3. SB 24/CT Reform
Shifting the focus to student
performance.
NEASC
Ensure a focus on
21st Century Skills.
Many school mandates, but just...
...one Mission.
Ensuring all students are challenged and successful by acquiring the
skills knowledge needed for 21st century success.
Pursued through one pathway and one plan.
CCSS & 21st
Century
Skills/Content
Goals
Universal &
Common
Assessments
Rigorous and
Aligned
Instruction with
High Engagement
Progress
Monitoring
CCSS/SBAC
Rigorous content and
adaptive online assessment.
Process Focus Content Focus Process & Content
6. “Work will be dominated by fast-
moving, geographically diverse, free-
agent teams of workers connected via
socially mediating technologies.”
Fred Stutzman, Carnegie Mellon
“The replacement of memorization by
analysis will be the biggest boon to
society since the coming of mass
literacy.”
Paul Jones, UNC- Chapel Hill
“There is no doubt that brains are being
rewired.”
Danah Boyd, Microsoft Research
27. Preparing Students For a Knowledge Economy
Align Your Systems With Your Goals for Learning
Type of
Assessment
Required
Subject Area
Responsibilities
Everyone’s
Responsibility
Content
(Declarative)
Facts
Content Skills
(Procedural)
Discrete Skills
21st Cent. Skills
(Contextual)
Applied Understandings
Type of
Knowledge
Desired
Type of
Instruction
Required
Lecture, video,
films, assigned
readings and
memory activities.
Classroom or textbook
problems, experiments,
discussions, practice and
repetition.
Complex projects,
real time explorations,
authentic and relevant
skill applications.
Amount of
Time
Required
Discrete units,
spiraled and
predictable.
Ongoing, systemic and
without a finite
or predictable end.
Discrete units,
spiraled and
predictable.
Recall & recognition
based quizzes, tests,
and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists,
analytic rubrics,
or other agreed upon
skill standards
(AP/CMT/CAPT/Exams)
Holistic and,
analytic rubrics,
or other agreed upon
standards of rigor
(Portfolios, Exhibitions, Etc)
This is the defining challenge of our times in public school.
This inescapable truth sets the direction
This is the defining challenge of our times in public school.
Adequate preparation for a higher order thinking digital environment requires one-to-one access by staff and students.Not equipment competency here – we are talking about the ability to use devices in authentic environments to solve important problems through critical and creative thinking.
Continued investment in a print-based infrastructure and the lack of strategic transitional planning for a complete move to digital are ultimately counter-productiveboth educationally and fiscally.
With that accomplished, all else is possible.Without it, your future is your print-based past.
Crowd Source the HardwareThe print capacity model dictates that for everything we use we must provide a copy to ensure equity.What if we allowed students to use their own equipment and only provided for those who could not afford it?
Manydevices that get this job done cost little more than the graphing calculators we have been requiring them to buy for years anyway.MostConnecticut districts will go from a 100% capacity problem to a 20% capacity problem.With the affordability of these devices, if you add up what you saved by going digital and using open source, for most, that money will pay for the gap.
The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.
How does denying children access to technology in the name of equity serve their needs?Without access they will never have the opportunity to develop the skills that their more appropriately resourced peers have at home every day.