, where school goes until the end of June).</span></span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">Like a prisoner who tallies days in hashmarks on a cellblock wall, the countdown clock is changed daily with fervent zeal, as everyone moves that much closer to liberation and freedom from the confines of school and the expectation of learning.</span></span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">If you engage in this practice, what messages are you sending to your students (and colleagues) about the value you place on learning and the time spent in your class?</span></span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #555555;"><span style="line-height: 22px;"><br /></span></span>
<span style="color: #555555;"><span style="line-height: 22px;">In an era where continuous learners will be at an advantage in our global, interconnected economy; does a countdown clock reinforce the types of learner behaviors that will be beneficial to students?</span></span></span>Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-12451420625397144272013-02-11T08:31:00.002-08:002013-02-11T08:31:24.737-08:00Dealing with the Disruption of Change
<!--[if gte mso 9]><xml>
<o:OfficeDocumentSettings>
<o:AllowPNG/>
</o:OfficeDocumentSettings>
</xml><![endif]-->
<!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves/>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-US</w:LidThemeOther>
<w:LidThemeAsian>JA</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:EnableOpenTypeKerning/>
<w:DontFlipMirrorIndents/>
<w:OverrideTableStyleHps/>
<w:UseFELayout/>
</w:Compatibility>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="276">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]-->
<!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->
<!--StartFragment-->
<br />
<div class="MsoNormal">
Context:<o:p></o:p></div>
<div class="MsoNormal">
This post was constructed on the eve of eTech 2013 in
Columbus, Ohio. In a rare moment of
total solitude, I’m writing while looking out my 7<sup>th</sup> floor window in
the Hyatt looking at North High Street.
A chance to gaze at the place I called home for 5 years. Like so much else I’ve written recently, this
is again about change….but within the framework of a broader reflection on
nearing the completion of my 40<sup>th</sup> trip around the sun….<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Driving to Columbus this evening I found that my XM radio
had been activated once again for a ‘trial’ period. Flipping through the stations, I landed at the
50’s on 5 station and decided to linger for a bit. As I listened, my mind wandered to how music
changed radically within 10 short years between the 50’s and 60’s. The 70’s saw change take on different forms,
and by the end of the 70’s music was radically different again. The 1980’s carried on the split personality
of the 70’s, with the early half very different from the back half of the
decade. The early 1990’s saw a major
course correction with the direction of rock, an evolution in hip-hop, and the
rise and fall of the boy bands. Having
arrived at the 90’s on 9 channel, I thought again about the 50’s and wondered
what the course of the music industry would have been if there had been a
refusal on the part of the participants to change with the times….<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The movie ‘Lincoln’ has once again focused attention on the
era of the 1860’s. Imagine being 5 in
the middle of that decade. Assuming you
lived to an age of 65, think about the ways in which the world changed. Electric lights were invented and began the
process of replacing gas-powered fixtures and revolutionized the way America
worked and played. The telegraph and the
railroads gave way to the telephone and the automobile. Warfare was revolutionized through industrial
era inventions that made the Civil War style of battle unrecognizable for those
who fought in World War I. Air travel,
almost unthinkable in 1865, was old news by the 1920’s. I wonder what happened to people from this
era who were change resistant?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As I near this next phase in my life, I look back and
recognize how fortunate I am to be living at a particular time in the history
of this planet where I can bear witness to the dramatic changes that have
occurred between the close of the 20<sup>th</sup> century and the early years
of the 21<sup>st</sup> century. I am
just old enough to remember Pong, and had an Atari 2600 as my first video game
console. In my lifetime, I have had a
reel-to-reel music player (I can still remember the face of Johnny Mathis on
the box cover), a record player, an 8-track player, a cassette player, a cd
player, and a dedicated mp3 player. In
1999 my wife and I drove across the country and camped the National Park
circuit….using pay phones to communicate with home. A year later I bought my wife her first cell
phone, and signed a two-year contract with Airtouch (after a series of M and
A’s the vestiges of this company are now part of Verizon). The phone was the size of your head and had a
one-line screen for numerical input. I
had a T.V. in my room for a bit (hooked up to my Commodore 64). It was a 13-inch black and white with the VHF
and UHF nobs. In 2004 I bought my first
hand held GPS receiver. It did nothing
else but give GPS coordinates. Growing up in New Jersey I was a huge NY
Islanders fan. My best friend at the
time had cable, so I would go to his house to watch the games. We would slide the cable box selector to
Sports Channel (no remote). ESPN had
just recently been started, and there was only 1 channel of it (the whole world
wide leader thing came much later).<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We live in a world where the changes have enriched our lives
in many ways. Change does not stand
still, does not take time off, and does not wait for people who are reluctant
to get on board. Change disrupts, causes
pain, is disconcerting, while all the while creating new opportunities for
those who embrace it.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Think back to your first cell phone. Would you want to use it today?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Would you want your doctor to practice medicine on you in
the same way it was practiced in the 1970s?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Would you like to watch T.V. on a state of the art Sony
Trinitron from the mid 1980s?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Do you want your kids taught in the same way that kids have
been taught for the past 125 years?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As educators, we are practicing at an amazing moment in the
history of our civilization. Never
before has it been possible to personalize the experience for every student in
the manner now available through the integration of technology with
instruction. The change this reality is
bringing to education is difficult for many.
Every day I hear fellow professionals lament educational change for its
difficulty, complexity, or the fact that it is change itself. Education is going to look radically
different in five years. The educators
that have a change adverse attitude run the high risk of marginalization or
outright alienation in an era of individualized, self-paced learning.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Our nation needs great teachers; ones who aren’t afraid of
change, and who teach with the passion of an entrepreneur and the creativity of
an indie tech startup. Teachers who
recognize that the future will be radically different from both our past and
our present, and who are willing to re-mix what they do on the fly for the
betterment of their students.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Music did not stand still in the 1950s. Communication technology did not stop
evolving with the telegraph. Medical
advances did not halt with the development of the vaccine for polio. Computer technology did not end with the
release of Windows 3.0 or the first Macintosh.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Educational change, though slower to evolve initially, will
not stop now that the ball is rolling down the hill and the genie is out of the
bottle.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Embrace the change.
Prepare your students for the world they will live in. They will be engaged in ways we can’t imagine
and they will flourish because of it.<o:p></o:p></div>
<!--EndFragment-->Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com2tag:blogger.com,1999:blog-1585575228353652460.post-33690966900144123032013-01-27T09:42:00.002-08:002013-01-27T09:42:50.765-08:00Leaning into the ChangeAn <a href="http://www.cleveland.com/metro/index.ssf/2013/01/ohios_state_tests_slated_to_ge.html" target="_blank">article</a> in the January 26th edition of the Cleveland Plain Dealer once again re-iterates what those who have been following the Ohio Academic Cliff saga already know:<br />
A) The tests and corresponding accountability measures are about to get much tougher, and<br />
B) Results are going to plummet across the State of Ohio<br />
<br />
Ohio's low cut scores to achieve a 'proficient' rating on the accountability tests have created a false sense of student performance for consumers of report card data (i..e. educators and parents).<br />
<br />
When the shock of the new system takes place, the knee jerk reaction will be to blame teachers and the institution of schools for the performance woes.<br />
<br />
What will count is how educators react to this criticism. Planning right now for how to respond, as well as embracing educational practices that leverage student engagement, will help in equipping to survive this day of academic reckoning.<br />
<br />
When your car goes into a skid, you know that you should steer in the opposite direction. However, knowing is one thing. Actually doing this when the moment happens in much tougher.<br />
<br />
The same will be true when the new tests and accountability system come online. We know that creating authentic, engaging experiences in the classroom (ones where students have multiple options and pathways for demonstrating mastery) will best position students to perform at high levels on whatever accountability test they take (what I like to refer to as teaching in spite of the accountability system).<br />
<br />
The difficulty is that while we know this, the firestorm of criticism that will rain down from the sky on schools will make educators want to turn the steering wheel in the wrong direction (i.e. more test prep, more drill and kill, more whole class standardization, more 'experiences' designed to mirror the 'tests' that drain the life out of education.)<br />
<br />
The good news is that we know what is coming, and we have time to prepare for our response. Teaching 'in spite of' and not doubling down on the flawed test prep strategy of the past twenty years will take immense professional courage.<br />
<br />
Keep this in mind as you ponder these two options: As choice in education becomes more of a reality every day, students will increasingly have options as to where they want to spend their educational time. Given the choice between a classroom where prepping for the test is the focus or engaging in authentic activities is the focus, which do you think they'll choose?<br />
<br />
At the end of the day it is always about so much more than test scores.<br />
<br />
Don't let the current accountability climate prevent you from teaching in ways that will allow your students to flourish in an economic climate that demands creative thinkers who are capable of producing original, creative content in the post-industrial world.Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-48187376554432673442013-01-27T06:23:00.002-08:002013-01-27T06:23:27.056-08:00Open Badge Project ResourcesThe exciting part about the work to date on the PD overhaul project is discovering the fact that so much information and foundational work exists on the creation of badges. In order to keep myself organized, and provide a breadcrumb trail for others, below is a list of the resources I'm currently leveraging.<br />
<br />
<a href="http://blog.forallsystems.com/2013/01/23/badges-how-to-using-your-classroom-rubrics-to-design-a-badge-system/" target="_blank">Badges How To: Using Your Classroom Rubrics to Design a Badge System</a><br />
Author: Karen Jeffrey<br />
<br />
The resource above is part of the larger <a href="http://www.forallsystems.com/" target="_blank">For All Systems</a> initiative.<br />
<br />
<a href="http://openbadges.org/en-US/" target="_blank">Mozilla Open Badge Project</a><br />
<br />
One Level Deep: <a href="https://wiki.mozilla.org/Badges" target="_blank">The Mozilla Open Badges Wiki</a><br />
<br />
Two Levels Deep: <a href="https://wiki.mozilla.org/Badges/Issuers" target="_blank">M.O.B. Wiki of Badge Issuers</a><br />
<br />
<a href="http://badgeforge.com/" target="_blank">Badge Forge</a> - A Tool For Creating Badges that Connect Back to Mozilla Badge Backpack<br />
<br />
Based on work recently completed in a free-flowing brainstorm jam with @zjvv77, the following four areas will be the focus of the professional development badge project for the 2013-2014 school year:<br />
<br />
1. F.I.P. (Formative Instructional Practices via Battelle for Kids) See a <a href="http://freerangingideas.blogspot.com/2013/01/completion-vs-mastery-in-open-badge.html" target="_blank">previous post</a> that explores this pathway in more detail.<br />
<br />
2. Technology (Creating learning pathways that support the District G.A.F.E. transition)<br />
<br />
3. Differentiation (Building personalized online pathways that extend the current District-wide series on this topic)<br />
<br />
4. Common Core (Identifying individualized learning pathways that utilize freely available online modules. For example, building a learning pathway out of modules from <a href="http://www.achievethecore.org/" target="_blank">Achieve The Core</a>)<br />
<br />
The goal is to build on the badge work that is already occurring in the K-12 arena and extend it to the realm of ongoing/sustained professional learning for educators. The focus of the design work is to create a system that will be replicable in other school districts.<br />
<br />
<br />Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-2354847826347788002013-01-24T06:40:00.002-08:002013-01-24T06:41:47.927-08:00Completion vs. Mastery in an Open Badge Environment<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: left;">
As I have been working on re-inventing a professional development model for my district based on Dan Pink's concepts of Autonomy, Mastery, and Purpose, an interesting issue surrounding the tension between completion vs. mastery has arisen.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I created the sketch below to help think this issue through, using F.I.P. as an illustrative concept.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
At the surface level (level 1), badges would be awarded for completion of the on-line modules themselves, indicating a basic acquired knowledge and the associated sunk cost of time with the activity.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Level Two badges could be earned non-sequentially. For example, if you really connected with FIP module 5, you could develop a representative portfolio of work that demonstrates professional practice in this area in order to earn the badge. You would not have to complete this level for FIP module 4 first.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Finally, a Level Three badge could only be earned through an award by an outside observer (say, an administrator, department chair, or fellow teacher who observes your practice). This level gets at the heart of mastery and implementation of the skill in practice. The behaviors inherent in the module, (ex. FIP 4) would have to be observed through demonstrated classroom behaviors/practices in order for the badge to be awarded.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
A multi-level system such as this would allow for the acquisition of a wide variety of surface level skills, while at the same time allowing for deep integration pathways in areas of particular interest to educators.</div>
<br />
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9snNFPBDfp8NRsppAZhJ-74_BPv2Z9cO06ZesiQBv-nSqg3E4_FwM8KzhJh4pwi4H3enF4NNQms9RC4HIpfZxkokKsO9wm37Vs-RKggd4EDAf3XVAU2_82M6EgRBYMvA3w75wL3lvdjw/s1600/photo.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9snNFPBDfp8NRsppAZhJ-74_BPv2Z9cO06ZesiQBv-nSqg3E4_FwM8KzhJh4pwi4H3enF4NNQms9RC4HIpfZxkokKsO9wm37Vs-RKggd4EDAf3XVAU2_82M6EgRBYMvA3w75wL3lvdjw/s400/photo.PNG" width="400" /></a></div>
<br />Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-37115775077698745922013-01-16T19:05:00.004-08:002013-01-16T19:05:39.126-08:00Creating a Bridge to the ChangeThe Ohio Leadership Council has released a video on the 5 step improvement model for Teacher Based Teams (related to the Ohio Improvement Process).<br />
<br />
The principals in my district who have seen it have each shared how they were A) impressed by the message, and B) eager to share and discuss it with their staff members.<br />
<br />
What I liked about the video is that it summarized (in 7 1/2 succinct minutes) all of the change initiatives currently underway in Ohio and connected them in a way that made sense (with the end focus on student achievement).<br />
<br />
As a leader at the forefront of promoting the change (and trying to figure out how to help my teachers survive and thrive through the change), the video reinforced the professional development I've been promoting, and explained how everything (FIP, SLO's, CCSS, Differentiation, etc) is aligned with basic concept of student growth for all.<br />
<br />
If you are a leader looking for a tool to connect your staff to the change, or a teacher struggling to make sense of it all, this is a tool that should be helpful.<br />
<br />
<a href="http://www.ohioleadership.org/view.php?cms_nav_id=30" target="_blank">Ohio 5-Step Model</a>Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-32774025595781234922013-01-12T05:57:00.000-08:002013-01-15T05:31:44.634-08:00Ohio Accountability Changes UpdateUpdate 1/15<br />
An additional change is the looming State budget and the impact it will have on education. An interesting video from the Governors office is a first message management step in what is sure to be an interesting legislative session.<br />
<br />
<a href="http://www.youtube.com/watch?v=QhvsrWWDw3I&feature=youtu.be">http://www.youtube.com/watch?v=QhvsrWWDw3I&feature=youtu.be</a><br />
<br />
I had the good fortune yesterday to attend the BASA regional meeting in Dayton and have Michael Sawyers turn out to be the ODE speaker on the latest with HB 555. Below is a link to a Google Folder with his powerpoint presentation, ODE talking points on 555, and the BASA powerpoint (ignore my notes scribbled in the margins). When you download the powerpoint, be sure to view it with the notes visible, as the annotated comments for each slide appear there.<br />
<br />
<a href="http://goo.gl/VsR33">http://goo.gl/VsR33</a><br />
<br />
If you have been following this closely, there wasn't a ton of new information, but there were plenty of clarifying points and directional arrows indicating what's coming next. Below are the information pieces that fell into the 'late breaking' or 'needs action' categories (at least from my vantage point):<br />
<br />
<br />
<ul>
<li>The State Board of Education (SBE) will meet Monday and Tuesday this week (1/14 - 15). It is expected that at the close of Tuesday the SBE will appoint a five member accountability committee to work on the specific mechanics of the report card. (Of significance is to watch for how the State Board defines the letter grades. Currently the A and F levels are firmly identified in the law. The level for C is identified, but the language is vague enough - "greater than 70 but no more than 80" - that there is a possibility, albeit remote, that the standard could be higher than 70. What will be interesting to watch is what the standard for D is set at, given that F is 50 for below)</li>
<li>The major focus at the SBE meeting will be to teach the Board about HB 555, and run the members through several report card simulations based on the law in order to stimulate thinking around framing rules and policies for the new report card measures.</li>
<li>The Gap Closing Formula for Annual Measurable Objectives on the new report card will most likely look very similar to the formula that was contained in the May 2012 ESEA waiver. (Since this will be a graded item THIS YEAR, I would examine the formula for each subgroup, plug in last year's numbers, and strategize about your plan as soon as possible).</li>
<li>For this school year, the standard to meet an indicator is 75% proficient or above. This will change to 80% for the 2013 - 2014 school year, before being reset again when PARCC comes on board for 2014-2015. (Teachers in areas where the scores have hovered around 75% will need to know this NOW in order to begin strategizing).</li>
<li>In the Overall Value Added Progress dimension, the measurement of students in the lowest quintile will be pegged against the state average of students in this quintile.</li>
<li>There is a possibility that value added could be extended to the PARCC exams in 2016.</li>
<li>The definition for Safe Harbor (designed to provide temporary relief from the academic cliff) must determined by the SBE no later than March 31st.</li>
<li>The new report card will be electronic (the dashboard model) and interactive. Any printouts would most likely be a 2 page summary of graded metrics, with the electronic version giving people the ability to drill down to reported measures. Gone are the days of the 8 page printed report card. (Districts will have to be very strategic in how they unpack the dashboard information for their public, as it appears that not all of the information will be available on the surface level).</li>
<li>A major win for Districts was the change during the legislative process from graded to reported for Prep for Success measures (College admissions test results, dual enrollment levels, industry credentials, honors diploma, AP and IB participation and scores). These will roll out for the 2013-2014 report card.</li>
<li>The college and career ready assessment exam has the potential to be an issue (This is most likely the ACT Plan or the PSAT). Right now it is not scheduled to come on board until 2014-2015, although it may for next year if funding and procurement issues can be worked out. There is a feeling in the legislature that if it is paid for by the State, it should be graded (right now it is scheduled to be reported only). The feeling of ODE (and mine as well) is that this test is diagnostic and formative in nature (it tells us where sophomores are in their CCR preparation, not where they are as an end product). Districts need to pay attention to this and lobby hard if there is a hint it might be changed to graded in future legislation (my opinion).</li>
<li>While bits and pieces of the new report card will be coming out as work is completed, a final look at what the new version will look like should not be expected before May 2013.</li>
<li>Value Added information is currently being loaded into eTPES, and should most likely be available by 1/19.</li>
</ul>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-62858014857552332862013-01-12T03:56:00.000-08:002013-01-12T03:56:00.433-08:00Rethinking Honors and Weighted GradesA central tenant of the common core state standards is an increase in rigor and expectations for all students. If college and career readiness are truly synonymous terms; all students must therefore be exposed to the same high quality curriculum that prepares for remediation free coursework experiences at post-secondary institutions. Where then, does an honors section fit in with this model?<br />
<br />
The traditional knock on honors is that students end up doing more 'work' to justify the course designation and the weight often associated with the grade. Teachers feel the pressure to make the experience rigorous, and sometimes have trouble finding the balance between quality (rigor) of assignments versus quantity (extra because you're in honors and you should be able to handle it). With the raising of standards and expectations for all students, is Honors at risk for becoming marginalized or obsolete?<br />
<br />
Another knock on Honors courses and students is the lack of motivation and solid work ethic for many. Once in the class, with the knowledge that the weight will be granted no matter what, many students often settle for a certain grade and do not stretch themselves to their full potential. The lack of an AP exam at the end of the course or other such incentive to work diligently throughout the year often allows students to slip into coast mode.<br />
<br />
As the PARCC assessments get closer, what if schools were able to sieze this moment to radically re-think how honors designations are earned by students. Instead of having the title 'Honors' bestowed upon you at the beginning of the year because you just happened to be in the class, what would happen if you had to work for the designation, and it could only be earned by your performance on the PARCC assessment?<br />
<br />
As the flipped classroom, blended learning, and personalized learning pathways become more prevalent in courses, students in collegiate level classes will have opportunities to learn and grow to their highest potential. So, if in a given week a student demonstrates mastery of a certain concept, that particular student can work on extension activities designed to enrich and extend learning and understanding. These pathways can be tied to authentic, real world applications of the concepts, which will prepare students to apply the material in meaningful ways.<br />
<br />
The question is, how do you sell this as something other than 'more work' or a penalty for being smart? The key is to leverage the PARCC assessments themselves. Early indications are that the assessments will be much more rigorous than the current Ohio Graduation Tests. The personalized pathways that students would invest time in could be sold as a means to prepare to excel on the PARCC assessments. The payoff for this extra work/initiative would be an honors GPA add-on for only the highest scorers.<br />
<br />
The system would work like this. Every student who earns a four (the minimum benchmark score to be considered at a remediation free level) would receive a GPA weight add on of .01, and those who score a 5 would receive a weight add on of .02. Instead of giving the weight away at the front end merely for enrolling in the class, students would have the incentive to prepare diligently throughout the year in order to have a chance to truly EARN the add-on weight. This would solve the problem of rigor at both the collegiate and the honors level, because the course is now as rigorous as you want it to be, based on your individual strengths and motivations. It also takes a ton of pressure off of the teacher, because it de-couples the grade earned in the class from the associated credit and the weight. The student alone controls the outcome, based on performance, as opposed to the games that get played with assignments and grades currently in honors sections where the weight is already pre-supposed.Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-46065867801956096272013-01-09T20:06:00.002-08:002013-01-09T20:06:42.972-08:00CCR and the Academic CliffA challenge that I find myself constantly facing is where to archive the ever growing trove of rich resources I encounter daily. To a certain extent, I use my twitter feed as a repository for links to stories I find worthwhile enough to share with others. More recently, I've been rethinking how shorter blog posts can also serve as both a vehicle for sharing and a place to park these resources.<br />
<div>
<br /></div>
<div>
The story below, from the Akron Beacon Journal, is the most succinct to date that I have seen in describing the effects of the new PARCC assessments on peoples' notion of 'proficiency' in the State of Ohio. The link that follows will take you to a report from the Ohio Board of Regents (OBR), in which they lay out performance standards, by subject, that will provide evidence of college and career readiness for high school seniors. In addition, they include ACT and SAT cut scores that will be accepted at all Ohio public universities for placement in credit bearing, non-remedial coursework in the discipline in which the score was earned.</div>
<div>
<br /></div>
<div>
While I am not suggesting an easy cause and effect relationship between implementing the OBR standards and a reduction in the readiness gap issue, focusing on how you can support the OBR recommendations will be a good first set in reducing the pain of the Academic Cliff that is, without a doubt, coming.<br />
<div>
<br /></div>
<div>
<a href="http://www.ohio.com/news/local/nearly-half-million-ohio-kids-likely-to-fall-from-proficient-under-new-standards-and-not-ready-for-college-1.362833">http://www.ohio.com/news/local/nearly-half-million-ohio-kids-likely-to-fall-from-proficient-under-new-standards-and-not-ready-for-college-1.362833</a><br />
<br />
<a href="https://www.ohiohighered.org/college-readiness">https://www.ohiohighered.org/college-readiness</a><br />
<br />
Finally, if you are interested in changes to classroom practices that could also help teachers and students avoid the academic cliff, this article is for you:<br />
<br />
<a href="http://www.huffingtonpost.com/elizabeth-english/why-so-many-schools-remai_b_2412120.html">http://www.huffingtonpost.com/elizabeth-english/why-so-many-schools-remai_b_2412120.html</a><br />
<br /></div>
</div>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-25078632424525137592013-01-09T20:06:00.001-08:002013-01-09T20:06:26.792-08:00Surviving The ChangeThe underlying narrative for educational professionals in my district, around the state, and I'm sure the nation is how overwhelming all of the change in education feels.<br />
<br />
As the person in my District responsible for implementing the change, I find myself often feeling like I am pushing the stone of change up the hill. A standard line in my stump speech is that the professional development activities the district is implementing are designed to equip teachers to survive the change and end up in a better place when (OTES begins, the Common Core arrives, the PARCC assessments begin, the new report card comes, etc.).<br />
<br />
While the professional development I work on is necessary, good, and designed to be helpful, I still can't escape the feeling that teachers feel like it is one more thing (in a long line of things) that is being 'done' to them.<br />
<br />
I've come to the conclusion that there is absolutely no way that districts can provide enough professional development to effectively prepare teachers for the shifts in mindset and professional practice that must occur in order to be successful in 2014-2015 and beyond. The teachers that will not only survive but also thrive are those who take ownership for their own professional learning.<br />
<br />
To that end, a project on my part is to re-design professional development in my District and create individualized learner pathways, tied to Mozilla's Open Badge Initiative @openbadges <a href="http://openbadges.org/en-US/">http://openbadges.org/en-US/</a>. While I would like to have this done yesterday, the reality is that it's going to take a ton of preparation, research, development time, and a change in the mindset for how professional development occurs in my district. In order to truly be effective, professional development must meet teachers at the intersection of readiness/capacity to learn and willingness. Personalized learning pathways that account for where individual teachers are as learners, as well as give credit for knowledge they have already acquired, will not only be more meaningful, but will also reinforce the types of learning experiences we want our teachers to create for students.<br />
<br />
In the interim, while this idea builds itself out, I am making a full court press to get teachers to create Personal Learning Networks and to get engaged with Twitter. These two actions are guaranteed to help teachers take control and ownership of their own professional growth and learning.<br />
<br />
To get to where they need to go, there is no other way.<br />
<br />
For example, today every teacher in my District worked through an SLO approval calibration activity. While I think it was worthwhile, it was still a whole group sit and get activity that only furthered their understanding of the whole process incrementally. Worst of all, it once again reinforced the notion of the District as the sole provider of professional development experiences.<br />
<br />
It could be so much better......if only all teachers would own the fact that they have to invest, outside of contracted professional development time, in the learning that will help them survive the change.<br />
<br />
This change in mindset is empowering, if teachers will only take the leap of faith to make personal professional development a DAILY PRIORITY.<br />
<br />
There is just too much to learn about using data, personalizing instruction, close reading, common core implementation, CCR standards for remediation free learning, changing assessments, educational technology........<br />
<br />
Those that survive will be those that become professional learners....ones who don't wait for districts to provide PD, or wait for the summer to read a professional development article/book, or put off PD activities until just before a license renewal is due.<br />
<br />
Those that survive will be relentless in their pursuit of understanding the changes, and will continue to read up on the very latest in all of the areas that are shifting simultaneously.<br />
<br />
Those that survive will act in spite of, will always look at the glass as half full, and will continue to have faith in the goodness of what educators do on a daily basis, despite the narrative of failure that many want to tell about our schools.<br />
<br />
Those that survive will own the data on their kids, and will double down on practices that are designed to promote growth for all students. (@ChristinaHank, who's blog was part of the inspiration for this post, wrote an excellent blog on this point: <a href="http://turnonyourbrain.wordpress.com/2013/01/08/when-the-system-strikes-refute/">http://turnonyourbrain.wordpress.com/2013/01/08/when-the-system-strikes-refute/</a>)<br />
<br />
Those that survive will refuse to act like victims, and they will shun those who do.<br />
<br />
Never in the history of this planet have there been more tools at educators disposal that allow for meaningful, impactful change for student growth and development.<br />
<br />
Making the choice to embrace these tools, to collaborate widely, to share and share alike...these are choices that will equip educators to survive the change.<br />
<br />
Will you survive?Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com2tag:blogger.com,1999:blog-1585575228353652460.post-64322377758194101432012-12-27T04:57:00.001-08:002012-12-27T04:57:25.617-08:00New Year's CommittmentIn 2013, I am committing to completely redesign how my District offers professional development. With all of the changes occurring in education, several things are clear:<br />
<br />
1. The need for extensive professional development over a wide variety of topics exists.<br />
<br />
2. Simply adding a professional development (day, hour, session, etc.) to teacher contracts will be insufficient to meet the learning challenge.<br />
<br />
3. Traditional whole group 'sit and get' meetings destroy autonomous learning and must be dramatically scaled back.<br />
<br />
4. Learning ownership must be transfered from the district/building level to the individual teacher level, thereby driving engagement and responsibility.<br />
<br />
The re-design will be based in part on game-theory and tied to a set of District created teacher competencies, as well the teacher self evaluation and goal setting process in the new Ohio Teacher Evaluation System.<br />
<br />
If it works out my additional commitment is to share the entire system/process with others.<br />
<br />
What is your big professional goal for the new year?Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com1tag:blogger.com,1999:blog-1585575228353652460.post-24180752514829505902012-12-16T20:26:00.001-08:002012-12-17T13:35:15.664-08:00Using Your Email Signature As A Professional Development Tool<!--[if !mso]>
<style>
v\:* {behavior:url(#default#VML);}
o\:* {behavior:url(#default#VML);}
w\:* {behavior:url(#default#VML);}
.shape {behavior:url(#default#VML);}
</style>
<![endif]--><!--[if gte mso 9]><xml>
<o:OfficeDocumentSettings>
<o:AllowPNG/>
</o:OfficeDocumentSettings>
</xml><![endif]-->
<!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves>false</w:TrackMoves>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-US</w:LidThemeOther>
<w:LidThemeAsian>JA</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:EnableOpenTypeKerning/>
<w:DontFlipMirrorIndents/>
<w:OverrideTableStyleHps/>
<w:UseFELayout/>
</w:Compatibility>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="276">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="0" Name="header"/>
<w:LsdException Locked="false" Priority="0" Name="footer"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="0" Name="page number"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]-->
<!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->
<!--StartFragment-->
<br />
<div class="MsoNormal">
With the numerous initiatives that are swirling
around education, initiative fatigue is a worry of mine. The catch-22 is
the amount of new information that needs to be in-serviced on, versus the
capacity of teachers to absorb additional change.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As I have been thinking about how to capture the
attention of the teachers I work with, I began to think about how I use my
email signature line. In the past I've had a quote, but I find myself
ignoring these quotes more frequently as they have become common place.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In order to capture teachers' attention, I decided
to move in a different direction with my email signature line. It started
off with the top three lines (see below), as a way to promote my professional
digital presence in a unique way.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I then added the last line, which is a rotating
article that ties into the change initiatives I am currently leading in my
District.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Finally, I added the twitter section in the middle.
I firmly believe that wide spread adoption of personal learning networks
is a key component in re-inforcing and encoding the shifts that are currently
underway in the field. We can't 'professional development' our way out of
the change hole we find ourselves in. Individual teachers have to be
empowered to take ownership for their own professional learning and
development. As the time to teach this change is scarce, I'm using my
email signature to promote and teach this as well.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The key, to me, is the unexpected place where the
learning opportunity appears. The uniqueness is what I hope will make it
enticing for teachers to spend the extra few minutes to click through and be
led to the information I have for them.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The second key is to vary they content of the email
signature frequently. If it becomes static, it will be ignored, just like
the quotes I've been turning my head to lately.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<img src="webkit-fake-url://F16DCB0B-6A4A-474C-B276-8081FAF10D97/image.tiff" /><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3pYYV1cG1yzuspxmFDEKzpGm9axNTNN9vV_KeEHkmAC6i6DKDiGKB6FkO8X9m8TwEaUXjEkwAvYsykxf9LMqxS3msNhdmdil8b6XgqwhN350wseSojRzURUE_9BMAgduW9Vixkl-eo0c/s1600/Screen+Shot+2012-12-17+at+4.32.44+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3pYYV1cG1yzuspxmFDEKzpGm9axNTNN9vV_KeEHkmAC6i6DKDiGKB6FkO8X9m8TwEaUXjEkwAvYsykxf9LMqxS3msNhdmdil8b6XgqwhN350wseSojRzURUE_9BMAgduW9Vixkl-eo0c/s400/Screen+Shot+2012-12-17+at+4.32.44+PM.png" width="400" /></a></div>
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com1tag:blogger.com,1999:blog-1585575228353652460.post-88254933634015789872012-12-09T18:57:00.001-08:002012-12-09T18:57:11.866-08:00Re-thinking Classroom Procedures to Promote Close ReadingWith all of the attention paid to close reading and text dependent questioning in the Common Core, I have had a heightened awareness when I visit classrooms to look for practices that promote these shifts.<br />
<br />
However, sometimes the best learning comes from seeing the antithesis of the shift that is desired in practice.<br />
<br />
As I was sitting in the back of the classroom recently, the teacher proceeded to hand out a well crafted assignment document, one which detailed all of the particulars of an end of semester assignment.<br />
<br />
The teacher then spent the next twenty minutes providing an oral summary of the document, as thirty teenagers stared back in various stages of disengagement.<br />
<br />
All of the work that went into crafting the assignment sheet......wasted.<br />
<br />
Any responsibility on the part of the students to read and comprehend a detailed, multi-step set of instructions.....evaporated.<br />
<br />
What I saw was a classic display of the old paradigm of teacher as gatekeeper and rationer of educational experiences.<br />
<br />
If, as an education profession, we are serious about a deep infusion of literacy in our classrooms, then we need look no further than the time honored tradition of the teacher orally telling students what to do for a place to start making change.<br />
<br />
An easy way to promote close reading is to start with a complete makeover about how we expect students to get information on assignments they are supposed to undertake.<br />
<br />
If you go through the trouble of creating a document that explains the task, make your students responsible for accessing the task information from the document. Simply talking about the assignment and having the assignment sheet as a fallback is a waste of everybody's time.<br />
<br />
Will this be uncomfortable at first? Sure.<br />
<br />
Will you have to practice re-directs that force students to return to the text for evidence about the assignment? Absolutely.<br />
<br />
Will your students become more independent, self-directed learners over time? Without a doubt.Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com2tag:blogger.com,1999:blog-1585575228353652460.post-30250533463989886242012-12-02T20:05:00.002-08:002012-12-02T20:28:27.722-08:00HB 555 - Part IIOn Friday afternoon (11/30), BASA issued an email (below) calling for Ohio educators to contact their State Senator regarding changes to the educational accountability system.<br />
<br />
The updated Ohio Legislative Service Commission report on HB 555, which contains all of the changes as voted on and approved by the House, as well as the the BASA rebuttal talking points can be found <a href="https://docs.google.com/folder/d/0ByHD3DUDdamZVU85SWN0V3NMZXc/edit" target="_blank">here</a>.<br />
<br />
<div class="p1">
The most significant change is the increase in the percentage of students required to score proficient in order to meet an indicator from 75% to 80%. This change, coupled with the increase in rigor (via increased cut scores and eventually test construct) could have a huge impact on school districts.</div>
<div class="p1">
<br /></div>
<div class="p1">
There are also significant changes to the gifted accountability measurements as well as the inclusion of Honors Diploma attainment as an accountability measure.</div>
<div class="p1">
<br /></div>
<div class="p1">
While there are many indicators that are within the control of districts to influence, there are parts of the accountability system that will be difficult for districts to affect. For example, <span style="font-family: PalatinoLinotype; font-size: 12pt; font-weight: 700;">National standardized test participation rate and average score </span><span style="font-family: PalatinoLinotype; font-size: 12pt;">could be troublesome. How can a district be held accountable for the number of students who elect, of their own volition, to take a standardized test on the weekend? Another example is </span><span style="font-family: PalatinoLinotype; font-size: 12pt; font-weight: 700;">Advanced Placement (AP) participation rate and test scores.</span><span style="font-family: PalatinoLinotype; font-size: 12pt;"> The mere fact that there is a wide variance in the types of AP offerings around the State should be enough to take this off the table as a graded metric. Look a little deeper, and there is more trouble to be found with the inverse relationship between increased access and test performance. By exposing more students to AP, a District is creating exposure in the form of a potential negative test score outcome<b>.</b> Exposure and increased access should be the goal, but districts will be forced to make tough decisions if a numbers balancing game ends up occurring in order to meet the metric.</span></div>
<div class="p1">
<span style="font-family: PalatinoLinotype; font-size: 12pt;"><br /></span></div>
<div class="p1">
<span style="font-family: PalatinoLinotype; font-size: 12pt;">Please take an hour of your time, browse the links, and share your thoughts with your State Senator.</span></div>
<div class="p1">
<span style="font-family: PalatinoLinotype; font-size: 12pt;"><br /></span></div>
<div class="p1">
<span style="font-family: PalatinoLinotype;">A sample letter (that can be customized) can be found <a href="http://goo.gl/NrL5e" target="_blank">here</a>.</span></div>
<br />
<div class="p1">
<b><br /></b></div>
<div class="p1">
<b>BASA MEMBER ALERT</b></div>
<div class="p2">
<br /></div>
<div class="p3">
To: School board members, superintendents, treasurers and other school business officials</div>
<div class="p2">
<br /></div>
<div class="p3">
From: <span class="s1"> </span>Michelle Francis, OSBA — (614) 540-4000</div>
<div class="p3">
<span class="s1"> </span>Tom Ash, BASA — (614) 846-4080</div>
<div class="p3">
<span class="s1"> </span>Barbara Shaner, OASBO — (614) 325-9562</div>
<div class="p2">
<br /></div>
<div class="p3">
Date: Nov. 30, 2012</div>
<div class="p2">
<br /></div>
<div class="p3">
Re: Immediate Senate Contacts Needed on Report Card Changes!</div>
<div class="p2">
<br /></div>
<div class="p3">
Yesterday, the Ohio House passed House Bill (HB) 555, the school district report card reform bill. While there are a number of provisions in the legislation that we support, there are several issues that still concern us. We need your help in contacting senators now!</div>
<div class="p2">
<br /></div>
<div class="p3">
Lawmakers are telling us they are not hearing from school district representatives. So even if you have already made a contact about HB 555, it is crucial that you contact your Senate member immediately. The General Assembly is making changes to school district report cards that will affect you in the current school year.</div>
<div class="p2">
<br /></div>
<div class="p3">
HB 555 goes to the Senate Education Committee next week for consideration and is expected to move quickly. The full Senate could vote on the bill as early as Dec. 11.</div>
<div class="p2">
<br /></div>
<div class="p3">
Please use the following talking points when you contact legislators. These are changes we are seeking in the Senate. A rationale for each change can be found in our “Senate Amendment Request List,” which is available below.</div>
<div class="p2">
<br /></div>
<div class="p3">
1. The transition should not start during the current school year — changing the rules in the middle of the game is unacceptable!</div>
<div class="p2">
<br /></div>
<div class="p3">
2. Do not use letter grades for certain components on the dashboard that school districts cannot control!</div>
<div class="p3">
• Advanced Placement participation rate and test scores</div>
<div class="p3">
• Dual Enrollment Program participation rate</div>
<div class="p3">
• National standardized test for college admission — participation rate and average score</div>
<div class="p3">
• Kindergarten through third grade literacy rate</div>
<div class="p2">
<br /></div>
<div class="p3">
3. Do not dilute the value of the dashboard with a composite score. We oppose a composite score, both during the transition period and in the future.</div>
<div class="p2">
<br /></div>
<div class="p3">
4. Raising the student “cut score” on state tests through the anticipated PARCC assessments, while at the same time raising the “standard” for the passage rate for districts from 75% to 80% in HB 555 could impact districts dramatically. The simultaneous convergence of these factors (more rigorous curriculum, new and more challenging assessments and higher cut scores) has the potential to devastate students and districts unnecessarily. The movement of the 75% standard to 80% should be removed from the bill. We support raising the “cut score” but not the “standard” benchmark passage rate.</div>
<div class="p2">
<br /></div>
<div class="p3">
5. We need a “safe harbor” for school districts! Districts currently rated “continuous improvement” and above should not be subject to identification for purposes of EdChoice vouchers and charter school expansion as a result of the major changes anticipated with this bill for at least three years as HB 555 is implemented.</div>
<div class="p2">
<br /></div>
<div class="p3">
Important Links:</div>
<div class="p3">
Click here for the rationale for the talking points: Senate Amendment Request List<<a href="http://ealerts.osba-ohio.org/files/file/HB555SenateRequests.pdf"><span class="s2">http://ealerts.osba-ohio.org/files/file/HB555SenateRequests.pdf</span></a>>.</div>
<div class="p3">
Click here for legislator contact information: General Assembly Website<<a href="http://www.ohiosenate.gov/senate2012/index"><span class="s2">http://www.ohiosenate.gov/senate2012/index</span></a>>.</div>
<div class="p3">
Click here for the current version of HB 555: HB 555 As Passed by the House<<a href="http://ealerts.osba-ohio.org/files/file/129_HB_555_PH_Y.pdf"><span class="s2">http://ealerts.osba-ohio.org/files/file/129_HB_555_PH_Y.pdf</span></a>>.</div>
<div class="p4">
<span class="s3">Click here for a summary of HB 555: LSC Summary<<a href="http://ealerts.osba-ohio.org/files/file/h0555-rh-129%281%29.pdf">http://ealerts.osba-ohio.org/files/file/h0555-rh-129%281%29.pdf</a>>.</span></div>
<div class="p2">
<br /></div>
<div class="p3">
We hope you will make contacts with senators before the Senate takes up HB 555. Please let us know if you have questions about the bill.</div>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-9680326579256637252012-11-27T20:11:00.000-08:002012-11-29T06:42:24.321-08:00PBS Thoughts For The Mid-Year BluesOver Thanksgiving break I experienced a PBS a-ha moment while standing in my kitchen. My daughter had just deposited a half finished bowl of cereal (bathed in a sea of milk) on the counter. While I wanted to huff and puff about waste, poor choices, irresponsibility, etc., I was instead drawn to thinking about several conversations I have had with principals recently regarding poor climates in their buildings. Specifically, teachers' intolerance for relatively minor behavior infractions and the 'throw the students' out mentality that seemed to be gripping segments of their staff. I then started thinking about how a true change in behavior for my daughter (and the kids in these teachers' rooms) can only be realized if I (and they) intentionally teach about the expected behaviors they desire to see (a core PBS tenant). While all of this was going through my head, I grabbed my phone and filmed a quick PBS video using the cereal bowl story as the narrative prop. Below is the remixed video, which you are free to use if you find it helpful in any way.<br />
<br />
<a href="http://www.youtube.com/watch?v=Q8YLELHkoeo&hd=1">PBS Cereal Bowl Video</a><br />
<br />
It is easy to love our students on the first day of school. A true mark of a professional is the extent to which this love for our students is maintained and demonstrated throughout the year (even if it feels like it is waining on the inside).<br />
<br />
<b>UPDATE 11/28</b><br />
<br />
In a serendipitous move, a counselor at my high school (@rosEcounselor) sent me the link to <a href="http://www.pbisworld.com/">PBISworld</a> yesterday. It is a fantastic resource for positive behavior support strategies that cover a wide range of behaviors. If you find yourself frustrated with a student, click on the behavior and then pick one or two strategies to commit to using for several weeks. An important note is to make a firm commitment on the front end to persisting with the strategies. Using a strategy once or twice and then moving on to something else when it doesn't take right away is a recipe for frustration. Persistence and perseverance should be the words to live by when using PBS strategies.<br />
<br />Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-28644580154996704232012-11-17T06:11:00.002-08:002012-11-17T06:11:49.468-08:00HB 555 - LRC and Accountability ChangesSo here is an idea around a crowd-sourced response to the Ohio General Assembly re-write of the school accountability system.<br />
<br />
I've drafted my response and change recommendations to HB 555 <a href="http://goo.gl/NrL5e">here</a>.<br />
<br />
Feel free to re-mix, mash-up, copy, add to, etc. this work. The important point is to make sure your voice is heard on this bill that will have wide ranging implications.<br />
<br />
The Legislative Service Commission Summary on HB 555 can be found <a href="http://ealerts.osba-ohio.org/files/file/h0555-i-129.pdf">here</a>.<br />
<br />
Find out who your State representative is <a href="http://www.legislature.state.oh.us/">here</a>.<br />
<br />
Below is the BASA legislative alert that summarizes their concerns. While I don't agree with every point they make, it does serve as a frame of reference from which to approach thinking about recommendations you would like to make.<br />
<br />
This bill is fast-tracked, so the time to have your voice heard is now.<br />
<br />
<br />
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
To: School board members, superintendents, treasurers, and other school business officials</div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
From: Damon Asbury, OSBA — (614) 540-4000</div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
Tom Ash, BASA — (614) 846-4080<b> Barbara Shaner, OASBO — (614) 325-9562</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>Date: Nov. 15, 2012</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>Re: Update on New Report Card Legislation</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>Earlier this week, the House Education Committee accepted a substitute version of House Bill (HB) 555, legislation that will make changes to Ohio’s academic accountability system. HB 555 is on the fast track and considered a priority for the lame-duck session. Amendments are due tomorrow and the bill could be voted out of committee on Nov. 28 with a full House floor vote on Nov. 29.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>There are some positive changes to Ohio’s report card system contained in the bill. However, there are several provisions in HB 555 that are troublesome, and we need your help in making sure legislators are aware of the negative effects these will have on districts.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>Please contact your legislator immediately on the following issues related to HB 555:</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>What we support:</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• A report card that includes a “dashboard” approach that provides information on various elements — including items for public information purposes.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• Changing from an adequate yearly progress (AYP) measure to an annual measurable objective (AMO) that will measure the reduction of performance gaps within subgroups as opposed to meeting or not meeting annual performance targets.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• A plan to transition to a new system that allows time for districts to understand the changes and also to work with their communities to educate them on what is expected going forward.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>What we want changed in HB 555:</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• While the bill allow s for a transition period, attempting to allow for the implementation of the Common Core Standards, the transition doesn’t apply to the current school year! <i>We believe changes to the report card system should not begin until the next school year (2013-2014).</i></b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• The bill postpones the implementation of a “composite” or “overall” score for the dashboard, but only for two years. <i>We oppose the use of a composite score! An overall or composite grade should be removed from the bill for the following reasons:</i></b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- A composite score would undermine the transparency of the various report card/dashboard components.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- Each component of the “dashboard” may have different significance among districts and communities. It would be impossible to determine an appropriate “weight” for each component in a composite score calculation that satisfies the needs and preferences in every community across the state.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- With no “average” report card score, districts are more likely to successfully address areas where performance is lower.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• Some items on the proposed dashboard are beyond the control of the school district, or some districts may not have the resources to excel in those areas. <i>Beginning with the 2013-2014 school year, the following items should be “reported” — but not “graded” — for that school year or any year thereafter. These items should be for information-only purposes. The information may be valuable for the district, parents, and even state policymakers. Districts should not be penalized through a letter grade for the following components:</i></b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- Annual measurable objectives (replaces AYP).</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- National standardized test fo r college admission participation rate and average score.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- Advanced Placement participation rate and test scores.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- Dual-enrollment program participation rate.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>- Kindergarten through third-grade literacy rate.</b></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px; min-height: 12px;">
<b></b><br /></div>
<div style="background-color: #fffdda; font-family: Helvetica; font-size: 10px;">
<b>• Eliminate the “percentage of students determined “not to be ‘college ready’” category</b><span style="color: #235e8c;"><b>”</b></span><b> completely from the dashboard. Current available data on students requiring remediation in college (often quoted as 41% statewide) does not accurately portray the situation and should not be used against school districts. In the event that data inclusive of all students going on to an institution of higher learning (public and private, in-state and out-of-state) becomes available, this issue can be revisited.</b></div>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-69153784241743017342012-11-03T12:44:00.001-07:002012-11-05T13:16:52.213-08:002012 Ohio State Education Conference RoundupJust got back from the Ohio Education Conference (formally known as the State RttT Conference). I spent most of the time live tweeting sessions (search #ohedconf for the whole transcript, or follow me @scarletandgray for session specific tweets). Lots of stuff to process so here we go.<br />
<br />
<h4>
Conference Summary Links</h4>
<div>
<a href="http://storify.com/OhioEdDept/ohio-statewide-education-conference-2012">Storify</a> summary of conference events</div>
<div>
<br /></div>
<div>
ODE Wordpress <a href="http://ohioedconference.wordpress.com/category/session-summaries/">session summaries</a></div>
<div>
<br /></div>
<div>
<a href="http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODEDedicatedPage.aspx?page=990">Principals Toolkit</a> on the ODE Homepage</div>
<div>
<br /></div>
<div>
ODE <a href="http://ohioedconference.files.wordpress.com/2012/11/social-media-session-handout.pdf">social media flyer</a></div>
<div>
<br /></div>
<div>
Common Core <a href="http://www.achievethecore.org/steal-these-tools">deployment tools</a></div>
<br />
<h4>
College and Career Readiness - H.S. to College Alignment</h4>
<div>
The high number of students who have to take remedial courses upon entering college continues to dominate the news cycle as well as policy discussions. Establishing effective and specific metrics, along with associated underlying performance descriptions, will be important in informing the work at the high school level. In Ohio, there is draft policy language (that must be finalized by December 31), that sets the ceiling for acceptable CCR scores throughout the State for the public universities. Moving forward, every public university will accept the same scores as evidence of readiness for entry level, credit bearing courses. While obtaining these scores does not necessarily guarantee admission to a particular university, it does create a shared understanding throughout the state as to what the performance targets are that signify readiness for entry level courses without remediation at 2 and 4 year institutions of higher learning. An additional component of this policy is the exemption of students from having to take placement tests in order to determine readiness if they meet the necessary cut scores on the identified assessments. However, students wishing to be exempted from higher level university coursework could still be expected to take placement tests.</div>
<div>
<br /></div>
<div>
By December 31, CCR benchmark scores will be established for the ACT, SAT, Accuplacer, and Compass. At the conference yesterday, the following ACT cut scores were shared as the minimum necessary to be considered college and career ready.</div>
<div>
<br /></div>
<div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
Draft CCR ACT cut scores</div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
English 18</div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
Reading 21 </div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
Math 22</div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<br /></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;">On the high school end, PARCC just released their CCR performance descriptors that will signify college and career readiness. The consortium has chosen to use a five point scale, with the attainment of a 4 indicating a 75% likelihood of obtaining a C or better in an entry level ELA or mathematics class. </span></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;"><br /></span></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;">The full document can be found <a href="http://www.parcconline.org/sites/parcc/files/PARCCCCRDPolicyandPLDs_FINAL.pdf">here</a>. </span></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;">The press release, with a surface level summary, can be found <a href="http://www.parcconline.org/parcc-charts-pathway-college-and-career-readiness">here</a>.</span></div>
<h4>
<span style="color: black; font-family: Times; font-size: small; line-height: normal;">Straight Talk Session with the ODE Brass</span></h4>
<div>
When I saw this session on the schedule I put a big circle around it and made a beeline for the front of the room after the opening keynote. I'll give credit to ODE, they're trying to make the best of the legislative rock and a hard place they find themselves between. The movement of ODE towards customer service and being seen as a resource is evident (my opinion). The willingness of Michael Sawyers and Jim Herrholtz to run a session as a pure Q and A with no powerpoint was refreshing. This type of transparent access serves to build trust and a sense of shared ownership with district level personnel in the transformative work taking place in education around the state.</div>
<div>
<br /></div>
<div>
1. The New Tests</div>
<div>
<br /></div>
<div>
This isn't really new anymore, but for those who haven't heard:</div>
<div>
<br /></div>
<div>
Algebra I, Geometry, Algebra II (or an integrated pathway of Int. I, II, and III)</div>
<div>
English I, II, III</div>
<div>
U.S. History and Government</div>
<div>
Physical Science and Biology</div>
<div>
<br /></div>
<div>
3 - 8 PARCC ELA and Math</div>
<div>
<br /></div>
<div>
5, 8 End of Year Science*</div>
<div>
<br /></div>
<div>
4, 6 End of Year Social Studies*+</div>
<div>
<br /></div>
<div>
*Not grade banded as in the past (good news)</div>
<div>
+Pending legislative action</div>
<div>
<br /></div>
<div>
Kind of new stuff:</div>
<div>
<br /></div>
<div>
10th graders in 14-15 (and maybe next year) will have to take a nationally normed test that demonstrates college and career readiness, as defined in legislation to replace the OGT. ODE is preparing an RFP for vendors to compete to offer this test. Early money goes to either the PSAT or the ACT Plan. In a conversation with a senior ODE staffer after the H.S./College alignment session, it was indicated that ODE will pay for the administration of the test with the vendor they select, but that districts could potentially choose an alternate test as long as it is on an ODE approved list. This matters because Districts that have already begun CCR alignment work (most likely with ACT or SAT products) will not want to switch to the other vendor if a working system is already in place.</div>
<div>
<br /></div>
<div>
Here's the new stuff:</div>
<div>
<br /></div>
<div>
It has not been determined if these will be considered end of course or end of year tests yet, nor has the testing window been determined. There is still considerable debate as to what 'computer enhanced' questions mean, as well as what the performance assessments will look like. Early indications are that the performance assessments are shaping up like the old short answer/extended response questions (this is a concern). ODE indicates that they are pushing back on this, as it doesn't fit with how PARCC initially sold this section of the test.</div>
<div>
<br /></div>
<div>
Current 9th grade students will be the last to be subject to the OGT and the old accountability system.</div>
<div>
<br /></div>
<div>
Current 8th grade students appear to be destined to a blend of the OGT (since they will be starting H.S. in 13-14, while the OGT still exists) as well as the PARCC exams when they are juniors (NOTE: This is reading between the lines.....ODE has not released a testing transition blueprint -we can expect one later in November 2012, which will include blueprints for the new 4/6 SS and 5/8 Science tests).</div>
<div>
<br /></div>
<div>
Current 7th graders will be the first group taking all of the new PARCC and State Assessments.</div>
<div>
<br /></div>
<div>
2. The New Accountability System</div>
<div>
<br /></div>
<div>
The first question is how high stakes are the new tests? In other words, how many will you have to pass in order to graduate?</div>
<div>
<br /></div>
<div>
ODE appears to be moving away from the test as an add on requirement towards a testing paradigm that drives credits. The thinking is that 20 - 30% of your final grade in a class will be derived by your performance on the end of year/end of course exam (ODE will set this level at some point in the future). This moves away from the minimum proficiency mindset and rewards higher levels of performance. Failure to do well puts passing the course at risk, thus jeopardizing the earning of the credit necessary to graduate.</div>
<div>
<br /></div>
<div>
A determination of how this would all be translated onto the LRC, as well as the meaning of the different CCR PARCC levels in terms of accountability for Districts, has yet to be figured out.</div>
<div>
<br /></div>
<div>
At first glance, this does place more value on student performance in a given course, and it decreases the disconnect between classwork and the hodgepodge of skills and content that made up the OGT.</div>
<div>
<br /></div>
<div>
The second question is how will the local report card evolve? Lost in the concern over the testing transition is the fact that Ohio's NCLB waiver is conditional and will expire in June 2013. In order for an extension to be granted, a new accountability system (this is where the A-F ratings and increased rigor in gap closing as a replacement for AYP measures comes into play) must be enacted by the legislature and signed by the Governor. This work was supposed to take place this fall, but was sidelined by the attendance scandal.</div>
<div>
<br /></div>
<div>
Essentially what we should prepare for are a rolling wave of report card transitions, with different iterations in 2013 and 2014 before a final new LRC goes online in 2015. For 2013 the LRC will measure the old metrics in new ways (A-F potentially, new gap closing measures, potential reduced V.A. weight, etc.). The 2014 report card could add the new nationally normed college readiness test which by statute is supposed to replace the OGT (bet on the ACT Plan or PSAT, with the potential for Districts to choose). Finally, 2015 will take the new tests and combine them with the then 'old' definitions of District performance. As cut scores are being developed in 14-15 and revised into 15-16, the report card data will still be fluid. Finally, how value added will be calculated and applied as a measure, both on the report card and for teacher ratings is anyones guess. I'm assuming the V.A. system will have to be reset in 14-15 to account for vast difference between the old and new measures.</div>
<div>
<br /></div>
<h4>
3rd Grade Reading Guarantee</h4>
<div>
There was lots of discussion about the mechanics of the law and the unintended consequences that are already being foreseen. The biggest issue is with the requirement that students who are deemed to be not on track be placed with a classroom teacher that:</div>
<div>
1. Has a reading endorsement or</div>
<div>
2. Passes an ODE approved reading assessment (not currently identified) or</div>
<div>
3. Is considered highly effective (based on previous evaluations, but not formally defined yet).</div>
<div>
<br /></div>
<div>
Michael Sawyers indicated that there is a push for legislative change during the lame duck session to waive #1 and #2 above for those students who are not on track based on the Diagnostic in K-3.</div>
<div>
<br /></div>
<div>
The other hot topic of conversation was the portion of the law stating retained 3rd graders should be given on grade level instruction in areas where they have demonstrated proficiency, and that mid-year promotion is required should retained third graders demonstrate proficiency either on the fall 3rd grade OAA or on the alternate test of reading approved by ODE (still undefined as well). How this gets handled from a staffing and logistics level is a huge concern for districts.</div>
<div>
<br /></div>
<div>
Based on what I heard, I would get a hold of the alternate test to demonstrate reading proficiency, and I would make this the focus for every student who did not score at the minimum cut score (390 for 12-13 and 392 for 13-14) on the spring third grade reading OAA. Summer school for these students would ONLY focus on reading, with the alternate test administered at the end of the summer session in order to get as many students through as possible to 4th grade.</div>
<div>
<br /></div>
<div>
ODE staffers did make it a point to emphasize that the intent of the law is about providing interventions and support for struggling readers prior to 3rd grade, and not about retention. As a matter of policy, the intent is pure, but the needle of the conversation has moved towards the portions that are problematic from an implementation perspective. Michael Sawyers indicated that less than 10 kids per district will be affected by retention (when looked at throughout the State). However, for urbans, this number could potentially be much higher. The point should be to implement the K-3 diagnostics with fidelity and remediate with urgency in order to avoid large numbers of students who could potentially be retained. At the end of the day, we should want every student to be able to read effectively as a matter of life survival. Looking at the law from the positive perspective as opposed to the negative bent will make the work easier to do.</div>
<div>
<br /></div>
<h4>
IIS (Instructional Improvement System)</h4>
<div>
What was supposed to be the rollout turned into a generic overview of the system, as negotiations got hung up at the last minute between Ohio, Massachusetts, lawyers, and cross state procurement systems.</div>
<div>
<br /></div>
<div>
Every district in Ohio will be required to have an IIS (Instructional Improvement System). The bottom line is you can go with the State system or adopt your own as long as it meets requirements outlined by the State. Given the pricing structure the State is promising (no details yet but ODE reps were tripping over themselves to indicate how cheap it was) I would imagine most Districts will fall in line with the State product. For 13-14 and 14-15 the costs will be picked up by ODE through RttT, and then costs transfer to local Districts.</div>
<div>
<br /></div>
<div>
Of note:</div>
<div>
<ul>
<li>iLearn Ohio will be integrated into the IIS</li>
<li>An assessment bank will be included with the IIS (I asked an ODE rep about this directly after the session and was told that the questions will be provided by a third party provider and should come in at around 80,000 items). The potential for shared work around the creation of common assessments is HUGE here. This was not talked about in the general rollout session. If the level of lesson planning and curriculum map sharing throughout the State actually happens in this system, it is not hard to imagine a scenario where Districts could collaborate on creating common assessments aligned to the standards and share the work. This could allow for a degree of standardization between Districts and an ability to get beyond the subjectivity that plagues locally created formative and progress monitoring assessments currently.</li>
<li>The IIS appears to be a one stop shop for teachers, and is based on a dashboard model.</li>
<li>The announcement of the vendor has been pushed to mid to late November, and the initial rollout (along with the iLearn redesign) will be at eTech in February.</li>
<li>Field testing with pilot districts will take place in 2013, with the rollout scheduled for early 2014.</li>
<li>If you would like to put your District name in to be considered for the IIS pilot, contact <a href="mailto:thomas.walsh@education.ohio.gov">Tom Walsh</a> at ODE.</li>
</ul>
<h4>
Social Media</h4>
<div>
If you haven't figured it out yet, ODE is making a MAJOR push in this area (and modeling what we should be doing as districts as well).</div>
<div>
<br /></div>
<div>
Two items I took away from the conference:</div>
<div>
<ol>
<li>Identify specific people who take ownership for the publishing of digital content, and clearly define their rolls.</li>
<li>Set paramaters as to the types of articles/information that should be shared in each dedicated space. For example, what types of information should be shared on a building twitter feed? This will make posting decisions easier and streamline the sharing process.</li>
</ol>
The post: <a href="http://misterv.net/">Review: BYOD and Blended Learning Project Timeline</a> from the Edlightenment blog provides more information about social media policy parameters within a BYOD context.</div>
<div>
<br /></div>
<h4>
Final Thoughts</h4>
</div>
<div>
It's an exciting time to be in education. The shift away from minimum competency standards towards college and career readiness for all is a huge change, but one worth working for. As the pace of change quickens, bold action is required to make schools relevant destinations for learners in the personalized age we live in. Figuring out how 21st century thinking and learning tools can be integrated into daily instruction, and how the torrent of data points about students can be used to provide customized student support, will require creative action on the part of all teachers and administrators. ODE, once seen solely as a regulatory watchdog, has moved towards a blend of oversight as well as supportive resource for all of the changes occurring in education. Connect with others, stay positive, and remember that above all else, the work we do is about creating a better tomorrow for our students.</div>
<div>
<br /></div>
<div>
Finally, a special thanks to the tech director for my district, who I attended the conference with. The professional dialoge and deepening of learning that arose from the shared experience mattered. You can follow him @zjvv77 or <a href="http://misterv.net/">misterv.net</a></div>
<div>
<br /></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;"><br /></span></div>
<div class="js-tweet-text" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Arial, sans-serif; font-size: 14px; line-height: 18px; word-wrap: break-word;">
<span style="color: black; font-family: Times; font-size: small; line-height: normal;"><br /></span></div>
</div>
Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-3576577436478228492012-10-15T20:11:00.001-07:002012-10-15T20:11:47.596-07:00Sylvia Rimm OAGC Keynote Blog<b id="internal-source-marker_0.3670530242379755" style="font-weight: normal;"></b><br />
<b id="internal-source-marker_0.3670530242379755" style="font-weight: normal;">As I wasn't sure what to expect, I went into today's keynote at the Ohio Association for Gifted Children prepared to just take notes. The presentation was so good I went back and put the notes into a live-blog format.</b><br />
<h3 dir="ltr">
<b id="internal-source-marker_0.3670530242379755" style="font-weight: normal;"><span style="color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.sylviarimm.com/">Sylvia Rimm</a></span><span style="color: #666666; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"> Keynote<span class="Apple-tab-span" style="white-space: pre;"> </span><span class="Apple-tab-span" style="white-space: pre;"> </span></span></b></h3>
<b id="internal-source-marker_0.3670530242379755" style="font-weight: normal;"><span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;">Advanced organizers when thinking about gifted students.</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Expectations need to be high but not unreachable</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Gifted students need to develop a work ethic in order to continue to advance their giftedness (this is a component of </span><a href="http://mindsetonline.com/"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Carol Dweck's</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> work in Mindset and also shows up in </span><a href="http://caroltomlinson.com/"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">Carol Tomblinson's</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> work on differentiation)</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Teach Competitive Resilience - Gifted kids get a lot of praise. Help them to understand that dealing with not being #1 all the time is important.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Gifted kids can also be disabled (twice-exceptional)</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Curriculum for gifted kids has to be appropriate MOST of the time (just like it should be for all students). The point is, if things are too easy or too hard on a consistent basis, gifted kids learn bad habits (In other words, where is the sweet spot in the zone of proximal development in the lesson plan?)</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">From middle school on, peer environments matter. The high gifted child is so far advanced that s/he can have trouble relating. Pay attention to the environment you create/foster/maintain as a classroom teacher.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Parents need to be on the same page with each other when it comes to their gifted child (easier said than done).</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Parents need to be advocates for their children in a responsible, adult fashion (again, easier said than done). This means adult to adult conversations between the parents and the teacher without involving the student. If students see their parents as adversarial with the teacher, the student becomes empowered to act the same way. Parents who truly care about their child’s learning have to be respectful of teachers and civil, even during times of disagreement. Ignoring this powerful social/emotional component can have grave consequences for the student.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Gifted students need appropriate role models who value work.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">A reasonable balance needs to be struck between achievement and relationships in order to help gifted students flourish and be prepared to interact with others in the workplace after they leave the cocoon of formal schooling.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Encourage gifted kids to embrace arriving at the wrong answer or conclusion, as this is one of the most powerful ways people learn.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">When parents reach out (no matter how difficult they are), an alliance has to be formed, because otherwise the child will fail to learn at a high level.</span></li>
</ul>
<span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><a href="http://www.sylviarimm.com/article_brightkids.html"><span style="color: #1155cc; font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;">The Inner Circle Of Achievers</span></a><span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Gifted kids who achieve are predominantly motivated and have a strong sense of self-efficacy (the inner knowledge that by effort they can succeed).</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">In order for gifted students to not underachieve, it is critical that while they may like to win, they understand that they don’t have to win in order to consider themselves successful.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Anxious gifted children need parents and teachers who are sensitive, yet resist the impulse to do too much for the child. The more these types of students are coddled, the less they will do for themselves, and the slippier the slope is toward depression.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Sometimes education is about getting through the work. Learning to do boring things (memorizing math facts for example) is a part of getting an education. Giftedness does not excuse a student from this.</span></li>
</ul>
<span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;">Tips for dealing with a dominant personality</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Dominant kids argue at home and at school.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">In the classroom, don’t engage the dominant student in from of his/her peers. Simply say something like, “I love your creative ideas for how you want to solve these math problems your own way. Let’s meet after class so you can tell me about it”.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">LISTEN to what the student has to say. Verbal communication patterns give students a sense of control. Listen between the lines for nuggets of truth.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">COMPROMISE where appropriate. For example, in the case of math you can have the student perform the odd number problems his way and the even numbered ones your way.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">DOCUMENT any agreement you put into place, and keep a copy for yourself.</span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">Over time, dominant students will see that we are on their side and the challenges will diminish. </span></li>
<li style="font-family: Arial; font-size: 19px; list-style-type: disc; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;"> Forming an alliance with a dominant personality student creates teachable moments that helps him/her understand that there are tradeoffs to choices, and that not everything can be unique and interesting all of the time. The possibility of an alliance is dashed if process and produce outcomes in a classroom become a clash of wills between the teacher and the student.</span></li>
</ul>
<span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;"></span><br /><span style="font-family: Arial; font-size: 19px; vertical-align: baseline; white-space: pre-wrap;">When we treat all kids like they have to conform to our system or model, conflict inevitably happens with dependent and dominant learners. The goal is to help students discover that effort pays off, and flexibility in this process is sometimes just what the doctor ordered when dealing with gifted kids who act like squeaky wheels.</span></b>Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-32611051378473034722012-08-19T20:10:00.002-07:002012-08-19T20:23:09.538-07:00Leading With PurposeSometimes we are the recipients of unexpected gifts when we force ourselves to do things we don't necessarily want to do. This morning I was running late (as usual) for church. As I dashed down the stairs I was thinking that just getting the weekly grocery shopping out of the way might be a better idea. I quickly discarded that notion, hopped in the car, and headed on down the road.<br />
<br />
I'm glad I did.<br />
<br />
The sermon crystallized a lot of thoughts I've been having about leadership this week. So, a special thanks to <a href="http://www.faithcommunityumc.org/pastors/tabid/91/Default.aspx">Caleb Henry</a> for the inspiration. If you are so inclined, you can find the <a href="http://www.faithcommunityumc.org/GETINFORMATION/sermonaudio.aspx">audio here</a>. Once on the podcast site, here is what you are looking for to follow the audio trail:<br />
<br />
<a href="http://www.faithcommunityumc.org/GETINFORMATION/sermonaudio.aspx"><img src="webkit-fake-url://10AC11C4-06F3-4260-AC15-05165CA12EEF/image.tiff" /></a><br />
<br />
So, here is a set of questions to ponder as you set about the business of leading your school and growing connected educators during the coming school year:<br />
<br />
Are we on this earth just to find ways to pass the time through mindless, passive engagement?<br />
<br />
Or<br />
<br />
Are we active creators of content and participants in life with a mission to uplift, inspire, engage, and serve others?<br />
<br />
When you serve with purpose, you are entertained by the intellectual, emotional, and spiritual gifts that you receive by being a conduit of goodness for others.<br />
<br />
Wishing you a wonderful school year.....Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0tag:blogger.com,1999:blog-1585575228353652460.post-72347122841949691192012-08-19T19:30:00.001-07:002012-08-19T19:30:42.111-07:00Student Learning Objectives GuidanceI've created a Schoology course for student learning objectives. The course is designed with the State of Ohio Teacher Evaluation System in mind, but there are parts that are applicable to other states as well. This year my District is having every teacher create one SLO, as a way to get our collective toes wet for the transition to the full OTES model beginning in the 2013 school year. I am rolling this site out to my principals early in the week and then it will get rolled out to all of the teachers in the District (over 625) next week.<br />
<br />
So, I'd like to get feedback prior to this launch, as a way to get the bugs out before going live. Below is the access code for the course. If you are not a Schoology member and want to sign up, an individual teacher membership is free. Once you have logged on, you can click the 'Join' link under the 'Courses' drop down menu:<br />
<br />
<img src="webkit-fake-url://6B677E7B-9E54-45C5-A914-785B342AB937/image.tiff" /><br />
<br />
From there, enter this access code:<br />
<br />
<img src="webkit-fake-url://70797C70-8D13-457C-8515-F5A3E5FDDC47/image.tiff" /><br />
<br />
Finally, providing feedback under the Online tests/quizzes section (or providing it here as a comment) would be great. I think the course is a pretty good start, but I can only improve it based on end user feedback.<br />
<br />
<img src="webkit-fake-url://7C8BBA6B-56BB-471C-937C-C7D8C2FF3117/image.tiff" /><br />
<br />
<br />
If you find this resource useful, feel free to re-tweet the link to this blog post and my twitter handle (@scarletandgray).Keith Millardhttp://www.blogger.com/profile/12695431869467274156noreply@blogger.com0