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Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

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Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

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Stanford Graduate School of Education, Stanford University, Stanford, CA 94305, USA

Authors to whom correspondence should be addressed.

Received: 4 March 2018 / Revised: 4 June 2018 / Accepted: 1 July 2018 / Published: 4 July 2018

The idea that success in mathematics is only available to those born as "mathematics people" has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the "math person" myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher's instructional practice, and on students' math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners. View Full-Text

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Anderson, R.K.; Boaler, J.; Dieckmann, J.A. Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Educ. Sci. 2018, 8, 98.

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Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

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The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice.

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Pursuing Gender Equity in Math Competitions: MAA Focus

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Pursuing Gender Equity in Math Competitions: MAA Focus

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Math Guidelines; English Learners Success Forum

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Math Guidelines; English Learners Success Forum

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ELSF | Math Guidelines - Mathematical Rigor Through Language

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Improve Mathematical Rigor Through Language for EL students. Discover this math teaching resource along with its guidelines and specifications.

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Designing Shifts-Aligned Interventions in the Math Classroom: Achieve the Core

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Designing Shifts-Aligned Interventions in the Math Classroom: Achieve the Core

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Avoid common pitfalls when it comes to supporting students with unfinished math learning

As teachers, we want to help all kids learn and when we're faced with the realization that some students just aren't "getting it," we work to figure out how to catch kids up. It's a prevalent struggle many educators grapple with and a frequent conversation in schools: How do we address unfinished learning in math and fill gaps in student understanding?

Over the course of my career I have seen, all too often, students behind grade level denied access to grade-level mathematics, in an effort to catch them up or "fill the holes." All students deserve access to content-rich instruction at their grade level, and when students have unfinished learning from previous grades, teachers need to take appropriate action-and that doesn't mean reverting solely to materials and content from previous grades.

So, how do we address unfinished learning and support students in developing understanding and mastery of content? Chrissy Allison, Director of Math Professional Learning at Achievement Network (ANet), and I were knee deep in conversations centered on unfinished learning when we first penned a "Do's and Don'ts Chart" for catching kids up. The chart identifies some missteps districts, schools, and teachers make when working with students who have gaps in their math knowledge. We've included some recommendations to consider to avoid these missteps. You can download the chart at the top of this blog post.
Recommendations for Targeted Math and Intervention
Evidence of the Shifts in Mathematics are found in the Recommendations for Targeted Math and Intervention chart. When teachers plan universal instruction with Focus, Coherence, and Rigor in mind, but ignore these Shifts when it comes to intervention and support time, there is an immediate disconnect in instruction. The Shifts must be top of mind for both whole-class instruction and extra support. Let's break a few of these down.

With Focus, intervention time should be based on the content that matters most for success in later mathematics. For instance, if a third grade student's interim data illustrates weaknesses in two clusters: 3.G.A Reason with shapes and their attributes and 3. NF.A.1 Develop understanding of fractions as numbers, prioritize the fraction work since this reflects the Major Work of the Grade. Maintaining attention to Major Work of the Grade will ensure that additional time and attention is spent on foundational content necessary for students to be successful with future math work. When planning for Coherence, use the Coherence Map to trace content across the grades and design learning activities that support grade-level mathematics. Make connections explicit to students to support their developing thinking and understanding. Remember that the standards themselves call for particular aspects of Rigor. Teaching tricks that proceduralize concepts and make ideas "quick and easy" for students undermines learning. Stay true to the aspect of Rigor in the standard and plan as such. For example, if intervening on 6.NS.B.2, Fluently divide multi-digit numbers using the standard algorithm, teach the standard algorithm and practice, practice, practice! The suggestions in the chart likely can't all be tackled at one time. Determine where to start, what changes can be made, and how to move forward. It is important to consider interventions within the "big picture" of math education. This means taking a step back and applying the same principles you apply to your planning of whole-class instruction. At first, this may seem counterintuitive. It can be tempting to give in to gut reactions: "I need to address every gap, right now before I move on;" "I need to focus just on the unfinished learning-connecting grade-level content would just be confusing." The reality is, however, that if we give in to these inclinations, we're denying students access to grade-level content and Shifts-aligned instruction. And that isn't fair to our students.

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Designing Shifts-Aligned Interventions in the Math Classroom - Peers and Pedagogy

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As teachers, we want to help all kids learn and when we're faced with the realization that some students just aren't "getting it," we work to figure out how to catch kids up. It's a prevalent struggle many educators grapple with and a frequent conversation in schools: How do we address unfinished learning in math [...]

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Social Content Review - Curriculum Frameworks & Instructional Materials (CA Dept of Education)

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Information on the process for reviewing instructional materials for legal and social compliance.

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Standards for Evaluating Instructional Materials for Social Content: CDE

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Standards for Evaluating Instructional Materials for Social Content: CDE

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Social Content Review - Curriculum Frameworks & Instructional Materials (CA Dept of Education)

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Information on the process for reviewing instructional materials for legal and social compliance.

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Guidelines for Piloting Textbooks and Instructional Materials: CDE

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Guidelines for Piloting Textbooks and Instructional Materials: CDE

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The California Department of Education provides leadership, assistance, oversight and resources so that every Californian has access to an education that meets world-class standards.

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High School Publishers' Criteria for the CCSS for Math: Core Standards.org

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High School Publishers' Criteria for the CCSS for Math: Core Standards.org

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Improving Education for Multilingual and English Learner Students: CDE

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Improving Education for Multilingual and English Learner Students: CDE

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At the center of our work is a commitment to equity, accessibility, and ensuring that teachers are equipped with what they need to support students of diverse backgrounds and abilities for successful productive futures.

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Developed by Teachers for Teachers At the center of our work is a commitment to equity, accessibility, and ensuring that teachers are equipped with what they need to support students of diverse backgrounds and abilities for successful productive futures. A Smarter Assessment System The Smarter Balanced assessment system includes a comprehensive suite of standards-aligned assessments...

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Progressions Documents for the CCSS: University of Arizona

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Progressions Documents for the CCSS: University of Arizona

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Cathy Kessel wrote an article with Liping Ma that discuss "unit fraction" vs "fractional unit" and has added a remark to the appendix about this.

Here is the new version.

Hi everybody, Cathy Kessel has compiled all the suggestions that people have made here and other places over the years to produce a final version of the progressions. Here is the compiled document of all the progressions.

And here are two documents outlining the major changes from previous versions.

Note that the University of Arizona has deleted the website that used to host the progressions. I am working to have that url redirect here.

Hi everybody, in order to deal with the spam problem I have deleted all users regarded by WordPress as spam users. These are defined as users who have never posted. Unfortunately this seems to have caught some legitimate users as well. Their content is still on the blog, with the author marked as anonymous.

Cathy Kessel is working on editing the progressions documents into final versions, incorporating comments from this blog and elsewhere and filling in gaps. Here is the fractions progression. We will be rolling out the others over the next few months. Comments welcome!

With the high school writing work in full swing, I've been remiss in posting here lately. I do have some ideas saved up! Meanwhile, Kate Nowak and I have a piece about instructional routines over at the IM blog.

I've been meaning to let you know about the Illustrative Mathematics blog, which launched a few weeks ago. It has blog posts by members of the IM community about our grades 6-8 curriculum and about teaching practice, including a whole series on the 5 practices framework of Smith and Stein. Also, we will be cross posting any IM related posts I write here over there as well. I hope you find our new blog useful!

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Understanding Language releases resources around language and ELL issues in mathematics education. To be notified, please sign up for our newsletter or follow us on Twitter or Facebook. Here are a few resources, available online, that have informed our work.
Papers and Briefs
Using the perspectives of bilingualism, psychometrics, and educational policy, this paper, Assessing Students in Their Home Language, discusses the possibilities and limitations of home language-based assessment. It discusses the factors that are critical to properly operationalizing home language-based assessment, and the sets of realistic expectations that policy and decision makers should have concerning policy and practice as critical to fair and valid assessment of ELs. Whether testing ELs with translated instruments is appropriate depends on whether they have received instruction in their first language, the type of translation, the availability of qualified translators, and the content assessed.

The Principles for the Design of Mathematics Curricula: Promoting Language and Content Development framework provides guidance to mathematics teachers for recognizing and supporting students' language development processes in the context of mathematical sense making. While the framework can and should be used to support all students learning mathematics, it is particularly well-suited to meet the needs of linguistically and culturally diverse students who are simultaneously learning mathematics while acquiring English.

The following papers were written by Judit Moschkovich, an Understanding Language founding partner and member of our math workgroup.
Video Clips

Here's the video clip from our math webinar of the elementary school classroom titled " Never Get Together." This is the same video clip used in the Understanding Language paper "Math, the Common Core, and ELs." The transcript and short anaylsis of this clip is in the math appendix. For an analysis of a longer excerpt from this lesson, see this short paper "Supporting the participation of ELLs in mathematical discourse" published in the journal For the Learning of Mathematics. Download this paper here: Moschkovich 1999 FLM.pdf

There are a number of classroom videos from Math Solutions. Here is a video clip from a first grade classroom titled, " How did she solve it?" focused on productive discourse.

Inside Mathematics also hosts a series of videos. In their Number Talks series, there is a video titled, " How do we add?" Katie Arrillaga engages her 2nd grade Spanish bilingual students in a discussion about strategies for mentally solving a problem involving two-digit addition with regrouping. The students share their strategies and evaluate each other's approaches for solving the problem.

Practices

Inside Mathematics provides strong cases of how the Standards for Mathematical Practices on their website.

We hope these resources prove helpful. We will be updating this page continually through 2013 with additional resources.

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Mathematics Resources - Additional resources

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Understanding Language is devoted to improving education for English Language Learners in light of the new Common Core State Standards and Next Generation Science Standards. Based on the latest research, we provide resources to help teachers, administrators, and policy makers recognize the language demands in mathematics, science, and English language arts.

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What Does Research Say About Standards Based Grading

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What Does Research Say About Standards Based Grading

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What does the research say about standards-based grading?

Authors: Matt Townsley and Tom Buckmiller, Ph.D.

One hundred years, No research to support.

Traditional grading practices have been used for over one hundred years, and to date, there have been no meaningful research reports to support it (Marzano, 2000). In an era of data-driven decision making, that's critical to note. Most teachers have not received adequate training in reliable and valid assessment methods in their teacher preparation and often default to the way they saw their teachers grade when they were in school. As a result, grading practices may vary widely from teacher to teacher (Reeves, 2004) based on style, preference, and opinions and without a research-driven rationale (Cox, 2011; Guskey & Bailey, 2001; Zoeckler, 2007). Contributing to this irregularity is the fact that many schools lack a specific, unified grading policy for teachers (O'Connor, 2009). Parents of students today were also graded using traditional methods (we all were) and thus this wildly inconsistent way of communicating achievement and growth of students has been entrenched and accepted in the way we think about schooling.

The absence of research supporting traditional grading practices is concerning. As schools continue to adopt a standards-based approach to teaching, learning, and assessment, it is critical to understand the research literature on the topic. The purpose of this primer is to provide an overview of the research literature on the topic of standards-based grading.

Why change grading practices?

There are two fundamental reasons why traditional grading practices ought to be re-assessed. First, the Common Core has helped make learning targets more rigorous, consistent, and transparent. The focus has been to create fewer standards but challenge students to think deeper and work towards more meaningful applications. Previous iterations of school curricula have focused on far-reaching and low-level rote learning (memorizing facts). Thus traditional grading practices were perhaps a more appropriate way to measure how a student is doing in school back then. But today grading experts (Guskey, 2014; Marzano, 2000; O'Connor, 2009; Reeves, 2008) agree teachers should update their grading practices to better align with the realities of how and what students are learning in schools.

Second, Every Student Succeeds (formerly No Child Left Behind) has changed the way school leaders and teachers operate. These educational laws mandate that schools may no longer simply fail students who don't learn, and move on (Vatterott, 2015). Instead, all students must be proficient. School leaders must now ensure their system's purpose is to develop talent rather than merely sort it (Guskey, 2011). Thus, higher scrutiny and accountability over the measurement of student achievement has demanded grades be more reflective of learning. No Child Left Behind initiatives have exposed that traditional grading practices may no longer be an effective way of measuring student progress in the classroom because they do not equate or correlate with performance on standardized tests (Vatterott, 2015).

What is standards-based grading?

Studies show standards-based teaching practices correlate to higher academic achievement (Craig, 2011; Schoen, Cebulla, Finn, & Fi, 2003). Therefore, it is critical that teachers also link assessments and reporting to the standards (Guskey, 2001). Beatty (2013) suggests standards-based grading (SBG) is based upon three principles. First, grades must have meaning. Indicators, marks and/or letters should provide students and parents with information related to their strengths and weaknesses, separating out non-academic behaviors. Second, classroom-grading systems must incorporate multiple opportunities for students to demonstrate their understanding based on feedback. The final principle of standards-based grading is separating academic indicators from extraneous factors such as homework completion and extra credit.

Principle 1: Grades should have meaning

Grades should provide meaningful feedback to students, document their progress, and help teachers make decisions about what instruction a student needs next (Wormeli, 2006). Traditional grades and report cards are muddied and misleading when they combine both academic factors and non-academic factors into a single grade. Non-academic behaviors are important and merit their own reporting mechanism because they matter in college and in a career. These behaviors include factors such as punctuality, work ethic, attendance, participation, and ability to meet deadline. But when these behaviors are combined with academic information (does my child know how to do algebra?) to form a single grade, learners and their parents can be deceived by a false and inaccurate calculation. Vatterott (2015) gives these examples:

A student can compensate for low understanding of the content and standards by maintaining perfect attendance, turning in assignments on time, and behaving appropriately in class. A different student may understand content and standards perfectly well but receive a low grade because he or she is late to class, fails to turn in assignments on time or acts inappropriately (p. 63-54).

A grading system shouldn't allow a student to mask their level of content understanding with their attendance, their effort level or other peripheral issues (Scriffiny, 2008). These are separate issues and should be reported separately. Instead, a grading system should be based upon clear learning targets, a practice in which Marzano (2003) supported because students perform up to 20 percent higher compared to instruction without clear targets.

Principle 2: Multiple opportunities to demonstrate learning based on feedback

Wormeli (2011) proposed allowing "redos" and retakes, a practice often ignored in traditional grading. He argued retakes are necessary in order for the grade to truly capture student growth at the time of reporting rather than a single moment in the past. According to Marzano and Heflebower (2011), if the purpose of a grade is to report mastery, then educators must look for evidence of learning over time with multiple opportunities for updates.

Standards-based grading is a logical extension of this idea, and allows teachers to provide clearer and more effective feedback when compared to traditional letter grades. Haystead and Marzano (2009) conducted a comprehensive review of studies on classroom instructional strategies, concluding the use of scoring scales and tracking student progress over time towards a learning goal yielded a 34 percentage point gain. When students were provided additional time and feedback for the purpose of learning the intended standards, strong evidence indicated a positive correlation between added instructional time and achievement (see Brown & Saks, 1986 for seminal work).

Principle 3: Putting homework and extra credit in its proper place

Although assigning high grades as rewards can sometimes motivate students (Guskey & Bailey, 2001; Marzano, 2000), assigning low grades as punishment does not encourage students to do better (Dueck, 2014; Guskey, 2000; Guskey & Bailey, 2001; Marzano, 2000; O'Connor, 2009, 2011; Wormeli, 2006). Furthermore, grades used as external incentives can sometimes lead to decreased motivation (Guskey, 2011), diminished performance, addictive behaviors, or cheating (Matthis, 2010).

In a meta-analysis of the research on homework, Cooper, Robinson and Patall (2006) described a connection between homework and student learning lasting through the unit test, but not any longer. The limited nexus between homework and more long-term indicators suggests the predictability of student learning is better measured with more formal measures such as tests, essays and other classroom assessments. Furthermore, educational assessment experts recommend all formative work (that is, intended for practice) should not be included in the final grade (Stiggins, Frisbie & Griswold, 1989)

Extra credit is problematic in that the students who would benefit the most from completing it are often not the ones taking advantage of it (Harrison, Meister & LeFevre, 2011; Moore, 2005). More succinctly, awarding extra credit in classrooms has the potential to artificially widen the gap between students performing well and those who are struggling.

We can do better

In the past century, everything from modern medicine to personal computing has evolved and improved; yet our educational system's grading practices have remained the same, despite a lack of supporting evidence. A standards-based system of assessment seems to be a significant and defensible improvement over traditional grading practices. The logical alignment of a standards based approach with Common Core standards, the advocacy by a growing number of respected educational leaders and researchers, and the positive results experienced by many of its early adopters signals that SBG is positioned to gain traction in more schools (Peters & Buckmiller, 2014). While studying standards-based pilot programs in Kentucky, Guskey, Jung, and Swan (2011) found teachers and families nearly unanimous in their agreement that standards-based reports provided better and clearer information. Thus, the power of SBG lies in the opportunity for a more nuanced and focused conversation between parents and teachers about where students are strong, where they are weak, and how each can help the student (Spencer, 2012). With supporting literature and a growing body of research validating SBG, stakeholders can rest assured that our most important resource, our students, will benefit from this shift.

References

Beatty, I. D. (2013). Standards-based grading in introductory university physics. Journal of the Scholarship of Teaching and Learning, 13(2), 1-22. Retrieved from http://josotl.indiana.edu/article/view/3264

Brown, B. W. & Saks, D. H. (1986). Measuring the effects of instructional time on student learning: Evidence from the beginning teacher evaluation study. American Journal of Education, 94(4), 480-500. Retrieved from http://www.jstor.org/stable/1085338

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62. doi: 10.3102/00346543076001001

Cox, K. B. (2011). Putting classroom grading on the table: A reform in progress. American Secondary Education, 40(1), 67-87.

Craig T. A. (2011). Effects of standards-based report cards on student learning. (Doctoral dissertation). Retrieved from https://repository.library.northeastern.edu/files/neu:1127

Dueck, M. (2014). Grading smarter, not harder: Assessment strategies that motivate kids and help them learn. Alexandria, VA: ASCD.

Guskey, T. R. (2000). Grading policies that work against standards...And how to fix them. NASSP Bulletin, 84(620), 20-29. doi:10.1177/019263650008462003

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Lexington, KY: Corwin.

Guskey, T. R., Swan, G. M. & Jung, L. A. (2011). Grades that mean something: Kentucky develops standards-based report cards. Kappan, 93(2), 52-57.

Guskey, T. R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3),16-21.

Guskey, T. R. (2014). On your mark: Challenging the conventions of grading and reporting. Bloomington, IN: Solution Tree.

Harrison, M. A., Meister, D. G., & LeFevre, A. J. (2011). Which students complete extra-credit work? College Student Journal, 45(3), 550-555.

Haystead, M. W., & Marzano, R. J. (2009). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Englewood, CO: Marzano Research Laboratory. Retrieved from http://www.marzanoevaluation.com/files/Instructional_Strategies_Report_9_2_09.pdf

Matthis, T. L. (2010). Motivational punishment: Beaten by carrots and sticks. EHS Today. Retrieved from http://ehstoday.com/safety/news/motivational-punishment-beaten-carrots-sticks-1120.

Marzano, R. (2000). Transforming classroom grading. Alexandria, VA: ASCD.

Marzano (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD.

O'Connor, K. (2009). How to grade for learning, K-12 (3rd ed.). Thousand Oaks, CA: Corwin.

Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34-39.

Moore, R. (2005). Who does extra-credit work in introductory science courses? Journal of College Science Teaching, 34(7), 12-15.

Peters, R. & Buckmiller, T. (2015). Our grades were broken: Overcoming barriers and challenges to implementing standards based grading. Journal of Educational Leadership in Action, 4.

Reeves, D. (2004). Making standards work: How to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press.

Reeves, D. B. (2008). Effective grading practices. Educational Leadership, 65(5), 85-87. Retrieved from http://www.ascd.org/publications/educational-leadership/feb08/vol65/num05/Effective-Grading-Practices.aspx

Scriffiny, P. L. (2008). Seven reasons for standards-based grading. Educational Leadership, 66(2), 70-74.

Schoen, H.L., Cebulla, K.J., Finn, K.F., and Fi, C. (2003). Teacher variables that relate to student achievement when using a standards-based curriculum. Journal for Research in Mathematics Education, 34(3), 228-259.

Stiggins, R. J., Frisbie, D. A. & Griswold, P. A. (1989). Inside high school grading practices: Building a research agenda. Educational Measurement: Issues and Practice, 8(2), 5-14. doi: 10.1111/j.1745-3992.1989.tb00315.

Spencer, K. (2012). Standards-based grading. Education Digest, 78(3).

Vatterott, C. (2015). Rethinking grading. Alexandria, VA: ASCD.

Wormeli, R. (2006). Fair isn't always equal: Assessing grading in the differentiated classroom. Portland, ME: Stenhouse.

Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26.

Zoeckler, L. G. (2007). Moral aspects of grading: A study of high school English teachers' perceptions. American Secondary Education, 35(2), 83-102.

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What does the research say about standards-based grading?

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Authors: Matt Townsley and Tom Buckmiller, Ph.D. One hundred years, No research to support. Traditional grading practices have been used for over one hundred years, and to date, there have been no meaningful research reports to support it (Marzano, 2000). In an era of data-driven decision making, that's critical to note.

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Raising the Bar with Standards Based Grading

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Raising the Bar with Standards Based Grading

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Abstract
In this paper, we compare and contrast our experiences in using standards-based grading in different courses and across two separate institutions to explore the related tradeoffs and subtleties in designing and implementing such grading systems, guided by innovation diffusion theory. We summarize our individual courses, use Linda Nilson's criteria for evaluating grading systems as a framework for our shared reflections, and present questions for instructors to consider when designing a standards-based grading course. Despite the differences in courses, students, and institutions we had considerable overlap in the challenges we faced and the benefits we experienced.

Acknowledgement

Megan E. Selbach-Allen would like to acknowledge Professor Sommer Gentry who has served as a mentor to her and initially introduced her to standards-based grading.

Additional information

Notes on contributors

Megan E. Selbach-AllenMegan E. Selbach-Allen received her B.S. from the United States Naval Academy and Masters in mathematical science from the University of Liverpool in England. Upon graduating she commissioned into the US Marine Corps and served in Afghanistan and Liberia in addition to teaching math at her alma mater the Naval Academy. She is now pursuing her Ph.D. in mathematics education at Stanford University.

Sarah J. Greenwald
Sarah J. Greenwald is a professor of mathematics and faculty affiliate of gender, women's, and sexuality studies at Appalachian State University. She is also a member of the editorial board of PRIMUS. Investigating connections between mathematics and society, she has won several awards for teaching, scholarship, and service. She earned her Ph.D. from the University of Pennsylvania and her B.S. from Union College.

Amy E. Ksir is a professor of mathematics at the United States Naval Academy. She has a B.S. from Rice University, a Ph.D. from the University of Pennsylvania, and completed a postdoc at SUNY Stony Brook. Amy is a leader in the IBL community. In her free time she enjoys playing folk music on oboe and accordion, and singing, especially with her spouse and two kids.

Jill E. ThomleyJill E. Thomley is a professor of statistics at Appalachian State University. She earned her Ph.D. in decision sciences and a Founders Award of Excellence from Rensselaer Polytechnic Institute. Her diverse interests currently center on the formal scholarship of teaching, learning, and engagement, and she has been involved in the formative and summative evaluation of federally-funded STEM education grants since 2002.

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Raising the Bar with Standards-Based Grading

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Abstract In this paper, we compare and contrast our experiences in using standards-based grading in different courses and across two separate institutions to explore the related tradeoffs and subtleties in designing and implementing such grading systems, guided by innovation diffusion theory.

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Teacher Variables That Relate to Student Achievement in a Standards-Oriented Curriculum: 

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Teacher Variables That Relate to Student Achievement in a Standards-Oriented Curriculum: 

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The classroom practices of 20 teachers were studied during the field test of course 1 of Contemporary Mathematics in Context (CPMP), the high school mathematics curriculum developed by the Core-Plus Mathematics Project. In each year of the CPMP curriculum, mathematics is developed along the interwoven strands of algebra and functions, geometry and trigonometry, statistics and probability, and discrete mathematics. Ten of the teachers were in the top quartile of field test teachers and the other 10 in the bottom quartile with respect to their students' growth in mathematics achievement over the 1-year course. The goal was to provide a description of the classroom practices and concerns of teachers whose students achieve at the highest levels using the practices and concerns of teachers of lower achieving students as a contrast. At the end of the school year, teachers completed a teacher concern survey. One the whole, teachers of first quartile students (first quartile teachers) perceived themselves as better informed about the CPMP curriculum and its use at their school. First quartile teachers expressed less concern about their ability to implement the CPMP curriculum and were less concerned about the impact on their students of using CPMP. These and other findings suggest that a teacher whose behavior is positively associated with growth in student achievement would have strong preparation in reform curriculum and teaching before teaching his or her first CPMP class or would have completed a workshop to prepare for the curriculum. The teacher would use the various parts of the CPMP curriculum in ways that align well with the developers' expectations and would not be likely to supplement the curriculum materials. (Contains 34 references.) (SLD)

Descriptors: Achievement Gains, Educational Change, Educational Practices, High Achievement, High School Students, High Schools, Low Achievement, Mathematics Instruction, Professional Development, Secondary School Teachers, Teacher Characteristics

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ERIC - ED453265 - Teacher Variables That Relate to Student Achievement in a Standards-Oriented Curriculum., 2001-Apr

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The classroom practices of 20 teachers were studied during the field test of course 1 of Contemporary Mathematics in Context (CPMP), the high school mathematics curriculum developed by the Core-Plus Mathematics Project. In each year of the CPMP curriculum, mathematics is developed along the interwoven strands of algebra and functions, geometry and trigonometry, statistics and probability, and discrete mathematics.

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Increasing Access to Universally Designed math Classrooms: EdPolicy in CA

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Increasing Access to Universally Designed math Classrooms: EdPolicy in CA

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Policy Analysis for California Education

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While California Common Core State Standards in Mathematics (CA CCSSM) call for rigorous mathematics for all students, students with disabilities have not been provided equal access to instruction that meets these standards. Universal Design for Learning (UDL) is a research-based framework to develop strategic, expert learners within classroom settings that maximize engagement of a wide variety of students, including students with disabilities. This brief describes how UDL can provide the foundation of mathematics instruction that provides access to rigorous, standards-based mathematics for all students in California.

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Increasing Access to Universally Designed Mathematics Classrooms

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While California Common Core State Standards in Mathematics (CA CCSSM) call for rigorous mathematics for all students, students with disabilities have not been provided equal access to instruction that meets these standards. Universal Design for Learning (UDL) is a research-based framework to develop strategic, expert learners within classroom settings that maximize engagement of a wide variety of students, including students with disabilities.

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Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers' perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers' grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers' grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.

Journal Information

Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.

Publisher Information

The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science.

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A Century of Grading Research: Meaning and Value in the Most Common Educational Measure on JSTOR

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Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers' perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education.

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IM Curriculum About Us Contact Us Google Classroom Educators Register/Log In

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Understanding Proficiency: WestEd and SCALE

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Understanding Proficiency: WestEd and SCALE

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Understanding Proficiency provides resources to help educators develop a deeper understanding of the Common Core State Standards by analyzing student work on performance tasks. Central to these resources are samples of real student work on the Smarter Balanced Practice Test Mathematics and ELA/Literacy performance tasks.

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Read recommended questions and answers that will help you better understand and use the Smarter Content Explorer.

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California Assessment of Student Performance and Progress (CAASPP) System - Testing (CA Dept of Education)

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Mathematics Portfolios - High School

1. The student will be able to recognize mathematical improvement over the course of the school year.

2. The student will be able to set goals and evaluate their progress towards meeting them.

3. The student will be able to identify their strengths and weaknesses.

The purpose of this portfolio is to showcase students' progress over the course of a year. They will be able to identify their strengths and weaknesses through self-evaluation, set goals for themselves, and show proficient organizational skills. The portfolio will be a project under construction during the course of the school year culminating into a wonderful collection of student work, thoughts, and reflections. It is something the students can be proud of, enhancing their self-efficacy. It keeps them in tune to what is going on in the classroom at all times by holding them accountable. The portfolio is a terrific resource to provide a summary of the school year. The following pages will better explain the procedures being used to build and assess portfolios.
BUILDING THE PORTFOLIO

The following process for building a portfolio should be handed out and thoroughly explained to the students at the beginning of the school year. Past samples (if possible) should be shown to point out what a good portfolio looks like in comparison to a poor one.

ASSESSING THE PORTFOLIO

I. WHAT WILL BE INCLUDED?
A. Cover sheet
B. Goals for the year
1. will be reassessed at the end of each quarter
C. Weekly journals
1. attitudes/feelings towards class
2. thoughts on your personal progress (goals)
3. strengths and weaknesses (what to improve upon)
4. what you have learned
D. Samples of your best/worst work
1. be sure to write why you chose them on the item, itself
E. Anything else you feel would contribute to it
F. Reflection on portfolio
1. completed at end of the year
2. identify areas of improvement
3. identify areas that still need improvement
4. did you achieve your goals?

II. HOW / WHEN WILL WE WORK ON THEM?
A. during the year, portfolios will be kept by the teacher to be handed out when time is given to work on them.
B. working folders will be used to keep possible additions to your portfolios during the course of a chapter.
C. at the end of every chapter.
D. You will meet with a different partner at the end of each chapter to discuss likes and dislikes of items in each other's working folder.
E. Suggestions will be made for improvement of your portfolios and items can be added or removed.

Their are several forms of assessment that can be used on this project. A few might include:

PORTFOLIO CHECKLIST

Again, this sheet should be handed out to the students at the beginning of the course and be adequately discussed.

1) Use a checklist where failure to meet all criteria results in a loss of points.
2) A weighted grade pointed out to them in the course outline.
3) Peer grading using a checklist.
4) Grade their self-assessment and goal sheets. **** You will receive a score of 15 if all required elements are present, a 0 otherwise.

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examples: portfolios: high school: math (basic geometry) (Authentic Assessment Toolbox)

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Mathematics Portfolios - High School 1. The student will be able to recognize mathematical improvement over the course of the school year. 2. The student will be able to set goals and evaluate their progress towards meeting them. 3. The student will be able to identify their strengths and weaknesses.

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Portfolios for Middle & High Schools: East Side

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Portfolios for Middle & High Schools: East Side

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Why do we use math portfolios?

What are the portfolio requirements in our Middle School and High School?

What types of work go into the math portfolio?

Demonstrating Achievement in Mathematics

Completing a math portfolio that clearly demonstrates the achievement of state standards is a graduation requirement for students at East Side Community High School.

This rigorous process gives our students the opportunity to create a clear portrait of the mathematician that they have grown to become throughout their years at East Side.

Being a member of the New York Performance Standards Consortium, our students complete a high-level Performance Based Assessment Task (PBAT) in lieu of the New York State Math Regents Exam. This PBAT is one of our key portfolio requirements.

Contact us

Our math portfolio system is a continually evolving work in progress. We would love to hear any questions, comments, or feedback you have about our work or this site. Also, if you are interested in seeing one of our student's portfolio presentations, you are more than welcome.

Feel free to email Tom Mullen, East Side Community High School Assistant Principal, at: tomm@eschs.org

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Completing a math portfolio that clearly demonstrates the achievement of state standards is a graduation requirement for students at East Side Community High School. This rigorous process gives our students the opportunity to create a clear portrait of the mathematician that they have grown to become throughout their years at East Side.

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Things to include in student portfolios for math.
See all Portfolio Ideas here!
One to One Correspondence

Children stamp a Bingo marker dot in each square on the graph paper. Graph paper can be made with a ruler and marker or on computer with MS Word by creating a Table. Another way to assess this on paper is to make larger squares and have the children stamp a rubber stamp in each square. Get a printable 1:1 sheet here.

Representing Numbers with Drawings

Children choose something they want to draw, and draw the correct amount. In this picture, I asked children to draw 2 things. You can also have them use stamps, stickers, paper cutouts, or magazine cutouts instead of drawing.

Counting Books

Children glue paper cutouts to each numbered page. I take a photo of the highest number the child was capable of counting, and add that to their e-portfolio. If you use paper portfolios, you would just save the counting book.

Sorting by Color

Children sort the leaf cutouts by color and glue them on divided paper.

More Sorting by Color

Children sort the cutouts by color and glue them on paper divided into 6 sections.

Sorting by Shape

Children sort the cutouts by shape and glue them on divided paper.

Sorting by Size

Children sort the stars by size and glue them on small, medium, and large sheets of paper.

Patterns

Children have a selection of paper cutouts available to choose from. They glue the pieces on a strip of paper in a pattern. Have children make two of these to make sure they know the skill. Save a pattern sample from each grading period. Get this pattern grid printable at this link.

Patterns with Straws

Cut colored drinking straws into one-inch pieces and have children string those onto a pipe cleaner in a pattern. A photo of the finished pattern "snake" can be added to the child's e-portfolio.

Sizes

Children are given cut pieces of straws and yarn. They have to figure out how many pieces of straws to put on each snake to make one small snake and one large snake. Take a photo of the finished "snakes" to save in portfolios.

Matching Skills

Children match small squares of cloth and glue them onto a piece of paper.

Numeral Writing Sample

Sometimes children write numerals when they are at the writing center. These numeral writing samples are saved for the portfolio.

Shapes

Children make shapes with colored masking tape or sequins or other collage materials.

Observational Assessments/ Anecdotal Records

One to one correspondence

Give the children Unifix cubes and a geoboard. Have them place one Unifix cube on every nail of the geoboard.
Give the children wooden cubes and counters (bears, dinos, etc). Have them place one animal on each cube.

Sorting by color

Use any math manipulative (bear counters, dino counters, bug counters, Unifix cubes) and have children sort by color. You can also use colored candies, such as Runts, M&M's, Skittles, or gummy bears.

Sorting by Shape

Use buttons that come in various shapes (the best ones are those made for math manipulatives).

Sorting by Size

Buy plastic jewels in two sizes from a craft store for sorting by size, or buy pom-poms from a craft store in three or more sizes.

Size Seriation

Use Russian dolls to put in order by size. I also have a set of puzzles that have size-ordered pieces, and a set of size-ordered blocks that fit on a board.

Patterns

Have children make patterns with any math manipulative. You can use a paper mat with grids drawn on it to help the children place the manipulatives in a row.

Matching

Put together some Matching Boxes, and observe children while they match the items in the box.

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Things to include in student portfolios for math. See all Portfolio Ideas here! Children stamp a Bingo marker dot in each square on the graph paper. Graph paper can be made with a ruler and marker or on computer with MS Word by creating a Table.

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Web Tools for Student Portfolios: Edutopia

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Web Tools for Student Portfolios: Edutopia

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I still have every single project I ever completed in preschool. My dad collected them and kept each one in a grocery bag that he tucked away in the back of his closet. Looking through his collection now, there's nothing incredibly prodigious about the work that I created as a four-year-old boy. I see doodles, collages, coloring pages and awkward attempts at writing my own name. Nevertheless, the story that it tells is special to me.

This is the effect of good portfolios. They craft a narrative of learning, growth and achievement over time. Though mine was created by my perceptive father, often the best portfolios are those put together by students themselves. And as our focus in the classroom continues to move toward performance-based assessment, the following four web tools will help you and your students to compose narratives as memorable of their learning as my paper bag portfolio did of mine.

Kidblog

Kidblog is unique among the web tools featured here because it is built by teachers for teachers. Their website explains that their mission is "to empower teachers to embrace the benefits of the coming digital revolution in education." And as students continue to become creators rather than simply consumers, Kidblog provides teachers with everything they need to help students create their digital portfolios safely. It gives teachers administrative control over student blogs and accounts. Though Kidblog is private by default, teachers can choose to make posts public or password-protected so that parents can view their students' blogs, too. But whether or not they access their child's blog, Kidblog gives mom and dad peace of mind as it is fully COPPA compliant and does not require any personal information from students.

Google Sites

If your school is fueled by Google Apps for Education, then using Google Sites to create student portfolios, or "Googlios," makes perfect sense. With Sites, students can create media-rich websites to display their work throughout the school year. By starting with a template and a site structure in place, students are able to integrate their work with other Google apps to create a comprehensive story of what they have learned. This obviously means that such apps as Slides, Blogger and YouTube integrate seamlessly. And as long as your students and you have Google Apps for Education accounts, you, as the teacher, have administrative control over who sees student sites and how they are used.

Evernote

For classrooms with BYOD or 1:1 initiatives in place, Evernote can serve as a viable option for creating student portfolios. For those unfamiliar with the app, think of Evernote as the Swiss Army knife of organization. In other words, it does just about everything. As opposed to a blog or website, Evernote allows students to write, take photos, record audio, upload content and more with the ability to tag items, create notebooks for organization and share content socially. Something else that makes Evernote so versatile is that it can sync across multiple computers and mobile devices. While students may start cataloguing content into their Evernote portfolio with an iPad at school, they can continue working on their entry from a laptop at home and vice versa. Additionally, Evernote offers a variety of apps, including Skitch for annotations, that all work great together. However, unlike other options, Evernote doesn't give teachers any way to moderate its use by students. Then again, unlike the alternatives, Evernote isn't publicly viewable, either.

Three Ring

A mobile app with a desktop version, Three Ring is worthy of consideration as well. As with Evernote, students can create and upload content from their own devices and tag, search and share their portfolios. However, what Three Ring offers that Evernote doesn't is teacher-created class accounts. In other words, teachers initiate the use of Three Ring in the classroom by creating classrooms within the teacher account and adding students to each class. Students can then access their teacher-monitored account with a username and password provided. Whether from an iOS or Android device or from a desktop or laptop computer, content can be added by the teacher or student and commented on by both. Three Ring even allows parents to view their students' accounts once linked by the teacher.

Regardless of the platform you choose, empowering and authenticating your students' learning with digital portfolios is a decision that you won't regret. Through providing them with web-based space to collect their own work, you will be helping them practice digital citizenship while simultaneously helping them learn important technology skills. But perhaps more importantly, like my dad did for me over 20 years ago, by connecting your students with their own digital portfolios, you will be allowing them to compose a narrative that will not only inform your own assessment of student growth and achievement, but will leave a legacy of learning and who they have become years after leaving your classroom.

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4 Free Web Tools for Student Portfolios | Edutopia

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I still have every single project I ever completed in preschool. My dad collected them and kept each one in a grocery bag that he tucked away in the back of his closet. Looking through his collection now, there's nothing incredibly prodigious about the work that I created as a four-year-old boy.

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Index of Summative Tasks: Balanced Assessment MARS

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Index of Summative Tasks: Balanced Assessment MARS

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Our summative tasks are divided into three classes - Novice, Apprentice and Expert. This is not a measurement of the difficulty of the content, but indicates the extent to which they require students to autonomously apply their mathematical knowledge: Novice tasks explicitly test particular items of content knowledge, Expert tasks are far less structured and require strategic problem-solving skills in addition to content knowledge. A “balanced diet” of Novice, Apprentice and Expert tasks is needed to properly assess the Mathematical Practices.

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Summative Assessment for H.S._ Propane Tanks: Balanced Assessment MARS

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Summative Assessment for H.S._ Propane Tanks: Balanced Assessment MARS

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In this task, you must work out how much you need to change the radius of a propane gas tank in order to double its capacity.

Mathematical Content Standards

This task asks students to select and apply mathematical content from across the grades, including the content standards:

Note: These references are provisional: we are still developing our critera for consistently linking individual tasks to the CCSS.

Assessment Task Type

The task types indicate the breadth and depth of CCSS mathematical practices assessed by the task. Novice tasks involve only MP2 and MP6 and do so at a low level. Apprentice tasks add MP3 and MP7 but, because of the guidance within the task, do so at a comparatively modest level. Expert tasks aim to cover the full range of practices.

Note: these task types offer a guide as to how tasks relate to the mathematical practices. We are currently considering whether referencing the specific practices relating to each task would be useful or appropriate.

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In this task, you must work out how much you need to change the radius of a propane gas tank in order to double its capacity. This task asks students to select and apply mathematical content from across the grades, including the content standards: Note: These references are provisional: we are still developing our critera for consistently linking individual tasks to the CCSS.

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Summative Assessment for Middle School_Hot Under the Collar: Balanced Assessment MARS

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Summative Assessment for Middle School_Hot Under the Collar: Balanced Assessment MARS

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In this task you will compare two methods of converting temperature measurements from Celsius to Fahrenheit.

Mathematical Content Standards

This task asks students to select and apply mathematical content from across the grades, including the content standards:

Note: These references are provisional: we are still developing our critera for consistently linking individual tasks to the CCSS.

Assessment Task Type

The task types indicate the breadth and depth of CCSS mathematical practices assessed by the task. Novice tasks involve only MP2 and MP6 and do so at a low level. Apprentice tasks add MP3 and MP7 but, because of the guidance within the task, do so at a comparatively modest level. Expert tasks aim to cover the full range of practices.

Note: these task types offer a guide as to how tasks relate to the mathematical practices. We are currently considering whether referencing the specific practices relating to each task would be useful or appropriate.

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In this task you will compare two methods of converting temperature measurements from Celsius to Fahrenheit. This task asks students to select and apply mathematical content from across the grades, including the content standards: Note: These references are provisional: we are still developing our critera for consistently linking individual tasks to the CCSS.

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Summative Assessment for Middle School_Candle Box: Balanced Assessment MARS

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Summative Assessment for Middle School_Candle Box: Balanced Assessment MARS

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In this task, you will design a hexagonal gift box made from card. This task asks students to select and apply mathematical content from across the grades, including the content standards: Note: These references are provisional: we are still developing our critera for consistently linking individual tasks to the CCSS.

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Blind Grading: Poorvu Center for Teaching & Grading (Yale)

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Blind Grading: Poorvu Center for Teaching & Grading (Yale)

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Examples and Recommendations

There are many approaches to blind grading. Ultimately, the instructor should choose the method that is most feasible given the context of the course and assignment:

Cover Student Names - In this approach, the instructor covers up student names prior to grading and shuffles assignments in order to minimize identifying students. For example: the instructor might 1) have students write their names on the first page and leave the remainder of the page blank, 2) fold over the page to cover up names prior to grading, and 3) place graded exams face down after completing.

Use Student Personal Identification Numbers - Students can be given a personal identification number. Instead of their name, they can write this number on their assessment or other work. Instructors may also consider periodically providing students with new ID numbers if they become recognizable. Instructors should also think about additional ways to bolster their command of student names, if they use assignments to memorize and get to know students.

Have Students Write Names on the Back of Last Page - In the case of an exam, quiz or written work, students can be told to write their names on the back of the last page instead of the front page. With this method, the instructor does not see student names until the grading process is finished.

Encourage Students to Type Assignments Over Writing in Longhand - Handwriting can be identifiable, and thus, where appropriate, instructors can encourage particular assignments to be typed. This approach can be coupled with the use of personal identification numbers, or having students include their names at the end or front of the assessment.

Grade the Same Section or Question for all Students at the Same Time - In the case of grading exams, quizzes, or other worksheets, an instructor can grade one section or question for all students at the same time. This can minimize the influence of between-student biases on scoring if the name is covered. This approach is also a best practice for ensuring reliability of test scores, as it allows graders to focus on the same criteria and content over the same period of time for all students.

Use Anonymous Canvas Grading - The Yale learning management system Canvas enables blind grading. Instructors can select the gearbox in the upper left in SpeedGrader and choose "Hide Student Names in the SpeedGrader".

Resources

Malouff, J.M., Emmerton, A.J., Schutte, N.S. (2013). The Risk of Halo Bias as a Reason to Keep Students Anonymous During Grading. Teaching of Psychology, 40(3): 233-237.

Malouff, J. (2008). Bias in Grading. College Teaching, 56 (3): 192-191.

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There are many approaches to blind grading. Ultimately, the instructor should choose the method that is most feasible given the context of the course and assignment: Cover Student Names - In this approach, the instructor covers up student names prior to grading and shuffles assignments in order to minimize identifying students.

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Effective assessment strategies for English learners SCALE at Stanford

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Effective assessment strategies for English learners SCALE at Stanford

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Learning Progression Guided by Formative Assessment: Indiana Department of Education

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Learning Progression Guided by Formative Assessment: Indiana Department of Education

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Report Card Example: Loma Prieta Joint Union School District

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Report Card Example: Loma Prieta Joint Union School District

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Curriculum & Instruction / Fourth Grade Report Card

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Loma Prieta Joint Union School District * 23800 Summit Road Los Gatos, CA 95033 *

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Report Card Example: Davis Douglas School District

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Report Card Example: Davis Douglas School District

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Elementary Report Cards - David Douglas School District

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2020-21 School Year The David Douglas School District has revised the elementary report card for this year. This is a temporary one-year report card in response to Comprehensive Distance Learning. The purpose of the report card remains the same: to communicate with families and students about progress towards grade level expectations.

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​A variety of Standards-based Report Cards are shown below. These are intended to provide support to districts as they create their own SBR system. The process of creating a SBR system is valuable to the transition for educators and should be done with the participation of all parties: teachers, administrators, parents and students for maximum success.

For more information on these report cards contact: Erik Youngman, Ed.D., Director of Curriculum, Instruction & Assessment, Libertyville District 70 :eyoungman@d70schools.org

For more information on these report cards contact:Jim Duggan, Bourbonnais Elementary District 53
dugganj@besd53.org

For more information on these report cards contact: Kathy Ruggeberg, Ph.D., Assistant Superintendent, Teaching & Learning, Rock Island - Milan School District #41, Email: kathy.ruggeberg@rimsd41.org

For more information on these report cards contact: Mrs. Yavonnda Smith, Urbana School District #116
Director of Curriculum & Instruction, ysmith@usd116.org

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​A variety of Standards-based Report Cards are shown below. These are intended to provide support to districts as they create their own SBR system. The process of creating a SBR system is valuable to the transition for educators and should be done with the participation of all parties: teachers, administrators, parents and students for maximum success.

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Student Friendly Language_Self and Peer Assessment: Rhode Island Department of Education

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Student Friendly Language_Self and Peer Assessment: Rhode Island Department of Education

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The practice of using single point rubrics is slowly but surely catching on. The simplicity of these rubrics - with just a single column of criteria, rather than a full menu of performance levels - offers a whole host of benefits:

Teachers find them easier and faster to create, because they no longer have to spend precious time thinking up all the different ways students could fail to meet expectations.

Students find them easier to read when preparing an assignment. With only the target expectations to focus on, they are more likely to read those expectations.

They allow for higher-quality feedback, because teachers must specify key problem areas and notable areas of excellence for that particular student, rather than choosing from a list of generic descriptions.

Want to Learn More?

I first talked about this type of rubric in an earlier post ( Know Your Terms: Holistic, Analytic, and Single-Point Rubrics). If this is the first time you've encountered this type of rubric, reading this will give you some background knowledge on all the different types of rubrics and why the single-point deserves world domination.

To give credit where it's due, I did not come up with the name single point rubric. Although the idea for a simplified rubric with a single set of criteria came to me independently, when I went looking for academic support for its use, I found that the type of rubric I had in mind was given the name "Single Point Rubric" in 2000 during a conference presentation by someone named Mary Dietz. Attending that conference was a researcher named Jarene Fluckiger, who published a study on its effectiveness in 2010. (The reference to Dietz is in Fluckiger's paper, but no one named Dietz has published anything on the topic.)

Show Us Your Rubrics!

I urge you to take one of your most convoluted rubrics and make a single-point version of it. Then show it to the world, so other teachers can learn: Take a screenshot of it and post the picture on Twitter with the hashtag #singlepointrubric. If you aren't on Twitter or don't feel like doing this, just put a link to your rubric in the comments below. Help us start a movement to rid the world of ineffective rubrics!

Another Variation (Added in 2017)

After considering some of the limitations of this format, I played around with the rubric a bit more and came up with this variation:

The original version of the single point rubric allowed no space for actually pointing out when the student hit the standard, apart from maybe circling or highlighting the middle column. With this format, teachers can pinpoint where the student is on each descriptor, then offer feedback, either constructive, positive, or both.

To grab a copy of this for your own modification, click here.

Need Ready-Made Rubrics?

My Rubric Pack gives you four different designs in Microsoft Word and Google Docs formats. It also comes with video tutorials to show you how to customize them for any need, plus a Teacher's Manual to help you understand the pros and cons of each style. Check it out here:

Stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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The practice of using single point rubrics is slowly but surely catching on. Try one for yourself and let us see it!

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2016 Science Assessment K-12_CA Science Framework: CDE

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2016 Science Assessment K-12_CA Science Framework: CDE

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Performance Level Descriptors for K-2: CCSSO

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Performance Level Descriptors for K-2: CCSSO

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Math Practices Learning Progression: Easing the Hurry Syndrome

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Math Practices Learning Progression: Easing the Hurry Syndrome

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Performance Assessment Rubric for Grades 9-12: SCALE

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Performance Assessment Rubric for Grades 9-12: SCALE

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Performance Assessment Resource Bank: SCALE (Stanford Center for Assessment, Learning and Equity)

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Performance Assessment Resource Bank: SCALE (Stanford Center for Assessment, Learning and Equity)

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Performance Assessment Tasks: Inside Mathematics

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Performance Assessment Tasks: Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

The tasks for 3rd Grade through High School were developed by the Mathematics Assessment Resource Service (MARS) of the Shell Centre for Mathematical Education, University of Nottingham, England. The tasks for 2nd Grade were developed by the Silicon Valley Mathematics Initiative's Mathematics Assessment Collaborative (MAC).

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Performance Assessment Tasks | Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

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Rubrics are a tool for evaluating student work. There are two main types of rubrics: holistic (a rubric that provides one overall score) and analytic (a rubric that provides scores for different categories). Most of the rubrics in the SFUSD Math Core Curriculum are 4-point holistic rubrics.
A rubric is often used in conjunction with an answer key. The rubric provides a broader picture about a student's demonstration of understanding the standards and mathematical practices, and the answer key provides specific examples of how a student might answer parts of the task.

Why do I use rubrics?
The primary purpose of a rubric is to provide specific feedback on critical elements of the task and the student work. In addition, rubrics may be used to show students the expectations before they perform a task and to give students feedback and an opportunity for revision after they perform the task. Both of these uses strongly support student learning and achievement.

Sample 4-Point Holistic Rubric

When do I use rubrics?
Rubrics are traditionally used to evaluate student work after students perform a task, especially a summative task. Rubrics are included for all the Milestone Tasks, as well as some other tasks, in the SFUSD Math Core Curriculum for this purpose. Rubrics can also be used before the task to communicate performance expectations to students and after the task to communicate feedback and provide structure for revision or re-engagement.

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Rubrics are a tool for evaluating student work. There are two main types of rubrics: holistic (a rubric that provides one overall score) and analytic (a rubric that provides scores for different...

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Designing Grading Rubrics: Harriet W. Sheridan Center for Teaching and Learning

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Designing Grading Rubrics: Harriet W. Sheridan Center for Teaching and Learning

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Why Use Rubrics?

Rubrics help instructors grade and provide feedback on assessments that have more than one correct answer in an efficient and equitable way. They facilitate transparency in grading, as well as increase consistency in scoring. When given alongside an assignment, students can use rubrics to gain understanding about the purpose of an assignment, to provide peer feedback, or to engage in self-assessment. Multiple graders or reviewers produce more consistent results when they have been trained in using the rubric and have been provided with exemplars (for reviews of the research see Jonsson & Svingby, 2007; Reddy & Andrade, 2010).

Three Elements of a Rubric

A rubric involves three elements: 1) the criteria for assessing the product or performance, 2) a range of quality levels, and 3) a scoring strategy. There is enormous flexibility for instructors to construct rubrics that reflect their teaching perspective within these three parameters.

Criteria define the distinct elements of expert or competent performance of the tasks central to the assignment. As the number of criteria increases, so does the amount of time required to review assignments. Too few criteria can lead to a rubric that does not effectively assess the range of knowledge, skills, and attitudes required to complete the task assigned. Generally, 4 to 6 criteria assess the breadth of competencies that are most essential to an assignment.

A single criterion can be used to create a holistic rubric with very general descriptions. Holistic rubrics do not provide targeted feedback and research suggests they are less consistently used. Holistic rubrics work well to speed grading for low stakes activities that only need very general feedback (e.g., discussion forum posts or responses). For more significant assignments, an analytic rubric with multiple criteria is more useful for reviewers and students. Effectively selecting the most important criteria is the first step to designing effective analytic rubrics. For examples of each type of rubric see the resource links below.

Quality Levels

Once the most essential criteria for competently completing the assignment have been identified, different quality levels need to be identified. Selecting the number of quality levels is a critical decision. While a greater number of quality levels allows for finer distinctions, more levels increase the time required to develop the rubric and to review assignments. In addition, research has shown that as the number of quality levels increases, consistency across graders or reviewers decreases. Considering the ultimate grade distinctions that will be made in the course can help determine the appropriate levels of quality for significant assignments.

The labeling of quality levels requires careful reflection. In learning contexts, instructors typically distinguish levels of competence, mastery, or expertise. This framing emphasizes a developmental teaching perspective and communicates a growth mindset. Instructors should beware of quality descriptors that demoralize students (e.g., incompetent, barely adequate, almost competent).

The most equitable rubrics create a detailed table describing the key features for each criteria at each quality level. Criteria are listed along the left-most column (often according to hierarchy of importance or process order) and quality levels are arranged across the top row of the table (either from low to high or high to low). Each of the remaining table cells is filled with a description of key features that can be observed for the specific criteria at that quality level. These often focus on key factors that represent bottlenecks in student learning or critical steps to increased levels of competence.

Scoring Strategy

Rubrics are flexible tools and instructors use a range of strategies to score student work using rubrics including:

1) Setting weights for each criterion, and single scores for each quality level. This approach speeds grading and minimizes discretion that might be a source of bias. Many digital tools support this strategy.

2) Weighting criteria and providing a range of scores for each quality level. This approach supports instructors interested in making more fine-grained distinctions.

3) Focusing on the overall combination of quality levels across criteria to assign a grade. This is a simplified grading structure that focuses on the overall grade and holistic judgment of the instructor or grader. For larger course enrollments, this strategy increases the risk of inconsistent or biased grading.

4) For drafts and formative assessments, focusing on providing students feedback with the rubric and simply assigning a complete or incomplete grade can be an efficient and effective strategy

Suggestions for Creating a Rubric

Determine the purpose of the assignment

Consider what, exactly, you want students to learn from the assignment. Write this down; it will guide the creation of criteria for your rubric.

Clearly establish criteria

Decide how you want to grade students. What elements of the assignment do you want to give them feedback on? This means determining the criteria associated with the task. To determine the criteria, think again about the goals of the assignment. What do you want students to accomplish? What do you want them to learn? Keep these criteria descriptions brief. Also, try to have an even, rather than an odd, number of criteria. This prevents the middle criterion from becoming a catch-all, allowing for more nuance in grading.

Determine the scoring method

Decide whether you will use a letter grade, percentages, points, a rating scale, or some other scoring method in your rubric. How will you label them? With numbers or descriptive labels?

Develop the descriptors of the criteria

Make sure the descriptors follow a logical progression. That is, descriptors indicating poor performance should be distinctly different from descriptors indicating high performance. And there should be consistency within the descriptors, meaning they should focus on particular attributes that carry through all criteria.

Be sensitive to language used

Rubrics offer a more objective means of assessing student work, but that doesn't mean they should assume a negative tone or offer an overly pointed critique of the learner. Try to refer to the assignment rather than the student when developing criteria. Avoid overly subjective language and use active voice where appropriate.

Explore results with hypothetical scoring combinations

Test your rubrics with a variety of scores for each criteria and see how significantly an outlier in one criterion will impact the overall grade. Consider whether adjustments to the weighting of criteria or the way points are allocated would more accurately reflect the appropriate grade.

Share your rubric with a colleague

Asking a colleague to review the rubric in advance is one of the best ways to ensure that your expectations are clear. You can ask colleagues to focus on specific elements of the rubric or to provide overall feedback.

Rubric Tools

Gradescope

Gradescope is a tool that enables efficient and transparent grading. Foremost, Gradescope prompts instructors to grade by question rather than by student. Within each question, the platform enables graders to create a dynamic, shared digital rubric that allows for expedited, collaborative grading and point altering.

The Canvas Rubrics tool can help you grade more quickly by providing an easy way to select the appropriate feedback, or grade by the same criteria for each student. After you attach a rubric to an assignment and configure it for grading, you can use the same grading criteria for all student submissions. Canvas will then automatically calculate the total score for you in Speedgrader.

Resources and Works Cited

Rubrics for Assessment from Northern Illinois University

Types of Rubrics from DePaul Teaching Commons

Types of Rubrics: Holistic and Analytic from Queen's University

Know Your Terms: Holistic. Analytic. And Single-Point Rubrics

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859

Additionally, Dannelle D. Stevens & Antonia J. Levi, An Introduction to Rubrics (Sterling, VA: Stylus, 2005), is available as an online Brown Library resource and in the Sheridan Center's library.

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Designing Grading Rubrics | Sheridan Center | Brown University

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Rubrics help instructors grade and provide feedback on assessments that have more than one correct answer in an efficient and equitable way. They facilitate transparency in grading, as well as increase consistency in scoring. When given alongside an assignment, students can use rubrics to gain under…

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Mathematical goals

This lesson unit is intended to help you assess how well students are able to:

Interpret a situation and represent the variables mathematically.

Select appropriate mathematical methods to use and communicate their reasoning clearly.

Explore the effects on a rectangle's area of systematically varying the dimensions whilst keeping the perimeter constant. Interpret and evaluate the data generated, identifying the optimum case.

Introduction

Before the lesson, students attempt the Gold Rush task individually. You then look at their responses and formulate questions for students to think about as they review their work.

At the start of the lesson, students use the questions posed to think of ways to improve their work. Next, they work collaboratively to produce a better solution than they did individually.

In a whole-class discussion students compare and evaluate the different methods they used.

Working in the same small groups, students analyze some sample responses, then, review as a class the methods they have seen. In a follow-up lesson students reflect on their work.

Materials required

Each individual student will need a copy of Gold Rush, some plain paper, a mini-whiteboard, pen, and eraser, and a copy of the review questionnaire How Did You Work?

Each group of students will need a sheet of poster paper and the Sample Responses to Discuss.

Provide calculators, rulers, and squared paper for students on request. String cut into equal lengths or popsicle sticks may also be helpful in representing the situation.

Time needed

20 minutes before the lesson, a 120-minute lesson (or two 60-minute lessons), and 10 minutes in a follow-up lesson. Timings are approximate. Exact timings will depend on the needs of your class.

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This lesson unit is intended to help you assess how well students are able to: Interpret a situation and represent the variables mathematically. Select appropriate mathematical methods to use and communicate their reasoning clearly. Explore the effects on a rectangle's area of systematically varying the dimensions whilst keeping the perimeter constant.

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Understanding the Formative Assessment Process: SBAC

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Understanding the Formative Assessment Process: SBAC

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Download PDF Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, […]

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The 2012 California Standardized Testing and Reporting (STAR) Program test results for schools, counties, districts, and the state are available at this site. Test results are reported for the four components of the STAR Program:

California Standards Tests (CSTs)

California Modified Assessment (CMA)

California Alternate Performance Assessment (CAPA)

Standards-based Tests in Spanish (STS)

To find test results, select "Test Results Search" or "Test Results Adv. Search" from the navigation bar at the top of the page.

Important Note: Test results for individual students are available only to parents/guardians and may be obtained only from the schools and school districts where students were tested. Individual student results are not available on the Internet nor from the California Department of Education.

More About STAR

About 2012 STAR-Information about the tests used, the subjects and grades tested, and the types of results reported for the 2012 STAR Program.

STAR Help-Help in finding, understanding, using and comparing, and printing test results.

Finding Test Results-Directions on how to find the test results for a desired test and a desired county, school district, school, or the state.

Printing Test Results-Suggestions on how to print the test results.

Term and Score Explanations-Definitions and explanations of the terms and scores used.

Comparing Test Results-Information about how to compare results across years, within subjects and grades, or between schools, school districts, counties, and the state.

The results posted at this Web site are based on data provided by Educational Testing Service under contract with the California Department of Education.

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The 2012 California Standardized Testing and Reporting (STAR) Program test results for schools, counties, districts, and the state are available at this site. Test results are reported for the four components of the STAR Program: California Standards Tests (CSTs) California Modified Assessment (CMA) California Alternate Performance Assessment (CAPA) Standards-based Tests in Spanish (STS) To find test results, select "Test Results Search" or "Test Results Adv.

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Strategic Use of Technology in Teaching and Learning Mathematics: NCTM

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Strategic Use of Technology in Teaching and Learning Mathematics: NCTM

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Evaluation of Evidence-Based Practices in Online Learning_A Meta Analysis and Review of Online Learning Studies

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Evaluation of Evidence-Based Practices in Online Learning_A Meta Analysis and Review of Online Learning Studies

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Supporting Learning in the COVID-19 Context_Research Guide

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Supporting Learning in the COVID-19 Context_Research Guide

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In this activity, students practice finding equations of lines in order to land a plane on a runway. Most of the challenges are well-suited to slope-intercept form, but they are easily adapted to other forms of linear equations depending on the goals of an individual class or a student.

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Distance Learning FAQs - Distance Learning (CA Dept of Education)

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Frequently asked questions (FAQs) about Distance Learning for the 2020–21 school year, pursuant to Education Code 43500-43511.

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Distance Learning Instruction Planning Guidance: CDE

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Distance Learning Instruction Planning Guidance: CDE

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References

Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control. It is also important to acknowledge the understandably high levels of stress and anxiety these circumstances have created across the system in adults and children alike. During this time it is vitally important that we all give attention to and provide space for the emotional well-being of those within their organizations and communities. The guidance provided here is meant to offer suggestions for best practice in a distance learning setting through a lens of continuous improvement. As we all embark on a new learning journey successful outcomes will rely heavily on our collective ability to monitor the effectiveness of current practices, respond to feedback and changes in public health conditions, iterate or redesign, and repeat the improvement cycle. Each LEA is encouraged to work together with stakeholders at the local level to identify needs and determine the appropriate supports to address the local context.

It is important to develop structures that continue to place students at the center of learning, understanding the varied contexts of at home supports. While nothing will replace the invaluable connection developed through in-person teaching, there are best practices LEAs may consider in order to maximize instructional time. It is important to consider utilizing the time educators spend directly interacting with students to be focused, planned, and designed to further student learning goals. Learners will need opportunities for guided learning with an educator, as well as opportunities to work with peers, families, and community members to apply their learning and practice their skills. On June 29, 2020, the Governor signed Senate Bill (SB) 98 which reinforced these concepts providing required instructional minutes for grade-levels while emphasizing the necessity of teacher-student engagement. This document offers suggestions in four key areas 1) clear definitions of instructional models and language outlined in statute, 2) an overview of required daily minutes for the 2020-21 school year and considerations for synchronous and asynchronous instruction (California Education Code (EC) Sections 43501(a)(b)(c)(d)(e), 3) researched based principles for considerations for LEAs as they prepare to open school and 4) sample student learning blocks that provide a few ideas for how educators may structure learning. This guidance is not all-encompassing as instructional time can be a nuanced area. These suggestions are recommended best practices and do not constitute legal advice or a legal service. Any unique or specific instructional time questions should be referred to the California Department of Education (CDE) School Fiscal Services Division at attendanceaccounting@cde.ca.gov. Any specific unique distance learning program questions should be referred to distancelearning@cde.ca.gov.

Common Definitions

The definitions below are designed to provide a common understanding of the various models of learning and their unique distinctions and to avoid the common misconception of applying terms interchangeably. It is important to note that not all distance learning requirements outlined in statute are included in this document. Readers should consider CDE Frequently Asked Questions (FAQs) and additional guidance documents as they plan for and engage in distance learning during the 2020-21 school year to ensure all requirements are met.

Distance Learning. Instruction in which the pupil and instructor are in different locations and pupils are under the general supervision of a certificated employee of the local educational agency. Distance learning may include but is not limited to all of the following:

Interaction, instruction, and check-in between teachers and pupils through the use of a computer or communications technology

Video or audio instruction in which the primary mode of communication between the pupil and certificated employee is online interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology

The use of print materials incorporating assignments that are the subject or written or oral feedback (EC 43500(a))

Blended Learning. Combination of in-person and distance instruction.

Independent Study. Independent Study is provided as an alternative instructional strategy, not an alternative curriculum. Independent study students work independently, according to a written agreement, and under the general supervision of a credentialed teacher or teachers. Students enrolled in an independent study program for the 2020-21 school year must meet the additional requirements of distance learning. For more information regarding independent study requirements see: https://www.cde.ca.gov/sp/eo/is/isprogramsummary.asp

Home School. In California, there are several ways that parents educate their children at home: through an existing private school, through a public charter or independent study program, and in many instances by opening their own private home-based school and submitting a Private School Affidavit to the CDE. However, it is important to note that (1) the CDE does not provide guidance on how to home school, and (2) California statutes do not explicitly authorize homeschooling or differentiate between private schools and home schools. Students enrolled in a home school program for the 2020-21 school year must meet the additional requirements of distance learning. For more information on schooling at home see: https://www.cde.ca.gov/sp/ps/homeschool.asp

The below terms are used throughout the document as we continue to discuss ways in which LEAs offer high-quality distance learning in accordance with EC Section 43503.

In-Person Instruction. Instruction under the immediate physical supervision and control of a certificated employee of the local educational agency while engaged in educational activities required of the pupil

Synchronous Learning. Synchronous learning takes place in real-time," with delivery of instruction and/or interaction with participants such as a live whole-class, small group, or individual meeting via an online platform or in-person when possible.

Asynchronous Learning. Asynchronous learning occurs without direct, simultaneous interaction of participants such as videos featuring direct instruction of new content students watch on their own time.

Time Value. Instructional time for distance learning is calculated based on the time value of synchronous and/or asynchronous assignments made by and certified by a certificated employee of the LEA. Time value for distance learning is different than time value used previously in independent study programs which include an evaluation of the time value of work product.

Instructional Time by Grade Level

For the 2020-21 school year, instructional time offered through distance learning may include synchronous and/or asynchronous instruction and is calculated based on the time value of assignments made by a certificated employee of the LEA.

Grade Level

Total Minimum Required Minutes per Education Code Section 45301*

* Total minimum required minutes per EC Section 45301 include in-person, distance-learning, or blended learning models. Distance learning can be delivered through synchronous and/or asynchronous instruction.

** 180 Instructional minutes for pupils in grades 11 and 12 that are also enrolled part-time in classes of the California State University or the University of California for which academic credit will be provided upon satisfactory completion of enrolled courses. 180 instructional minutes for any pupil who is also a special part-time student enrolled in a community college and who will receive academic credit upon satisfactory completion of enrolled courses. 180 instructional minutes for pupils enrolled in a continuation high school. (EC Section 43501 (a-f)).

In distance learning, instructional time is calculated based on the time value of assignments made and certified by a certificated employee of the LEA in which the student is enrolled. Those assignments can include assigned instruction or activities delivered through synchronous or asynchronous means. Synchronous opportunities may include full group instruction, peer interaction, and collaboration, two-way communication, small group breakouts, or individual office hours. The delivery method should match the purpose of the current learning outcome, corresponding task, and program placement (i.e. Language Acquisition Program). At times it may be appropriate for new content to be delivered asynchronously utilizing synchronous time for peer interaction, small group breakouts, or individual office hours. Inversely, at times content may require synchronous opportunities to include direct instruction on new content. All modes should provide students a means of checking for understanding and progressing based on that understanding. For English learners, this means of checking for understanding should include opportunities to have oral conversations to elaborate on the language necessary to articulate what is understood and ask questions for clarifying what is not fully comprehended. For students with disabilities, instructional time may be determined by the Individualized Education Program (IEP) team, as instructional delivery should be appropriately adapted to the unique needs of the student. Additionally, instruction and activities should be aligned to learning objectives and goals specified in the IEP.

There is an opportunity for staff to develop integrated lessons to maximize instructional time. An example might include integrating science and math standards in a performance task. Educators will need to support the development of independent learning skills through modeling, scaffolding, student conferences, feedback, and reflection. Although family support is important, applied learning experiences should take into account that many families will not be able to provide extensive support. During time allotted for applied learning, it is important for an adult to be available for questions. Educators will need to be especially in tune with language needs and provide sufficient language scaffolds to ensure the student can participate fully in the development of content and the development of the necessary linguistic structures to meet the language demands of the lesson. Integrated ELD is critical for English learners' access to the material and should be an integral part of the lesson planning and delivery process in all subjects. Structures may need to be in place to provide support for students that may not have an English speaking adult or family member to support applied learning. Consider using expanded learning staff or other staff from community-based organizations to support individual students or learning pods of students. Collaboration with families can be especially important when developing learning opportunities for students with disabilities, particularly students with extensive support needs. Gauging the needs of the family in supporting the student will be key to ensuring successful student outcomes. LEAs are encouraged to engage service providers and paraprofessionals in collaboratively supporting the students and family to ensure meaningful access to learning opportunities.

The ratio of synchronous and asynchronous and the sequence of these chunks of instructional time will depend on the course structure, instructional methods, access to technology tools, student needs, and whether learning is taking place entirely online or if the class is using a blended model. As such, it is important to emphasize that these two types of instructional time do not need to be chunked or sequenced in any particular way. For example, a teacher may choose to have students spend an estimated 30 minutes independently reading a text to prepare for a 20-minute, teacher-facilitated, synchronous discussion, followed by a 30-minute group research task, and then another 10-minute check-in discussion. Some English learners may need materials in the primary language to support their independent learning. Parents may need guidance as to how to support their child to enhance and support the student using these materials.

In the context of a multilingual program, instructional minutes in each language should be aligned to the percentage of minutes dedicated to that language based on the program design. For example, if 80 percent of the instructional minutes in a dual-language immersion program are dedicated to Spanish, then 80 percent of the 230 instructional minutes in a third-grade classroom should be dedicated to Spanish instruction and interaction.

Research-Based Distance Learning Principles

Research on effective distance and blended instruction can provide helpful principles for educators. It is useful to know that well-designed online or blended instruction can be as or more effective than in-classroom learning alone. While many worry that distance learning is necessarily less effective than in-person learning, many studies show that well-designed distance learning that has the features described below is often more effective than traditional in-classroom learning alone (US Department of Education, 2010; see also Policy Analysis for California Education, 2020). Key elements include:

1. A strategic combination of synchronous and asynchronous instruction: Combining synchronous activities where students meet regularly online (or in-person) with their classmates and teachers, with "asynchronous" activities where students think deeply and engage with the subject matter and other students independently are more effective than fully synchronous on-line courses.
Synchronous time should be set for reasonable amounts of time, punctuated with other activities to avoid attention fatigue. It can be used for short mini-lectures and for many kinds of student to student and student to teacher interaction as described below. Many students also benefit from synchronous individual or small-group support in addition to whole-group distance instruction.

Asynchronous time can provide an opportunity for students to gain exposure to concepts prior to engaging in synchronous time or as a follow up to dive more deeply into concepts that have been introduced through independent activities such as reading articles, watching videos or PowerPoint presentations with voiceover, or completing modules online. Teachers can also use these asynchronous modules to provide targeted scaffolding or essential background information for those students in need of extra support in a particular area.

2. Student control over how they engage with asynchronous instruction: Research shows that students do better when they can go at their own pace, on their own time, when they have some choice over the learning materials to use and the learning strategies that work best for them, and when materials are set-up to enable them to engage deeply and critically with course content by managing how they use videos or print materials. As one successful on-line teacher explains:

Rather than assigning only worksheets or reading questions that can often lead to frustration and disengagement, offer students approaches that are universally designed so they can build and apply knowledge based on their interests and readiness levels. For example, provide a recorded lecture, two or three videos, and two readings about the topic. The students can listen or watch the lecture and then choose to complete a combination of the remaining content options. Provide links to reading assignments at different reading levels so that all students find a path to comprehension, with tools like Newsela, Rewordify, News in Levels, and more. Give two or three choices for completing a task, such as writing, recording a video, building a slide deck, using Minecraft Education to demonstrate math concepts, or historical and literary events, through building. Allow students to upload their work onto the classroom learning platform to share with peers.

3. Frequent, direct, and meaningful interaction. The more interaction students have with other students, with their teachers, and with interactive content, the stronger the learning gains. In online learning environments where there is little student-student, student-instructor, and student-content interaction, students often become disengaged. Activities such as experiments, debates, data analysis, and groups solving challenging applications together can serve to synthesize and extend student knowledge. Students can interact with peers and the teacher in multiple formats - whole group and small group discussion in synchronous instruction (for example in zoom breakout rooms), chat rooms and discussion boards that may be synchronous or asynchronous, quick polls and votes followed by debate and discussion are all means to improve engagement, and create positive effects on learning gains, as do interactive materials.

4. Collaborative learning opportunities. Opportunities for students to engage in interdependent cooperative learning are important and improve achievement. Teachers can structure learning opportunities that encourage collaboration by accommodating flexible grouping options for completing work and by setting class norms for collaborative activities. This includes group engagement in shared projects and presentations as well as smaller daily activities. Small groups can work on tasks together during synchronous time in breakout rooms and then return to share their ideas. Asynchronous tasks can also be structured to offer opportunities for students to collaborate and build learning together, for example through discussion boards and by providing peer feedback. Students can pursue projects in asynchronous time by being taught to set up their own collaboration in on-line platforms.

5. Interactive materials. High-quality distance learning incorporates the use of interactive multimedia materials, typically during asynchronous learning. For example, researchers found that 8th-grade students whose teachers integrated the use of the Pathways to Freedom Electronic Field Trips-an online collection of interactive activities designed by Maryland Public Television-in their teaching about slavery and the Underground Railroad, outperformed those who had the same unit without these materials. Fifth-grade science students who used a virtual Web-based science lab, which allowed them to conduct virtual experiments while teachers observed student work and corrected errors online, outperformed those who did an in-person manual science lab. Elementary special education students across 5 urban schools who used a Web-based program supporting writing in action by prompting attention to the topical organization and structure of ideas during the planning and composing phases of writing outperformed those who had the same materials in hardcopy in the classroom (US Department of Education, 2010).

6. Assessment through formative feedback, reflection, and revision. Formative assessment is very important in online and blended learning, and it promotes stronger learning when it provides feedback that allows students to reflect on and revise their work. For example, researchers found that students performed better when they used a formative online self-assessment strategy that gave them resources to explore when they answered an item incorrectly. Similarly, students who received quizzes that allowed them the opportunity for additional practice on item types that had been answered incorrectly did better over time than those who received quizzes identifying only right and wrong answers. Studies have found positive effects of a variety of reflection tools during on-line learning, ranging from questions asking students to reflect on their problem-solving activities to prompts for students to provide explanations regarding their work, student reflection exercises during and after online learning activities, and learning guidance systems which ask questions as students design studies or conduct other activities that support students' thinking processes without offering direct answers (US Department of Education, 2010).

7. Explicit teaching of self-management strategies. Students who receive instruction in self-regulation learning strategies perform better in online learning. Teachers can help students with tools that help them schedule their time, set goals, and evaluate their own work. They can also provide checklists that are readily available to students and parents that break out the steps for task completion to help them understand the scope of the work and the milestones they'll accomplish along the way.

Initial Support for Distance Learning

As districts start the school year it is important they consider ways to: engage and support families and staff, the utilization of common tools, and the identification of success criteria. For students with disabilities, LEAs should plan for how IEPs can be executed in a distance learning environment. It is also important to establish the ELD program expectations, schedules, and guidance as to how to make sure both designated and integrated ELD is provided consistently throughout all subjects.

Preparing Families and Staff for Distance Learning

In order to ensure parents and staff (including community partners where applicable) feel comfortable and prepared to engage in distance learning, it is important to solicit feedback, understanding their experience over the spring as well as offering multiple opportunities to discuss expectations and engage with technology in a low stakes setting. It is important to engage with parents in the language which is spoken in the home.

Understanding context

Students Perspectives on DL [Survey (in multiple languages) or focus groups]

What did you like best about distance learning?

What part of distance learning was the most challenging?

If you could do one thing to improve DL what would it be?

Teacher Perspectives (Survey or focus groups)

What worked well in distance learning over the spring?

What were some of the biggest challenges?

What do you need to be successful in distance learning in the fall?

Were you able to support various types of student needs including English learners, students with disabilities, foster youth, socioeconomically disadvantaged youth, etc.?

What strategies did you use to provide integrated and designated English language development (ELD)? Where do you need additional assistance?

Parents (Survey or focus group with appropriate translations)

What worked well with distance learning?

What was the most difficult?

How would you improve distance learning to better support your child?

What support would you like/need as DL continues?

Was the information provided in a language and manner accessible to you and your family?

During the initial reopening

Considerations for Staff

Offer professional development on a common digital platform by site (See Common Tools Below).

Support a common use of platforms. Example: If using google classroom, are all teachers logging homework in the same place?

Ensure all staff are informed of SWDs current IEP and 504 accommodations and if concerned who to contact to discuss supports needed in DL

Provide professional learning on integrated and designated ELD in the distance learning context and ensure that all staff are aware of the requirement that both integrated and designated ELD are provided to English learners.

Provide professional learning on dual language instruction in the distance learning context and ensure that all staff are aware of the instructional minute requirements and plan for language use schedules to ensure language models continue as designed.

Plan for a schedule of agreed-upon times of IEP meetings to ensure all team members are available to be present.

Collaborate with the IEP team to schedule services for students within the agreed-upon instructional minutes schedule.

Considerations for Parents/Students

Over the course of a week consider offering opportunities for 1:1 meetings or meetings in groups with parents and students. It may be helpful to offer evening options for parents that work full-time. Ensure that interpreters are available for parents who speak languages other than English to the extent possible.

Review the digital platform with the student and parent.

Discuss the rhythm of learning that will be established: Where and/when is work posted? How do they submit assignments?

Ask parents about the best form of communication and feedback loop.

Considerations for Staff

Offer tiered (ranging from beginning to mastering) professional development opportunities for staff to continue to build their capacity in areas to support distance learning such as learning platforms, engaging strategies, or tools and resources.

Utilize staff meeting time to review success criteria (see below), address emerging needs, celebrate successes and identify areas for ongoing professional development.

Establish a regular time for grade-level teams to collaborate in developing shared resources, review student work, and co-create lessons.

Provide ongoing professional learning on integrated and designated ELD in the distance learning context and time for teachers to collaborate on addressing the needs of English learners (successes and next steps).

Provide regular time for grade-level teams to collaborate with special education teams (SAI;SLP;OT;APE..) to discuss supports/challenges in DL model and GE curriculum

Considerations for Parents/Students

Establish a regular time for parents to receive support with technology. Explore platforms that are available in languages other than English to ensure that parents and students have access and that the home language is seen as an asset.

Establish regular office hours for students to connect with their teachers and peers.

Ensure that communications with parents are translated to the extent possible and that translators are available for teachers to contact parents who speak languages other than English.

Tips for Success

Consider other means of communication other than email. Survey data that shows 1 in 3 families of English Learners do not have an email address.

Google and several text messaging apps provide alternative phone numbers that link to your personal phone number so that it is kept private. Calling the alternative phone number will connect to you directly. These services are typically free of charge. Several text messaging apps provide translation services for two-way translation (from English to the parent's preferred language and also translating their response back to English).

Consider creating videos regarding how to access the digital platform for future viewing.

Consider providing guidance in multiple languages including video, written material, digital material, and technology platforms, apps, etc.

Use of Common Tools

Consistency across grade-levels will support the success of students and families as they prepare to engage in distance learning. Consistency also provides opportunities for teachers to marshal resources. As an example, if teachers are all using the same high-quality curriculum, they might develop or curate videos for asynchronous learning and share with colleagues. Consistent use of platforms allows parents with multiple children to learn and offer support in a focused area. Similarly, students with multiple teachers will have space to focus on content as opposed to navigating multiple digital platforms for learning.

Select one common digital platform for appropriate grade-spans, i.e. Kindergarten and first-grade may utilize a different platform than second-grade and above.

Ensure support is provided to teachers on how to use the platform in a consistent manner.

Ensure support is provided to parents on how to use the system and that this support is available in multiple languages.

Identify the district adopted materials for each subject area.

Ensure every teacher has access to the required curriculum, including ELD and Special Education.

As a staff, use the mathematical frameworks to identify the major clusters, supporting clusters and additional clusters for focus and planning.

As a staff uses the ELA CCSS to identify the new content introduced in each grade-level for focus and planning.

As a staff, use the ELA/ELD Framework and the ELD standards to ensure that instructional materials include both integrated and designated ELD for English learners. Integrated ELD should be provided in all subject areas.

As a staff, discuss multilingual program needs.

Identify necessary supports to build staff, parent, and student capacity around the curriculum that will be used. (see Preparing Families and Staff for Distance Learning above)

Administer a common grade-appropriate diagnostic assessment at the beginning of the year to establish a baseline for student learning

Plan for the administration of common assessments to use for grade-level collaboration, including assessments in other languages for multilingual programs and the English language proficiency for ELD progress.

Provide timely, personalized feedback to students on formative and summative assessments including acknowledgment of the receipt of their work and a way for students to track their grades.

Communicate to parents and students progress in learning regularly ensuring translations when appropriate.

Success Criteria

It is important for districts to review the past and current local data in order to identify metrics for success in the distance learning setting. As an example, if an LEA previously saw high rates of chronic absenteeism with their students with disabilities, a clear improvement outcome should be established with a plan to monitor participation rates for that student group. Success criteria will clearly communicate the vision of the LEA regarding student performance and allow staff to monitor progress, to celebrate success, and identify needs early.

Identify anticipated student needs based on previous data and on formative assessments within the first month of school.

Develop clear, consistent ways to solicit feedback from students, parents, and staff

Identify and develop common assessments at each grade level.

Identify local data to review regularly, including specific data for students subgroups traditionally underserved.

Data Commitments

Develop clear data commitments: when will assessments be given? Who will collect the information? Who will create data visuals that are easy to read?

Data Analysis

Review data on a regular basis with the Every Ed Team (comprised of representative staff to support general education including students with exceptional needs and English learners)

Communicate data at staff meetings including time to brainstorm the next steps.

Establish a relationship between data outcomes and practices or strategies that were implemented.

References

Policy Analysis for California Education (2020). Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction. https://edpolicyinca.org/sites/default/files/2020-07/r_myung_jul20.pdf

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010.) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Last Reviewed: Tuesday, August 18, 2020

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Distance Learning Instruction Planning Guidance

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Common Definitions | Instructional Time by Grade Level | Research-Based Distance Learning Principles | Initial Support for Distance Learning | Use of Common Tools | Success Criteria | References Distance learning in the COVID-19 context provides a unique challenge in that, in many cases, neither families nor educators chose to engage in this model of instruction, it is an opportunity provided due to circumstances beyond our control.

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California Assessment of Student Performance and Progress (CAASPP) System - Testing (CA Dept of Education)

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Calculation Resources Online: Wolfram Alpha

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Calculation Resources Online: Wolfram Alpha

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Wolfram|Alpha: Making the world's knowledge computable

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Compute answers using Wolfram's breakthrough technology & knowledgebase, relied on by millions of students & professionals. For math, science, nutrition, history, geography, engineering, mathematics, linguistics, sports, finance, music...

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Practice addition, multiplication, fractions and algebraic reasoning with our popular math games. Discover fun learning games kids love to play.

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Online Manipulatives: Math Learning Center

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Online Manipulatives: Math Learning Center

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Technological, Pedagogical and Content Knowledge Framework (TPACK)

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Technological, Pedagogical and Content Knowledge Framework (TPACK)

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technological pedagogical and content knowledge  tpack tpck

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Technological Pedagogical and Content Knowledge

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Introduction to the Communities of Practice: Wenger-Trayner

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Introduction to the Communities of Practice: Wenger-Trayner

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wenger-trayner - Social learning theorists and consultants

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Introduction to communities of practice - wenger-trayner

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Introduction to communities of practice a brief overview of the concept and its uses Etienne and Beverly Wenger-TraynerJune 2015 Table of contents A community of practice storyWhat are communities of practice?What do communities of practice look like?Where does the concept come from?Where is the concept being applied?Myths about communities of practiceFurther reading A community of practice

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Preparing Teachers- Building Evidence for Sound Policy: National Academies of Sciences Engineering Medicine

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Preparing Teachers- Building Evidence for Sound Policy: National Academies of Sciences Engineering Medicine

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Contributors

Description

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system.

Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs.

Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

Topics

Suggested Citation

National Research Council. 2010. Preparing Teachers: Building Evidence for Sound Policy. Washington, DC: The National Academies Press. https://doi.org/10.17226/12882.

Import this citation to:

Publication Info

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Division of Behavioral and Social Sciences and Education

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Preparing Teachers: Building Evidence for Sound Policy

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Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared.

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Catalyzing Change in Early Childhood Elementary Mathematics: Initiating Critical Conversations_NCTM

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Catalyzing Change in Early Childhood Elementary Mathematics: Initiating Critical Conversations_NCTM

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Our students need mathematics to make sense of their world and increase their opportunities. As teachers, administrators, and education leaders, each and every student is counting on us, our policies, and our practices to support them, support their learning, and develop them as doers of mathematics.

NCTM has embarked on a comprehensive look at mathematics education from K-12. This involved administrators, higher education faculty, educators, and leaders in mathematics education. The results of this work address policies, practices, and issues and include practical recommendations to help create positive change.

NCTM's Catalyzing Change series looks to help you engage in critical conversations and create positive change.

Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations

Students' mathematical learning at Early Childhood and Elementary often sets the stage for their education trajectory. Examine how to make a positive difference for each and every student at this level.

Learn More

Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations

The needs of young adolescents are unique and impactful. Our policies and practices must consider support and contribute to how they see themselves, see mathematics, and use their skills to make sense of the world.

Learn More

Catalyzing Change in High School Mathematics: Initiating Critical Conversations

Identify and address critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary to increase their opportunities for personal and professional success.

Learn More

Catalyzing Change Webinar

We all have a stake in the future of mathematics.

The Catalyzing Change  series empowers you to lead critical conversations to improve math education and student readiness.

Catalyzing Change Across All Levels: Opportunities and Challenges

May 26, 2020 7:00 p.m. EDT | Speaker: Trena Wilkerson, NCTM President and Robert Q. Berry III, NCTM Past President

The current situation sharpens our view of inconsistencies and inequities that exist within the teaching and learning of mathematics across all grade levels. NCTM's series of Catalyzing Change publications, including the recently released

Catalyzing Change in Early Childhood and Elementary Mathematics, and

Catalyzing Change in Middle School Mathematics

highlight critical issues and provide guidance areas of focus for critical conversations and decision making in this time of significant need and opportunity.
Download Webinar Chat Download Webinar Slides
Download Webinar Resource 1
Download Webinar Resource 2 Download Webinar Resource 3 Download Webinar Resource 4

Supporting Resources

News Release
NCTM Releases Two Catalyzing Change Publications to Help Transform Mathematics Education from Preschool through Middle School

In the News
Reports: Early inclusion strategies shape students' perception of math | Education Dive

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Catalyzing Change - National Council of Teachers of Mathematics

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NCTM's new publication, Catalyzing Change in High School Mathematics: Initiating Critical Conversations , is a must-read for anyone who's involved in high school mathematics education.

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Principles to Actions - National Council of Teachers of Mathematics

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Specific teaching practices and principles that are essential for a high-quality mathematics education for all students.

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Professional Development Guides - National Council of Teachers of Mathematics

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How to use selected NCTM journal articles and publications in the professional development of teachers. Goals, activities and questions to integrate NCTM resources into Professional Development, with additional resources on the core topics are provided. Tips on using any article in teacher professional development are available. Guides developed by NCTM's Professional Development Services Committee.

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Research on the Effectiveness of Math Professional Development Approaches: Instructional Research Group

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Research on the Effectiveness of Math Professional Development Approaches: Instructional Research Group

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California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

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Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

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Just dreams and imperatives: The power of teaching in the struggle for public education

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Just dreams and imperatives: The power of teaching in the struggle for public education

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a collection of webcasts of lectures and events from the american educational research association.

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A collection of webcasts of lectures and events from the American Educational Research Association.

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Latino Parent Voices: Abriendo Puertas (Opening doors)

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Latino Parent Voices: Abriendo Puertas (Opening doors)

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Welcome Bienvenidos > Abriendo Puertas | Opening Doors

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Encouraging and Sustaining ELL Parent Engagement: Colorin Colorado

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Encouraging and Sustaining ELL Parent Engagement: Colorin Colorado

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A bilingual site for educators and families of English language learners

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Family Engagement and Support for Hybrid and Distance Learning: Californians Together

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Family Engagement and Support for Hybrid and Distance Learning: Californians Together

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Family engagement, connection and involvement in their children's schooling is always essential, but has particular urgency, implications and challenges in this pandemic era of hybrid and distance learning. Without careful planning and intentionality, new for English learners could exacerbate stressors on families, and damage relationships between schools and families.

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Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students: Migration Policy Institute

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Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students: Migration Policy Institute

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Immigrant and refugee youth who enter the United States during their secondary school years face a daunting set of challenges. In addition to learning a new language and adjusting to U.S. classroom norms, they must quickly fill gaps in their subject-matter knowledge and pass the courses required to graduate high school before aging out of the system. For some, the pressure to go from limited literacy to a high school diploma in a few years can be overwhelming. The supports these newcomers receive-either directly in schools and through the community-based organizations with which districts partner-have the power to shape these students' future educational and career trajectories.

The stakes are also high for the schools and districts in which these students enroll. Recent growth and new diversity within newcomer student populations, as well as shifting educational policies, have led many localities to develop or adapt existing programs for these students. The uptick in arrivals of Central American unaccompanied children between 2014 and 2016 lent new urgency to discussions of how to best serve students with interrupted formal schooling, trauma, and other unique instructional and noninstructional needs.

Many of the insights discussed in this report were shared by participants in the Learning Network for Newcomer Youth Success, a project of MPI's National Center on Immigrant Integration Policy that brings together practitioners from the education, physical and mental health, and social service fields to discuss common challenges and effective solutions. School districts across the United States are honing their approaches to help newcomer students meet the challenges they face-from developing processes to identify students' academic and socioemotional needs, to connecting them with mental-health and legal supports, and tailoring curricular pathways in ways that balance student needs with policy constraints.

I. Introduction II. Who Are Newcomer Students? III. Identifying and Meeting Students' Comprehensive Needs
A. Intake and Registration

B. Ongoing Academic Support and Cultural Orientation

C. Community Partnerships

D. Mental Health Services
IV. Design and Implementation of Instructional Programs
A. Program Models

B. Class Placement and Course of Study

C. Options for Older Newcomers

D. Staff and System Capacity
V. Conclusions and Implications

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Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students

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Immigrant and refugee students who arrive in the United States during their secondary school years face daunting hurdles as they seek to juggle learning a new language and culture while also trying to quickly close knowledge gaps and get on track to pass the coursework required to graduate high school.

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I'm writing to you both as the Director of The Lawrence Hall of Science and also the parent of two kids who are looking for things to do while they are stuck at home.

The Lawrence is closed right now to help keep our community healthy, but I'm here to remind you that fun and learning can happen everywhere, even at home! All we need is you!

Welcome to The Lawrence at Home! On this site we will be sharing fun things for you to do at home or outdoors. Kids and families can look forward to exploring, investigating, discovering and inventing through DIY projects, meeting animal friends, science demonstrations and shows, astronomy and nature walks - PLUS, ways for parents to connect with each other and us.

Bookmark this website for ongoing programs and activities, and watch our social media for scheduled events. See you online!
Live Streams
From storytime to Ingenuity Challenges, our museum educators are bringing some of our most popular programs to you live throughout the week! The full schedule of upcoming live streams can be found in our Lawrence at Home Google Drive.
Videos
In addition to our live streams, we are curating a selection of videos from our curricula and other educational programs for you and your family to enjoy any time. Check out our YouTube playlist!

We have a number of award-winning educational apps available that have been downloaded more than 2 million times! Download Monster Heart Medic, Space Chef, and more!

If you're looking for engaging activities to do with your family, we have handpicked over 3,500 of the best math and science activities on the web at Howtosmile.org.

Science at Cal and The Lawrence Hall of Science have put together online resources to support access to COVID-19 information and online learning opportunities for youth and families during this crisis. We are pleased to share them with you, along with the news that The Lawrence is now the home of Science at Cal. We're looking forward to collaborating closely together to share the work that UC Berkeley science, technology, engineering and mathematics researchers are conducting.

We'll be posting and sharing activities, videos, and more every day to keep you and your family engaged. To get the latest content from The Lawrence at Home in your inbox and social media feeds, subscribe to our newsletter and follow us on Facebook, Twitter, and Instagram.

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I'm writing to you both as the Director of The Lawrence Hall of Science and also the parent of two kids who are looking for things to do while they are stuck at home. The Lawrence is closed right now to help keep our community healthy, but I'm here to remind you that fun and learning can happen everywhere, even at home!

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Parent Institute for Quality Education (PIQUE)

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Parent Institute for Quality Education (PIQUE)

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In partnership with in California and more than 128 school districts 380 schools, PIQE is a trusted partner providing a variety of hands-on workshops, seminars and ongoing supports for parents and school leaders. PIQE has eight regional offices serving families in . Our curiculumn has been used in 36 counties 16 languages .

Since 2002, spanning 13 U.S. states and y , PIQE partners with school leaders to help teacher and school administrators successfully engage with families from diverse soci-economic and cultural backgrounds. From teacher seminars to implementing parent training curriculum, our evidence-based model is enhancing family engagement nationally.

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In partnership with in California and more than 128 school districts 380 schools, PIQE is a trusted partner providing a variety of hands-on workshops, seminars and ongoing supports for parents and school leaders. PIQE has eight regional offices serving families in . Our curiculumn has been used in 36 counties 16 languages .

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Framework

2014 English Language Arts/English Language Development Framework (ELA/ELD Framework) (Dated Jul-2015)
The 2014 ELA/ELD Framework has been developed to support and incorporate the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The SBE (California State Board of Education) adopted the ELA/ELD Framework on July 9, 2014. This is the final digital version of the ELA/ELD Framework.

Executive Summary: English Language Arts/English Language Development Framework (Dated Oct-2015).
The executive summary provides a glimpse into the ELA/ELD Framework and the guidance it provides for educators, including descriptive snapshots and vignettes of grade-level instruction.

Contact the CDE Press at 1-800-995-4099 or visitCDE Press web page.

Video: Overview of the ELA/ELD Framework (Video; 10:40) (Dated 24-Feb-2015)
This video provides an overview of the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools, which provides guidance to teachers, administrators, and other educators for implementing the CA CCSS for ELA/Literacy and the CA ELD Standards.

Implementation Support

Circles of Implementation

The Circles of Implementation figure and corresponding narrative description (which appears in the State Board of Education-Adopted ELA/ELD Framework, Chapter 2, on Page 4) have been translated into Spanish to support the implementation of the ELA/ELD Framework. The English version is provided for reference.
Circles of Implementation (PDF; Posted Jan-2016)
Los Círculos de la Implementación (PDF; Mar-2016)

Implementation Support for the ELA/ELD Framework

Implementation Support for the ELA/ELD Framework (20 Jan-2017)
This select collection of resources connects the content in the ELA/ELD Framework with other resources from the California Department of Education, as well as other reputable sources that address the five key instructional themes: meaning making, effective expression, language development, content knowledge, and foundational skills. The intent of this collection is to provide educators additional resources they can use to expand the scope of the guidance in the ELA/ELD Framework and to inform professional development and instructional decisions at all schools and districts.

Guides for Supporting English Learners and the Five Key Themes in the ELA/ELD Framework

Resources with an English Learner Emphasis

Resources Tracing the Five Key Themes

Additional Resources Supporting the Implementation of the ELA/ELD Framework

Chart of ELA/ELD Framework Snapshots and Vignettes | PDF; Posted Jul-2015)
Brief snapshots and longer vignettes are included throughout the ELA/ELD Framework to provide examples of instruction. This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page number(s), and indicates the different content areas each snapshot and vignette addresses. (Note: In the items column, "S" stands for a snapshot, and "V" represents vignettes.)

Chart of ELA/ELD Framework Figures (PDF; Jul-2015)
A variety of figures (including charts, definitions, descriptions, explanations) are included throughout the ELA/ELD Framework to provide more detailed support for implementation and instruction. This chart lists all the figures, by chapter, with figure titles and page number (s).

ELA/ELD Figures: Introduction - Chapter 2 (PDF; 8MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the introduction and chapters 1 and 2 are compiled into this document

ELA/ELD Figures: Chapter 3-7 (PDF; 5MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the grade-level chapters 3-7 are compiled, by chapter, into this document.

ELA/ELD Figures: Chapters 8-11 (PDF; 11MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for systems of support, such as assessment, access and equity, and 21st century learning are compiled, by chapter, into this document.

California State ELA/ELD Resources for Local Planning (Video; 6:31) In this video, Tom Adams, Deputy Superintendent from the California Department of Education, shares selected State resources that can assist in local planning efforts regarding the implementation of the ELA/ELD Framework.

Highlighting the Needs of English Leaners in the Framework Sonoma County Office of Education (SCOE) has developed two web pages to provide easy access to resources within the ELA/ELD Framework that specifically highlight practices, programs, and structures that address the needs of English learners. Links connect to Framework Snapshots and Vignettes andFramework Figures .

Secondary Literacy Partnership Webinar Series: ELA/ELD Implementation: Teachers Lead the Way!
Presenters Nancy Brynelson and Jo Ann Isken, lead developers of the ELA/ELD Framework, gave an orientation to the Framework via the new Executive Summary and guided participants in activities exploring the Framework's vignettes, figures, and snapshots. They also shared strategies for collaboration and professional learning. (Presented on October 14, 2015.)

Secondary Literacy Partnership Webinar Series: A Close Encounter, Through the Writers' Eyes, of the New ELA/ELD Framework
The lead writers of the ELA/ELD Framework - Pam Spycher, Hallie Yopp Slowik, and Nancy Brynelson - share important understandings in the framework, including instructional strategies that support the goals of the CA CCSS for ELA/Literacy and the CA ELD Standards. (Presented on September 17, 2014.)

California's Recently Adopted English Language Arts/English Language Development Framework: Translating the Common Core State Standards to a Coherent and Sequenced Curriculum for All Students (PDF)
Article by Jo Ann Isken, Chair, and Bill Honig, Vice Chair, of the California Instructional Quality Commission and Carol Jago, contributing writer to the ELA/ELD Framework and Associate Director of the California Reading and Literature Project at UCLA.

CCSS English Language Arts Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for English language arts (ELA).

CCSS and CA ELD Standards Resources
Resources to support the teaching of the Common Core State Standards (CCSS) with the California English Language Development Standards (CA ELD Standards).

CCSS Literary Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for literacy in history/social studies, science, and technical subjects.

Integrating the CA ELD Standards into K-12 Mathematics and Science Teaching and Learning (DOC)
State Board of Education approved Correspondence Study Report that demonstrates a strong correspondence between the California ELD Standards and the California standards for mathematics and science.

Content Standards
Links to downloads of all Content Standards.

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

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The State Board of Education adopted the English Language Arts/English Language Development Framework (ELA/ELD Framework) on July 9, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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National Standards for Family-School Partnerships: National PTA

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National Standards for Family-School Partnerships: National PTA

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National Standards Implementation Guide

The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. That is why PTA developed the National Standards for Family-School Partnerships Implementation Guide, a tool for empowering people to work together with an end goal of building family-school partnerships and student success.

Who should use this guide?

Anyone with a stake in improving schools and student achievement can use this tool: PTA leaders, parents, school administrators, school board members, community organizations, and more.

How to use this guide

This guide can assist organizers with implementing programs and policies that encourage these family-school partnerships. Used with the supporting resources, it can help organizers educate their communities about the importance of family involvement and direct the development of effective partnerships. These materials are best used after the formation of an action team focused on promoting family involvement. This team can include parents, other caregivers and family members, school staff, community members, and even students.

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The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. Learn how to raise awareness, take action and celebrate success as your school sees increased involvement by following these steps.

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Tools for Administrators: Inside Mathematics

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Tools for Administrators: Inside Mathematics

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The role of a school administrator or district mathematics coordinator carries responsibility for establishing the conditions for teacher work and student learning on a site-wide basis.

We know that effective teacher practice is refined through a structured, collaborative effort among stakeholders across levels of a school system, and it is often helpful to have structured tools and processes to guide collaboration. Here, school leaders can find resources to support their work with teachers.

Purposeful reflective practice enables groups to think more deeply, challenge assumptions, and make progress towards goals. These conversations do not happen by accident; preparation and practice are key to effective focused conversations that move people forward and lead to actionable decisions. The Structured Reflective Conversation Planning Tool provides support for that preparation and offers a structured, action-oriented conversation protocol. The tool is based on content from The Art of Focused Conversation for Schools (Nelson, 2007) and was adapted by the Charles A. Dana Center as part of a series of supports for school and district leaders.

The use of reflective tools can guide instructional leaders as they grapple with the complexities of building and sustaining a rigorous instructional program. Innovation Configuration maps are descriptive documents that provide clarity by detailing what an innovation should look like in practice; they are a means to assess and measure the various forms of innovation implementation and inform goal setting and next steps.

The Charles A. Dana Center's Innovation Configuration maps are organized around four dimensions of sound instructional leadership - Strategic Competence, Facilitating Adult Learning, Planning and Collaboration, and Data Support and Analysis. Download an example of the map for Strategic Competence.

For additional information on these tools or to inquire about professional learning opportunities on the use of Innovation Configuration maps and other topics for school and district leaders, contact the Charles A. Dana Center.

Additional Resources

We also recommend these sites and tools by other organizations:
School Reform Initiative protocols
ASCD

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Tools for Administrators | Inside Mathematics

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The role of a school administrator or district mathematics coordinator carries responsibility for establishing the conditions for teacher work and student learning on a site-wide basis. We know that effective teacher practice is refined through a structured, collaborative effort among stakeholders across levels of a school system, and it is often helpful to have structured tools and processes to guide collaboration.

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5X8 Card Math Observation Checklist and Tool: SERP Institute

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5X8 Card Math Observation Checklist and Tool: SERP Institute

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The 5x8 Card was not designed as a teacher evaluation tool. Rather, it is a math observation tool that focuses observers' attention on what students are saying and doing so that their work (their thinking) can be at the center of educators' discussions.

SERP team members have used the 5x8 Card to organize professional development for CCSS-M in combination with communities of practice for teachers, assistant principals, and principals. In those settings, the 5x8 Card has provided a framework for gathering evidence of student thinking during classroom observations carried out between meetings. The observations were then discussed within the communities of practice, and action plans to stimulate the practices put into place.

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5x8 Card: Math Observation Checklists & Tools | SERP

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Watch for how mathematical practices defined in the CCSS play out in classroom with the observation tool, The 5x8 Card.

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Silicon Valley Mathematics Initiative (SMVI)

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Silicon Valley Mathematics Initiative (SMVI)

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Homepage | Silicon Valley Mathematics Initiative!!!

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Los casinos online son conocidos desde hace tiempo por sus lucrativos y gratificantes bonos. A pesar de la creencia popular, estos bonos no siempre se ofrecen exclusivamente a los miembros actuales de los mejor paypal casinos para móvil ni son sólo para los grandes apostadores y los jugadores VIP.

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ContentsARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)(1) Stronger Together, A Guidebook for the Safe Reopening of California's Public Schools (2) Free Two-Day Distance Learning Academy Begins Tomorrow(3) California STEAM Symposium Offers Special [...]

ContentsARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)(1) STEM Education Conferences in California During 2020(2) State Board of Education Approves 2021 Mathematics Framework Revision Guidelines and Committee Members(3) Golden State Teacher Grants ($20,000) [...]

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ContentsARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)(1) Stronger Together, A Guidebook for the Safe Reopening of California's Public Schools (2) Free Two-Day Distance Learning Academy Begins Tomorrow(3) California STEAM Symposium Offers Special [...] ContentsARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)(1) STEM Education Conferences in California During 2020(2) State Board of Education Approves 2021 Mathematics Framework Revision Guidelines and Committee Members(3) Golden State Teacher Grants ($20,000) [...]

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Multi-Tiered System of Support (MTSS): CDE

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Multi-Tiered System of Support (MTSS): CDE

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The California Department of Education's (CDE) definition of Multi-Tiered System of Support (MTSS) provides a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI ²) as well as additional, distinct philosophies and concepts.

CDE's Definition of MTSS

In California, MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI ² processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

California's Multi-Tiered System of Support

Comparing MTSS to RtI²

CDE's RtI ² processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. Please visit the CDE Web site on RtI² for further information.

MTSS Differences with RtI²

MTSS has a broader scope than does RtI ². MTSS also includes:

Focusing on aligning the entire system of initiatives, supports, and resources.

Promoting district participation in identifying and supporting systems for alignment of resources, as well as site and grade level.

Systematically addressing support for all students, including gifted and high achievers.

Enabling a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection of a few components of RtI and intensive interventions.

Endorsing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.

Integrating instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction.

Challenging all school staff to change the way in which they have traditionally worked across all school settings.

MTSS is not designed for consideration in special education placement decisions, such as specific learning disabilities. MTSS focuses on all students in education contexts.

MTSS Similarities to RtI²

MTSS incorporates many of the same components of RtI ², such as

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

Integrating a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate for each tier of service delivery.

Relying on a problem-solving systems process and method to identify problems, develop interventions and, evaluate the effectiveness of the intervention in a multi-tiered system of service delivery.

Seeking and implementing appropriate research-based interventions for improving student learning.

Using school-wide and classroom research-based positive behavioral supports for achieving important social and learning outcomes.

Implementing a collaborative approach to analyze student data and working together in the intervention process.

Venn Diagram of MTSS and RtI²

The following figure displays similarities and differences between California's MTSS and RtI ² processes. Both rely on RtI ² 's data gathering through universal screening, data-driven decision making, problem-solving teams, and are focused on the CCSS. However, the MTSS process has a broader approach, addressing the needs of all students by aligning the entire system of initiatives, supports, and resources, and by implementing continuous improvement processes at all levels of the system.
Return to Multi-Tiered System of Support (MTSS) home page
Last Reviewed: Tuesday, February 21, 2023

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The California Department of Education's definition of Multi-Tiered System of Support and a comparison between it and Response to Instruction and Intervention.

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Development and Research in Early math Education: Stanford

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Development and Research in Early math Education: Stanford

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This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most people start with an About page that introduces them to potential site visitors. It might say something like this: Hi there!

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress. The tools are relevant to any curriculum that seeks to deepen students' understanding of mathematical concepts and develop their ability to apply that knowledge to non-routine problems.

More about the Math Assessment Project

100 lessons for formative assessment, some focused on developing math concepts, others on solving non-routine problems. A Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

A set of 94 exemplar summative assessment tasks to illustrate the range of performance goals required by CCSSM. The tasks come with scoring rubrics and examples of scored student work.

Complete summative test forms and rubrics designed to help teachers and students monitor their progress using a range of task types similar to the 'Tasks' section.

5 Prototype modules that encourage groups of teachers to explore the practical and pedagogical concepts behind the materials, such as formative assessment, collaborative learning and the use of unstructured problems.

The Teaching for Robust Understanding of Mathematics (TRU Math) suite is a set of tools with applications in Professional Development and research based around a framework for characterizing powerful learning environments.

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress.

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Resources for Improving Students' Mathematical Learning and Performance: Inside Mathematics

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Resources for Improving Students' Mathematical Learning and Performance: Inside Mathematics

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Inside Mathematics is a professional resource for K-12 teachers, coaches, and administrators.

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Bridging Research, Practice and Design in Education: SERP Institute

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Bridging Research, Practice and Design in Education: SERP Institute

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Bridging Research, Practice, and Design in Education

The Strategic Education Research Partnership generates innovative, scalable solutions to our schools' most pressing problems through sustained collaborations among researchers, practitioners, and designers. We work to increase equity, improve student learning, and give teachers and students greater agency.

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Bridging Research, Practice, Design in Education | SERP Institute

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Welcome to the SERP website. Hear from researchers, practitioners, and designers about their experiences with SERP. See facts related to the organization's impact and reach. SERP deeply appreciates the many funders who provide us support.

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Teaching for Robust Understanding Framework

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Teaching for Robust Understanding Framework

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Teaching for Robust Understanding Framework

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TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and Professional Development (PD). TRU is consistent with what we know to be good practice, and it focuses classroom and administrative attention on what counts in learning. What that means, in particular, is that high-quality instruction and PD will be consistent with TRU and that if we adopt this framework and language, parallels in instruction across disciplines will be clear.

Central to TRU are the 5 dimensions of classroom activity. Classrooms that do well on these 5 dimensions produce students who are powerful thinkers:

Parts of this website are based upon work supported by the National Science Foundation under Grant No. Award 1503454. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Next page: TRU Intro

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Teaching for Robust Understanding Framework

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https://videopress.com/v/8aW0FatC?resizeToParent=true&cover=true&preloadContent=metadata TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and Professional Development (PD). TRU is consistent with what we know to be good practice, and it focuses classroom and administrative attention...

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Quality Professional Learning Standards: CDE

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Quality Professional Learning Standards: CDE

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Quality Professional Learning Standards - Professional Standards (CA Dept of Education)

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The Quality Professional Learning Standards (QPLS) present the elements of a quality professional learning system that, if well implemented, will benefit educators focused on increasing their professional capacity and performance.

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Math Teachers Circles: Bay Area Teachers and Mathematicians

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Math Teachers Circles: Bay Area Teachers and Mathematicians

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Over the past 30+ years, I have led hundreds of workshops for math teachers, at all grade levels and all over the country. Among those, the sessions I presented to Math Teacher Circles in San Jose, Palo Alto, and San Francisco stand out. These circles attract participants with a deep interest in both mathematics and teaching, who welcome tough problems and who are likely to take back what they learn to their students and their colleagues. There is no better way to support math education for Bay Area students.

Henri Picciotto

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Bay Area Teachers and Mathematicians - BATMath

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Over the past 30+ years, I have led hundreds of workshops for math teachers, at all grade levels and all over the country. Among those, the sessions I presented to Math Teacher Circles in San Jose, Palo Alto, and San Francisco stand out.

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Branching Out: Designing High School Math Pathways for Equity: Just Equations

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Branching Out: Designing High School Math Pathways for Equity: Just Equations

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Branching Out: Designing High School Math Pathways for Equity - Just Equations

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In Just Equations' latest report, Branching Out: Designing High School Math Pathways for Equity, math educators Phil Daro and Harold Asturias outline a new vision for high school mathematics: advanced ... More

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Mathematics for ALL_Excellence and Equity in Mathematics: Todos

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Mathematics for ALL_Excellence and Equity in Mathematics: Todos

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TODOS Live! began with funds obtained through a NCTM MET grant. Through the years TODOS Live! has had many excellent sessions and presenters. Due to limitations to online storage we have lost access to some of our sessions. Currently, sessions are being stored on a TODOS Live! Vimeo Channel.

Quick Talks on Equity (QTEs) are short sessions, an up to 15 minute presentation with a short time for question from members who attend the session. The recordings will be advertised and available to anyone. There is usually a twitter chat a few days after the recording is posted.
Equity in Education Series: A CASIO Education U.S. and TODOS Partnership
Other TODOS Professional Development Resources

Educators of Native American Students is a subgroup of TODOS-Mathematics for All, an affiliate of the National Council of Teachers of Mathematics. EONAS, at each NCTM Annual Meeting since 2005, has been featured in at least one session and hosted a separate meeting to discuss issues of importance to those in American Indian education.

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TODOS Live! began with funds obtained through a NCTM MET grant. Through the years TODOS Live! has had many excellent sessions and presenters. Due to limitations to online storage we have lost access to some of our sessions. Currently, sessions are being stored on a TODOS Live! Vimeo Channel.

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Achieving Elusive Teacher Change through Challenging Myths About Learning: MDPI

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Achieving Elusive Teacher Change through Challenging Myths About Learning: MDPI

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Stanford Graduate School of Education, Stanford University, Stanford, CA 94305, USA

Authors to whom correspondence should be addressed.

Received: 4 March 2018 / Revised: 4 June 2018 / Accepted: 1 July 2018 / Published: 4 July 2018

The idea that success in mathematics is only available to those born as "mathematics people" has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the "math person" myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher's instructional practice, and on students' math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners. View Full-Text

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Anderson, R.K.; Boaler, J.; Dieckmann, J.A. Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Educ. Sci. 2018, 8, 98.

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Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

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The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice.

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Mathematical Mindset Teaching Guide: You Cubed

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Mathematical Mindset Teaching Guide: You Cubed

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Mathematical Mindset Teaching Guide, Teaching Video and Additional Resources - YouCubed

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We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. This guide contains five Mathematical Mindset Practices along with links to teaching videos. […]

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Choose your own maths adventure with our interactive tools that allow you to build a custom playlist of inspirational activities!

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