Common Core: Equity & Opportunity - Jan. 2012 Webinar with Lisa Leith

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On January 31, 2012, Dr. Lisa Leith from School Improvement Network presented a webinar examining the social, emotional and academic profile of the struggling student. She also explored the potential that integration of Common Core Standards offers for meeting the needs of the whole child, for empowering students to drive their own learning pathways, to increase motivation and relevance and to refocus students and teachers on success beyond school.

To download the presentation, or to see the archive of past webinars, visit:
http://www.schoolimprovement.com/pd360-free-pd/webinars/

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  • Ethnic minority students who are fortunate enough to attend middle class or affluent high schools are promoted to the 12th grade at similar rates as their White peers. 9 However, nearly half of the nation’s African American and Latino students attend high schools in low-income areas with dropout rates that hover in the 40-50% range. 9, 10    There is no single prominent risk factor predicting dropout. Rather, there are numerous risk factors that in combination with each other raise the probability of youth leaving high school early. 11 These factors fall into four broad categories related to individuals (e.g., truancy, poor school attitude), families (e.g., low-income, lack of parental involvement), schools (e.g., negative school climate, low expectations), and communities (e.g., high crime, lack of community support for schools). 12 Dropout rates particularly correlate with high poverty rates, poor school attendance, poor academic performance, grade retention (i.e., being held back), and disengagement from school. 13 Fortunately, there is a growing and encouraging body of research for schools on how to prevent dropout by addressing problem behaviors, promoting academic success, and enhancing overall health and wellbeing for students.
  • Emotion Frustration, anger, fear Respect including self respect Empathy Balancing empathy and permissiveness. Mete out consequences, with concern and consideration Discipline be transparent about your own struggles. Be appropriate in what you share Caring I care too much about you to let you fail. FREEDOM Writer’s Erin Gru
  • Emotion Frustration, anger, fear Respect including self respect Empathy Balancing empathy and permissiveness. Mete out consequences, with concern and consideration Discipline be transparent about your own struggles. Be appropriate in what you share Caring I care too much about you to let you fail. FREEDOM Writer’s Erin Gru
  • PSP strategy for getting to the next level
  • Common Core: Equity & Opportunity - Jan. 2012 Webinar with Lisa Leith

    1. 1. Common Core: Equity & Opportunity Lisa Leith
    2. 2. COMMON CORE STANDARDS FUTURE FOCUS ENGAGEMENT ROBUST LEARNING ACHIEVEMENT 100% READY
    3. 3. <ul><li>1. What factors are correlated with higher risk of academic failure? </li></ul><ul><li>2. How can teachers and principals create EQUITY learning environments where failure is not predictable along socioeconomic or racial lines? </li></ul><ul><li>3. What interventions have been clearly correlated with improved student outcomes? </li></ul><ul><li>4. What opportunities for change does Common Core integration bring? </li></ul>Essential Questions
    4. 4. High-Risk Pathway
    5. 5. <ul><li>50% of US African American and Latino students attend high schools with higher than 40% dropout rates </li></ul><ul><li>Minority students who attend middle class high schools are promoted to the 12th grade at similar rates as their white peers </li></ul>Who Is at Risk?
    6. 6. Student Risk Factors <ul><li>Poverty </li></ul><ul><li>Minority </li></ul><ul><li>Attends failing school </li></ul><ul><li>Traumatic life events </li></ul><ul><li>Abuse </li></ul><ul><li>Disability </li></ul><ul><li>Parent or sibling incarcerated </li></ul><ul><li>Low academic attainment of parents </li></ul>
    7. 7. High-Risk Pathway
    8. 8. High-Risk to High Achievement TEACHER PROFESSIONAL LEARNING
    9. 9. High-Risk Profile High-Risk SYMPTOMS: Anger Lack of Trust Rebellion Apathy/Disengagement Despair/Hopelessness Self-Focus Chaotic Worldview Broken Link: Cause and Effect Impulsivity
    10. 10. Serving the WHOLE Child
    11. 11. Serving the WHOLE Child High-Risk SYMPTOMS: Anger Lack of Trust Rebellion Apathy/Disengagement Despair/Hopelessness Self-Focus Chaotic Worldview Broken Link: Cause and Effect Impulsivity
    12. 12. <ul><ul><li>Hierarchy of Needs </li></ul></ul><ul><ul><li>Cause & Effect </li></ul></ul><ul><ul><li>Engagement </li></ul></ul><ul><ul><li>Future Focus </li></ul></ul><ul><ul><li>Aptitude </li></ul></ul><ul><ul><li>Cognition </li></ul></ul><ul><ul><li>Memory </li></ul></ul><ul><ul><li>Reasoning </li></ul></ul><ul><ul><li>Critical Thinking </li></ul></ul><ul><ul><li>Creativity </li></ul></ul><ul><ul><li>Relevance </li></ul></ul><ul><ul><li>Self Efficacy </li></ul></ul><ul><ul><li>Hope </li></ul></ul><ul><ul><li>Optimism </li></ul></ul><ul><ul><li>Vision </li></ul></ul><ul><ul><li>Relationship </li></ul></ul><ul><ul><li>Safety </li></ul></ul><ul><ul><li>Comfort </li></ul></ul><ul><ul><li>Laughter </li></ul></ul><ul><ul><li>Expectation </li></ul></ul>Emotion Belief Motivation
    13. 13. Serving the WHOLE Child High-Risk PATTERNS: Anger E Lack of Trust B Rebellion E Apathy/Disengagement M Despair/Hopelessness B Self-Focus M Chaotic Worldview B Broken Link: Cause and Effect I B Impulsivity I
    14. 14. High-Risk to High Achievement TEACHER ATTITUDES, BELIEFS & PRACTICE
    15. 15. High-Risk to High Achievement STUDENT SUCCESS FACTORS Authentic relationships Student-centered Culturally responsive High expectations Rigorous & Engaging Relevant Collaborative Developmentally appropriate Future focused TEACHER ATTITUDES, BELIEF & PRACTICE
    16. 16. <ul><li>Students who have not experienced academic success often see their K-12 experience as a random, unconnected series of irrelevant lessons. </li></ul><ul><li>To make sense of new learning, we need to have a framework of prior knowledge to connect it to. </li></ul>Standards Define the Work Ahead
    17. 17. <ul><li>In context of poverty (or chaos), students may not yet have developed: </li></ul><ul><ul><ul><li>Rationale & reason </li></ul></ul></ul><ul><ul><ul><li>Cause & effect </li></ul></ul></ul><ul><ul><ul><li>Choice & consequence </li></ul></ul></ul><ul><ul><ul><li>Order & structure </li></ul></ul></ul><ul><li>Cognitive maps are derived from lived experience </li></ul>
    18. 18. Magical Thinking <ul><li>“ Age of reason” never reached </li></ul><ul><li>No expectation of order </li></ul><ul><li>Uncertainty </li></ul><ul><li>Broken promises </li></ul><ul><li>Conclusion…life is random event </li></ul><ul><li>Little or no control </li></ul><ul><li>Broken link: Cause and Effect </li></ul>
    19. 19. <ul><li>“ Equity means ensuring every child has what they need to succeed in school and beyond school.” Curtis Linton </li></ul>Equity in Education
    20. 20. <ul><li>What if you were the only adult in your students’ life to model a balanced approach to </li></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Respect </li></ul></ul><ul><ul><li>Emotion </li></ul></ul><ul><ul><li>Discipline </li></ul></ul><ul><ul><li>Caring </li></ul></ul><ul><ul><li>Rational thought </li></ul></ul>What difference can one teacher make? High-Risk PATTERNS: Anger Lack of Trust Rebellion Apathy/Disengagement Despair/Hopelessness Self-Focus Chaotic Worldview Broken Link: Cause and Effect Impulsivity
    21. 21. <ul><li>EMPATHY is awareness of and acknowledgement of another’s feelings. </li></ul><ul><li>What if you were the only adult in your student’s life who consistently tells the truth while demonstrating </li></ul><ul><li>caring, concern, and empathy? </li></ul><ul><li>_________________________________ </li></ul><ul><li>*TEACHER EMPATHY INCREASES STUDENT MOTIVATION AND IMPROVES ACADEMIC PERFORMANCE </li></ul><ul><li>______________________ </li></ul>PRACTICE EMPATHY
    22. 22. <ul><li>Demonstrate caring </li></ul><ul><li>Model rational thought </li></ul><ul><li>Use strategic content to teach reading comprehension, critical thinking, cause-effect </li></ul>BE EXPLICIT / THINK OUT LOUD
    23. 23. Compare & Contrast Differences Similarities Concepts Justice Freedom Persistence Stamina Truth Belief Help Advice Now Later Anger Patience Dirt Sand
    24. 24. <ul><li>CONCRETE to ABSTRACT </li></ul>Spoken words to ideas Written words to decoded meaning Numerals to quantity Formulas to applied problem solving
    25. 25. How can CC support success for all? STUDENT SUCCESS FACTORS Authentic relationships Student-centered Culturally responsive High expectations Rigorous & Engaging Relevant Collaborative Developmentally appropriate Future-focused COMMON CORE IMPACT Focuses conversations Offers clear targets for ALL Flexible content (CHOICE) High expectations Rigorous & Engaging 21 st century learning Collaboration Learning progression HOT Skills Emphasis on CC readiness
    26. 26. <ul><li>Know and understand every student’s strengths and needs </li></ul><ul><li>Communicate the highest expectations for every student </li></ul><ul><li>Hold students accountable for their behavior and academic progress </li></ul><ul><li>Use clear learning progression to drive RTI </li></ul><ul><li>Set clear goals and targets </li></ul><ul><li>Focus on the future </li></ul>CC Helps Successful Teachers . . .
    27. 27. ELA Learning Progression RL.9 Anchor Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. *RELEVANCE* Reading Standards for Literature K-5 Kindergarten students: Grade 1 students: Grade 2 students: Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 7. Use illustrations and details in a story to describe its characters, setting, or events. 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 9. Compare and contrast the adventures and experiences of characters in stories. 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
    28. 28. <ul><li>Have students reflect / write about learning </li></ul><ul><li>“ How I learned to…” </li></ul><ul><li>walk </li></ul><ul><li>swim </li></ul><ul><li>ride a bike </li></ul><ul><li>play the piano </li></ul><ul><li>kickflip </li></ul>Prompting & Support
    29. 29. <ul><li>Build plan for scaffolding into every lesson plan </li></ul><ul><li>What can I do when I get stuck? </li></ul><ul><li>Where can I go for help? </li></ul>BE EXPLICIT / THINK OUT LOUD
    30. 30. <ul><li>A. Student interest survey </li></ul><ul><li>B. Copies of ELA & Math Common Core Standards </li></ul><ul><li> Appendix B of the ELA </li></ul><ul><li> Standards for Mathematical Practice </li></ul><ul><li>List of Anchor Standards & CCR Standards </li></ul><ul><li>C. Wagner’s list of 21 st Century Skills </li></ul><ul><li>D. BLOOMS new taxonomy </li></ul><ul><li>E. HOT VERBS List </li></ul><ul><li>F. Standards-based lesson plan format </li></ul><ul><li>G. Your professional expertise </li></ul><ul><li>H. A vision for the success of every child </li></ul>Getting Started…Assemble these tools
    31. 31. <ul><li>What is the highest academic goal you will reach? </li></ul><ul><li>What do you dream of doing as a career beyond school? </li></ul><ul><li>What is the greatest barrier you face that could prevent you from getting there? </li></ul><ul><li>What motivates you to come to school everyday? </li></ul><ul><li>What support do you need? </li></ul>5 Questions for Student Survey
    32. 32. HIGHER-ORDER THINKING VERBS Classify Communicate Compare Contrast Convert Correlate Create Critique Define Demonstrate Differentiate Discover Distinguish Estimate Evaluate Explain Identify Integrate Interpret Justify Predict Prioritize Prove Revise Summarize Support
    33. 33. <ul><li>21 st Century Skills* 1. Critical thinking and problem solving 2. Collaboration and leadership 3. Agility and adaptability 4. Effective oral and written communication 5. Initiative and entrepreneurialism 6. Analyzing and accessing information 7. Curiosity and imagination </li></ul><ul><li>* Tony Wagner, Rigor Defined </li></ul>At the Heart of the COMMON CORE…
    34. 34. <ul><li>21 st Century Skills* 1. Critical thinking and problem solving 2. Collaboration and leadership 3. Agility and adaptability 4. Effective oral and written communication 5. Initiative and entrepreneurialism 6. Analyzing and accessing information 7. Curiosity and imagination </li></ul><ul><li>*Tony Wagner </li></ul>Student Strength Profile Look for these Life Skills 1. Critical thinking and problem solving 2. Emotional intelligence 3. Agility and adaptability 4. Effective oral communication 5. Initiative and entrepreneurialism 6. Accessing information 7. Imagination
    35. 35. Common Core Standards <ul><li>Make available in every classroom </li></ul><ul><li>Encourage teachers and students to explore these documents </li></ul>
    36. 36. Addressing Multiple Intelligences FROM Integrating the Revised Bloom'sTaxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation by TONI NOBLE
    37. 37. What resources should we choose? <ul><li>1. The Common Core Standards define a new framework for engagement with the curriculum that you already teach </li></ul><ul><li>2. The VERBS within the Common Core Standards define Higher-Order Thinking skills students will need to apply as they explore content in new ways </li></ul><ul><li>3. The Common Core Standards define College and Career readiness skills to support student success across curriculum, content, and context </li></ul>STUDENT CENTERED, CULTURALLY RELEVANT, DEVELOPMENTALLY APPROPRIATE (SEE TEXT COMPLEXITY ELA APPENDIX A), CONNECTED, ENGAGING, INTERACTIVE, REAL WORLD, ENDURING
    38. 38. Example Anchor Standard ELA <ul><li>Reading Standards for Literature </li></ul><ul><li>Anchor Standard # 9 </li></ul><ul><li>Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. </li></ul>
    39. 40. q uantitatively
    40. 41. Invent a device Consider evidence Discuss cause & effect Propose a solution Explain the reasons List the types Designing Performance Tasks within Blooms Taxonomy
    41. 42. Common Core…How? GRAPHIC MAPS Reading Standards for Informational Text K-5 Grade 5 Standard 5: Compare & contrast the overall structure (chronology, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts.
    42. 43. <ul><li>Make sense of problems and persevere in solving them </li></ul><ul><li>Reason abstractly & quantitatively </li></ul><ul><li>Construct viable arguments and critique the reasoning of others </li></ul><ul><li>Model with mathematics </li></ul><ul><li>Use appropriate tools strategically </li></ul><ul><li>Attend to precision </li></ul><ul><li>Look for & make use of structure </li></ul><ul><li>Look for & express regularity in repeated reasoning </li></ul>Standards for Mathematical Practice
    43. 44. STANDARDS FOR MATHEMATIC PRACTICE <ul><li>Ask “What do mathematicians do?” </li></ul>
    44. 45. <ul><li>To become proactive rather than reactive… </li></ul><ul><ul><li>Requires hope AND optimism* </li></ul></ul><ul><ul><li>Requires a sense of empowerment to influence outcomes* </li></ul></ul><ul><ul><li>Requires clear expectations and goals </li></ul></ul><ul><ul><li>Requires problem-solving skills </li></ul></ul><ul><ul><li>Requires connection between cause and effect </li></ul></ul>Empowering Students *What impact do your attitudes & beliefs have on these?
    45. 46. <ul><li>Support and track student progress </li></ul><ul><li>Speak specific words of affirmation and acceptance </li></ul><ul><li>Convey high value through INVESTMENT in their progress </li></ul><ul><li>Help students picture a positive future </li></ul><ul><li>Help students examine CAUSE AND EFFECT </li></ul>Encouraging Future Focus
    46. 47. Common Core: Equity & Opportunity QUESTIONS?

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