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NGSS Standards

On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

For information on how to read the standards and implement the standards, please read How to Read CA NGSS (PDF) or consult the 2016 Science Framework or visit the Adopting and Implementing NGSS page. For questions about the CA NGSS and 2016 Science Framework, contact the Curriculum Frameworks and Instructional Resources Division (CFIRD) at cfird@cde.ca.gov or 916-319-0881.

Kindergarten through Grade Five Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

Grades Six through Eight Standards

On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight. At the same November meeting, the SBE approved a recommendation by the SSPI to reconvene the SEP in order "to develop ... as an alternative model ... a discipline specific model" for the grade span of six through eight based on Achieve's domains model in Appendix K.

In December 2013, the SEP reconvened to develop an alternative domain specific course model.

The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)
This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)
This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Integrated Model Standards Arranged by Disciplinary Core Ideas

Discipline Specific Model Standards

Grades Nine through Twelve Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

NGSS Appendices A-M

The NGSS Appendices A-M were adopted to assist teachers in the implementation of NGSS and in the development of the new science curriculum framework.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, September 26, 2023

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NGSS for California Public Schools, K-12

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In 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve.

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019. To download the publication version of the standards, select the link below.

Support for Planning Remote Arts Education Instruction

During the pandemic, some in-person activities associated with performing arts courses (dance, music, and theatre), such as groups practicing and performing, may sometimes not be possible. Despite this, instruction can continue to focus on the 2019 California Arts Standards associated with the artistic processes of creating, responding, and connecting, and students can continue to practice for performances during independent applied learning time. Educators may also consider how to approach rehearsal and performances through shared technology platforms and other innovative approaches. On April 14, 2021, the California Department of Public Health (CDPH) issued new guidance including industry-specific guidance for Outdoor Seated Live Events and Performances (PDF) and Indoor Seated Live Events and Performances (PDF). These documents include guidance for rehearsals, which may also be useful for schools and districts. Please note that CDPH guidance is subject to change as conditions evolve.

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Arts Standards Professional Development Placemat

Prepublication Version of the Arts Standards

The prepublication version of the standards may be useful when customizing materials for professional learning. To download the pre-publication version of the chapters approved by the SBE, select the links below:

Visual and Performing Arts Content Standards Revision Background

Per California Education Code ( EC) Section 60605.13, "The Superintendent, in consultation with the Instructional Quality Commission (IQC), shall recommend to the state board revisions to the visual and performing arts content standards in the subjects of dance, theater, music, and visual arts adopted by the state board pursuant to Section 60605.1, and shall recommend visual and performing arts standards in the subject of media arts." EC Section 60605.13 further specifies that the National Core Arts Standards "shall serve as the basis for deliberations."

Schedule of Significant Events
The schedule of significant events for the revision of the VAPA standards was approved by the SBE on September 13, 2017.

Focus Groups

In January 2017, the CDE convened three focus group meetings to provide input on guidelines to direct the work of the Visual and Performing Arts Standards Advisory Committee (VAPA SAC).

VAPA Standards Advisory Committee

VAPA SAC Meeting Agendas and Notices

Resources

Listserv

Join the VAPA Revisions Listserv to receive periodic updates on the revision process. To subscribe send a "blank" e-mail message to join-vapa-revisions@mlist.cde.ca.gov.

Questions: Curriculum Frameworks & Instructional Resources Division | VAPA@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 12, 2022

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Information and Resources related to the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (Arts Standards).

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Since autism spectrum disorder cause a wide range of learning disabilities that are unique to each child, classrooms must remain equipped to help every student work around those difficulties. Each individual's executive function level and sensory processing difficulties play a role in the resulting learning disability types and severity. With 1 in 68 kids diagnosed on the autism spectrum, with many high functioning individuals, teachers at all grade levels must remain prepared to provide accommodations designed to mitigate those learning difficulties. With the right classroom accommodations, it is possible to overcome barriers to learning and help children with autism tackle schoolwork with confidence.

Daily Outlines

Difficulties with transitions between tasks and activities is common through the full range of the autism spectrum. Therefore, a daily class schedule detailing the broad activity categories for the day is a must. A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day.

It does not, however, have the power to assist with lesson micromanagement. Students with autism perform best when they know how to break up their time between each tasks required to complete the exercise or project in front of them. Teachers can provide an outline for each assignment to help students transition between the required tasks.

Alternate Media

Kids on the autism spectrum often have difficulties with visual or auditory learning styles. Teachers should provide multiple media options to suit each child's specific learning style. For visual learners, a combination of literature, videos, pictures and charts relays the lesson information best. Auditory learners, on the other hand, often require an audio tape or recording of the written information for the lesson.

For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flashcards, board games, pads for notetaking, computer games and craft projects. Although it can be beneficial for the students to try the other types of media from time to time, the best progress will be made with the child's preferred learning style. It's important to remember that not all autistic children are the same. Whilst one may experience trouble hearing, another may not. That's why it's important to be able to facilitate both. Those children who do experience trouble hearing may need some earphones, similar to tv ears, to better understand and participate in learning. If the class is watching a video, these earphones can be connected to the computer or TV to allow autistic children to hear too. There are a number of different devices out there to help people with autism, be sure to find out what each child struggles with.

Sensory Tools

Up to 95% of autistic children have difficulties regulating their sensory system, which is often referred to as sensory processing disorder. Therefore, sensory tools, or fidgets, can help relieve the resulting stress and improve focus for autistic children as they attempt to learn in a busy classroom environment. The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention. Many kids who are prone to repetitive behavior can keep their typical motions under control with a fidget in hand or under foot.

There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the students to avoid having anyone feeling singled out or left out.

Quiet Corner

Classrooms are full of distractions that students with autism frequently find difficult to drown out. The screech of chairs moving across the floor, other students walking around, intercom announcements, flickering lights and school bells are all bothersome distractions that are near impossible for children with autism to ignore. Even strong smells can overpower the senses and dominate the mind of students sensitive to that type of stimuli. These distractions often become incredibly overwhelming to the sensory system, especially as the day goes on, which can lead to a meltdown.

To prevent sensory overload, teachers can provide their students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep masks and weighted blankets can all help the student overcome sensory overload and prepare to begin the learning process anew. Plus, nowadays they are all easily purchasable online, from weighted blanket uk vendors on Amazon to more specialized stores.

Extra Breaks

Teachers can help the school day go much smoother by building breaks into the schedule. A single five minute break every hour provides much needed time to transition between tasks and recover from the demands of the classroom environment.

Breaks should also be available on an as-needed basis to allow students with autism to learn how to respond to internal cues and take the actions required to regulate their being. Without an adequate number of breaks each day, students may be prone to meltdowns from sensory overload and fatigue from constantly attempting to regulate themselves.

Kids with autism tend to return from the break reorganized and ready to focus on the task at hand. Teachers may want to suggest extra breaks at first to help kids become mindful of their feelings. Guided breaks also give kids a chance to see which break time activities provide the biggest benefits. Kids who seek stimulus may prefer to listen to music, while overwhelmed students may benefit from quietly working on a puzzle.

Playing It By Ear

There are always going to be opportunities for teachers to further customize the classroom in an effort to mitigate the challenges autistic children face in school. Each child with autism provides a chance to observe the classroom accommodations that provide the biggest benefits and identify discrepancies in the learning environment. As teachers navigate the process of providing support for all students, it is important to utilize all of the available resources to create a learning environment friendly to all.

Additional Resources
Accommodating Children With Autism Within An Inclusive Setting
https://www.superduperinc.com/handouts/pdf/134_AutismintheClassroom.pdf
Technology Tools For Students With Autism
http://archive.brookespublishing.com/documents/boser-technology-tools.pdf
Autism Preparation Kit For Teachers
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Eligibility%20Areas/Autism/autismpreparationkitforteacherspdf.pdf
Autism Speaks Family Services School Community Tool Kit
https://www.autismspeaks.org/sites/default/files/school_community_tool_kit.pdf
A Comprehensive Guide To Finding The Right Toy For Your Child With Special Needs
http://www.redwoodnky.org/assets/redwood/files/$cms$/100/1434.pdf

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5 Important Classroom Accommodations For Children With Autism

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Since autism spectrum disorder cause a wide range of learning disabilities that are unique to each child, classrooms must remain equipped to help every student work around those difficulties. Each individual's executive function level and sensory processing difficulties play a role in the resulting learning disability types and severity.

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A MiddleWeb Blog

In the United States, about one of every 10 public school students is an English Language learner (ELL). Currently, ELL students are found in over 75 percent of classrooms (Sparks, 2016).

As educators, the question isn't if we will be working with ELL students but rather what can we do to help them be successful in school?

In a previous post, I reflected on some of the learning possibilities and challenges that germinate in multicultural classrooms. Diversity always creates opportunities for increased understanding, experience, and respect for others around us.

But for many ELL students, a tremendous (and often daunting) challenge remains. It is the struggle to navigate a new, unfamiliar world of academic language-language that is crucial if they are to experience academic success (Gonzalez, 2016). With that goal in mind, below is a list of free tools designed to help English Language Learners...and their teachers.

Technology for Translation

Translating tools can be used to help teachers as they communicate with parents and support students in content-based learning and their efforts to learn, translate, and speak another language.

For example, iTranslate (available for iPhones, iPads, and many Google devices) translates and serves as a dictionary app that allows students to translate text, websites, and start voice-to-voice conversations in over 90 languages.

One of my favorite translation tools continues to be Google Translate. It works on an iPad or iPhone and supports over 90 languages.

Unique features include the ability to take a picture of a text and get an immediate translation of it. Students can save past translations for future reference, draw/write with their finger, and access two-way, automatic speech translation in 40 different languages.

For teachers looking for something that works on a Chrome browser or Chromebook, there is a slick plug-in called Instant Translate. It decodes/translates words and phrases between 104 languages and uses text-to-speech to provide students with audio of just about anything with words on it. Many of Instant Translate's features also work on PDF's.

Learner Profile Tools

The more we know about each student, the easier it is to help him or her to succeed. Many educators employ technology create a learner profile of each of their students. A learner profile aims to collect data from student responses that provide insight into individual students' interests, passions, learning preferences, misconceptions, and struggles (Taraghi, et al., 2015).

The information collected in learner profiles can be utilized by teachers to adjust instruction and/or assessment. It can also be used to help students make informed decisions about how they approach learning tasks.

One popular tool for collecting student responses continues to be Survey Monkey. It allows students to quickly respond to questions posed by the teacher and provides a summary view of student responses. Survey Monkey now makes it possible for educators to download results in several different formats, to chart/graph responses, and use 'filters' to focus on specific students and/or data.

Google Forms is another efficient way to help ELL students and teachers identify topics of interest, learning strengths, and potential areas for improvement. Teachers can work independently or collaboratively with colleagues to create 'learning questionnaires' to share with students through a social network, an email or a simple web link. Student responses are immediately recorded on a spreadsheet.

Teachers can use the 'Save as Doc' feature to turn responses into a text document with the questions and answers listed. The built-in 'summary of responses' feature allows teachers to instantaneously view and graph individual and/or class responses.

Reading, Writing, and ELLs

In past posts, I have touted Newsela due to its ability to provide ELLs with access to engaging, non-fiction topics in both English and Spanish. There are thousands of articles, all of which are available in at least 5 different reading levels. Students can access and customize the readability of the text in the classroom or at home. It's a fabulous way for language-learners to build literacy/comprehension skills while learning more about the world around them.

Recently, I discovered Quill - a site that aims to help middle and high school students gain the ability to express, with clarity and precision, complicated thoughts in written English. Currently, Quill provides four writing tools that enable students to progressively build writing, grammar, and proofreading skills. (There's a free basic version and an $80 per year premium teacher version with a free trial.)

In addition, the site is launching a 22-question diagnostic tool that covers vital sentence construction skills and allows educators to quickly determine which skills their students are struggling with. It even generates a personalized learning plan based on the student's performance.

According to the site, "the diagnostic evaluates student writing using an evidence based strategy called sentence combining. This strategy explicitly teaches students how to write sophisticated, complex sentences."

A World of Words

In many ways, school is world of words. As a result, it is often difficult for students to understand-and to be understood-particularly when trying to learn a second language.

Helping ELL's to achieve academic success should be one of our top priorities. But...these incredible students need as much attention and language support as possible. As teachers, we are working hard. Let's make sure that we are also working smart to help English Language Learners experience success as they strive to communicate, develop literacy skills, and learn.
References
Gonzalez, A. (2016, Nov. 1). 10 Assumptions to Rethink About English Language Learners. Education Week. http://www.edweek.org/tm/articles/2016/11/01/10-assumptions-to-rethink-about-english-language-learners.html

Sparks, S. D. (2016). Teaching English-Learners: What Does the Research Tell Us?. Education Week, 35(30), 3. http://www.edweek.org/ew/articles/2016/05/11/teaching-english-language-learners-what-does-the-research.html

Taraghi, B., Saranti, A., Ebner, M., Müller, V., & Großmann, A. (2015). Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles. J. UCS, 21(1), 93-109.
Also check out Larry Ferlazzo's long-running list of useful apps for teachers working with English Language Learners.

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Use These Apps to Help ELLs Experience Success

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A MiddleWeb Blog In the United States, about one of every 10 public school students is an English Language learner (ELL). Currently, ELL students are found in over 75 percent of classrooms (Sparks, 2016). As educators, the question isn't if we will be working with ELL students but rather what can we do to help them be successful in school?

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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The heart of any Response-to-Intervention (RTI) model lies in the use of tiered instructional processes. Although the assessment components of RTI (universal screening and progress monitoring) are essential elements of implementation, it is the instruction that occurs as a function of the outcomes of the assessments that truly drives the changes we hope to see in students who are identified as being at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies on several dimensions that are related to the nature and severity of the student's difficulties. Tiers of instruction can be differentiated on several dimensions. One dimension is the intensity of the instruction. Because students at Tier 2 are below expected benchmarks for their grade but have less intensive needs than those at Tier 3, interventions at Tier 2 involve instructional programs that are aimed at a level of skill development considered to be further along the continuum of skill acquisition than that seen at Tier 3. For example, a 2nd grade student who has been placed into Tier 2 for reading may already have well-developed skills in phonics and alphabetic principles underlying the reading process but may be struggling with the development of fluency in reading connected text. By contrast, a similar 2nd grade student identified as being at high risk and placed into Tier 3 may lack the more foundational skills of decoding and need intensive work on phonics. Clearly, these two tiers are being differentiated based on the nature of the instructional program, which is directly matched to the student's level of identified risk. How special education fits into a tiered instructional model is always a question that occurs within RTI models. Different models have placed special education in different ways within the process. In some models, Tier 3 is defined as special education. This level of intensity is typically for children who have not been responsive to the Tier 2 level of instruction and, therefore, are considered in need of more individualized instructional delivery consistent with individualized education programs (IEPs). Some RTI models contain three tiers of instructional intensity, as described above, prior to special education, where special education is viewed as "Tier 4." In other models, however, special education is not considered a separate tier. Instead, special education is viewed as a service delivery model that is integrated within the tier of instruction matched to the student's skill needs (see Figure 1 below). One of the key aspects of tiered instruction is the importance of collaboration across all education professionals in the building. During tier time, general education, remedial education, and special education teachers, intervention specialists, and any paraprofessionals must be mixed together in a way that is not typical of most school structures. The beauty of this approach is evident when teachers engage in discussions about how students are performing during tier time. As indicated above, another key to an RTI model is the need for periodic meetings when teachers, along with other school professionals, review the progress of students receiving supplemental instruction. The frequency of these meetings varies by the context of the school's model, but they should occur no less than every six weeks. At these meetings, the students' progress-monitoring data are examined, along with additional data sources that can assist in the decision-making process. Student progress is compared against the rate of progress expected of typically performing students at the same grade level, and how well a student is progressing over time is examined against his or her past performance. RTI presents many questions to schools. Perhaps the largest question is related to time. How do schools find the time for the increased collaboration across school professionals and the time for data analysis, preparing data materials for presentation to teachers, and so forth required by a tiered model of instruction? In the early stages of an RTI model, all of these issues can loom so large as to make the prospects for going forward seem quite remote. Often, school personnel ask "what do I have to give up in such a model?" More specifically, the question is asked that "if I teach more in the area of reading or math, do I now need to sacrifice other areas of content-based instruction such as science and social studies?" These are real problems that schools must face and address. Certainly, as states add new areas of high stakes assessment to the already strong demands for development in basic areas of reading and math, the opportunities to provide supplemental instruction are squeezed thinner and thinner. At the same time, schools are being asked to prioritize their instructional delivery requirements. If students do not have sufficient literacy development, they are unlikely to be successful in any of the content reading areas such as science and social studies. If students do not have foundational skills in mathematics, success in higher level math such as problem solving is unlikely.

Typically, RTI models consist of three tiers of instructional processes, although some models discuss an additional fourth tier and other models subdivide the tiers into smaller units. At Tier 1, considered the key component of tiered instruction, all students receive instruction within an evidence-based, scientifically researched core program. Usually, the Tier 1 instructional program is synonymous with the core reading or math curriculum that is typically aligned with state standards. The intent of the core program is the delivery of a high-quality instructional program in reading or math that has established known outcomes that cut across the skill development of the targeted area.

Another dimension may be the frequency of the delivery of the tiered instruction. In some models of RTI, the same intervention may be used for students at Tiers 2 and 3, but the difference is the amount of time that the student spends within the tiered instruction. In one model, students may spend 30 minutes per day, three days per week with a particular intervention focused on enhancing vocabulary development, while those students at Tier 3 spend 30 minutes per day, five days per week in the same intervention.

When an RTI model is introduced to a school, one must consider how to fit those already-identified students with IEPs into the model. Although the large majority of identified students in these models are placed at Tier 3 (that is why they are identified as in need of special education), a percentage of these students may be found to have skill deficits more consistent with those nonidentified students placed at Tier 2. The effectiveness of special education for these students would naturally result in some students having skills that are more consistent with those in the "some-risk" category than those at high risk. Of course, identified special education students found to have skills consistent with students placed into Tier 1 should be considered for possible declassification. Indeed, RTI offers a clear mechanism for students to move out of special education classification based on the data reflecting levels of skill acquisition. Some individuals may question the difference between a student at Tier 3 who is not identified and an identified special education student who is at Tier 3.

The key differences lie in the development of an IEP for the identified students that will bring multiple accommodations across many parts of the student's school life, beyond the instructional process taking place at any level of the tiered model. In addition, these students are afforded the legal protections and accountability that are required by law.

Figure 1: Organizing the School for Tiered Instruction

Imagine this situation: You are a general education 2nd grade teacher with 20 students in your classroom. During tier time, you teach a Tier 1 (benchmark) group of 20 students that includes 13 of your students but seven coming from two other teachers. Of your 20 students, four go to Mrs. Petrie (the reading specialist) along with three others from another second grade teacher for Tier 2 instruction for students needing fluency building, two go to Mrs. Robb (the intervention specialist) plus three others from the third 2nd grade teacher for students needing work in comprehension strategy development, and one goes to Mr. Deitz (the special education teacher) plus two other students across teachers. Mr. Dietz, a Tier 3 instructor during tier time, is working on basic foundational skills in decoding.

Teams of teachers, assisted by those who are familiar with data interpretation, make judgments about whether students are making sufficient progress to remain in their current tiered instruction, should be moved to a different tier, or whether the instructional process being used within the tiered instruction is well matched to the student's current skill needs. For example, a student may be assigned to a Tier 2 instructional process focused primarily on fluency building in reading. When the team meets, they note that the student's progress-monitoring data shows that the student is now reading at levels above the benchmark for end-of-year performance for that grade.

The reality is that devoting the extra time to the development of reading and math in earlier grades will most certainly limit the development of larger, more difficult problems in content area instruction later in children's school lives. Time is clearly a finite quantity in schools, and one must choose wisely on how best to invest the time available. Using a model in which tiered instruction is given defined parameters, such as in the example provided, is a good start in the effort to ensure that tiered instruction becomes integrated as a regular part of the school schedule.

A second major challenge is the shifting role of school personnel. Every school using a tiered instructional model must have a "data specialist." This person is responsible for managing, maintaining, and facilitating the interpretation of the data sources being used for decision making. The specific individual assigned this role needs to be someone who really enjoys working the data and finds that aspect of the RTI process exciting. A natural for this position might be the school psychologist, whose professional training makes him or her well suited to working with, interpreting, and understanding data. However, in some of the schools we have worked with the best person for this role was someone who had a natural enjoyment for data analysis-the high school baseball coach, who also happened to be a special education teacher! Again, the critical component of finding a data specialist is that schools must recognize the important role that this person plays in the RTI process, that this role will take time, and that the time it takes will be time no longer available for other regularly assigned duties. Becoming the data analysis specialist for the school cannot be viewed as something "piled on" to already existing roles and assignments.

Another aspect of role definition that school personnel find challenging is the changing nature of teaching personnel. In an RTI model, collaboration across teaching personnel is critical. One must break down the adage of "my" and "your" students. Every student must be viewed as "all" of our students. The way to establish this collaboration is through altering the structure of the tiered instructional process. In schools we have worked with where general education teachers are assigned both Tier 1 and some Tier 2 groups, reading specialists are assigned to Tier 2 and Tier 3 groups, and special educators are assigned to Tier 3 and some Tier 2 groups, we find that a real shared responsibility perspective develops. In those schools where general education teachers are always viewed as only Tier 1 instructors, remedial teachers as Tier 2, and special educators as Tier 3, we find that breaking down the natural "mine" versus "ours" dimension of thinking about collaboration across instructional concerns is more difficult.

Often, questions emerge about students in special education within RTI models. In those models where special education students are assigned to the tiered level of instruction matched to the intensity of their need, we find less concern. Essentially, these students have IEPs that often include the nature of instructional delivery consistent with what may be the content of Tier 3 instruction. However, there will be specified individual accommodations such as progress monitoring occurring at instructional rather than grade level, differentiated instructional processes while teaching the student during the core instructional time, and other important alterations in the methods and approaches during assessment or other such activities. In models where special education is Tier 3 or a specialized Tier 4, the individualization of special education is clear in the delivery of this instruction. However, our experience has been that when students with identified special education needs are included within the tier that is matched to their skill needs, these students' instructional needs receive substantial attention.

A challenge faced by schools in implementing tiered instructional models relates to the need for ongoing professional development and training. The delivery of effective tiered instruction depends on teachers being given the professional development needed to provide instructional programs with high degrees of fidelity and integrity. This means that teachers need to learn the methods prescribed by the instructional programs they deliver and provide these as determined by the research substantiating that delivery of the instructional program is likely to lead to strong outcomes. Unless teachers are well trained and adherent to the specifics of instructional programs, it becomes impossible to know if a program is failing because it was not being delivered in the way prescribed or because the student is not responding to effective instruction.

A related challenge that schools face in the delivery of tiered instruction is that school personnel will change from year to year. The need for professional development to be well constructed to accommodate new teachers entering the system, as well as for renewing skills in existing personnel, is critical to an effective tiered instructional model. Such professional development must include processes that involve mentoring and modeling by existing expert implementers for novices of the tiered instructional process, as well as a recognition that instructional programs advance with new developments from the research, and that schools have a responsibility to have the staff remain current with the research findings.

Finally, the delivery of an effective tiered instructional model requires strong communication across all stakeholders. Teachers need to have clear and direct lines of communication with parents, administrators, education specialists, and members of the community external to schools who typically interact at times with school personnel (e.g., physicians, psychologists, and counselors who see students in the community because of school-related problems). These individuals need to fully understand the nature of the model and how instructional decisions around students are made to be successful in interacting with parents and students in their private practice environments.

However, when looking at the student's development as indicated by data reflecting gains in reading comprehension, it is found that the student's skills in comprehension strategy development is lacking. The team may elect to keep the student in Tier 2 instruction but move the student to the group emphasizing comprehension strategy development while continuing to monitor the student's performance. Likewise, in another case a student showing strong gains in all reading skills may be recommended to be moved from Tier 2 to Tier 1 and assigned to a benchmark group.

Finally, the team may look at data from a student at Tier 3 who is still not making sufficient progress to reach benchmark goals for the end of the year and recommend that the student be considered to be evaluated for eligibility for special education. Clearly, movement between tiers is an important decision very much reflecting the impact of the tiered instructional process.

During a grade level team meeting held monthly, all teachers sit together to share data and discuss the progress of students. When you discuss your students, the other two 2nd grade teachers are of course very interested in how "their" students are doing during your benchmark instructional group. When Mrs. Petrie discusses how the students are doing in her fluency building Tier 2 instructional group, you of course are very interested since you have these students during the core reading instructional period. Likewise, Mrs. Petrie wants to know how well the instruction she is delivering during tier time is impacting the student's performance during core reading instruction. The bottom line is that suddenly conversations are about "all" students, and the "my students" terminology so common to schools disappears from the discussion.

Another advantage of this particular organizational framework is that many students in need of tiered instruction can be accommodated under such a structure. Because personnel resources are always limited in schools, using the concept of a blocked set of time in the schedule for tiered instruction across all groups allows for the opportunity to provide Tier 2 and Tier 3 instruction in schools where the level of Tier 1 performance has not yet reached the desired 75%-85% level as discussed previously.

The key to providing tiered instruction lies in the establishment of a workable schedule that maximizes school personnel resources and a high degree of collaboration among all members of the teaching force of a school. We have found that in many schools using RTI models, the assignment of specific blocks of time each day devoted to tiered instruction proves to be a workable mechanism for organization. Schools use various terms for the tiered instructional block such as "tier time," "power hour," or "skill groups." For instance, in the school schedule for implementing RTI for reading only in an elementary school, depicted in Figure 2 below, a block of 30 minutes identified as "Tier time" (turquoise) is scheduled each day for each grade, including additional periods labeled "X-time" used for students at Tier 3 only.

The schedule assigns specific teachers to each block, with general education teachers assigned mostly to Tier 1 (green), reading specialists typically assigned to Tier 2 (yellow) and Tier 3 (red), and special education teachers assigned to Tier 3. In addition, general education teachers trained on the delivery of specific instructional programs are also periodically assigned to Tier 2.

A somewhat unique aspect of this particular model is the fact that during "tier time," those students currently at benchmark are grouped together and teachers design instructional lessons that are viewed as enrichment to the core reading program. These groups are usually as large as or larger than the regular classroom size and can range up to 20 students. Teachers are encouraged to be creative and add dimensions of instructional lessons that are standards aligned to the core curriculum but may go beyond the existing required 90 minutes of core reading instruction delivered to all students.

For example, in this school one 4th grade teacher during a unit in the core reading program devoted to poetry had students learning how to write haikus, something not included within the core reading program but clearly aligned to the reading standards for that grade. Another 2nd grade teacher chose to use reader's theater, a well known intervention program in which students "rehearse" the presentation of reading material to their classmates in a play or dialogue format, to increase the development of fluency. By dividing the entire grade into tiered instruction, the model provides to students who are already achieving at benchmark levels opportunities for enrichment that go beyond the core instructional program. Another aspect of the aforementioned school schedule, as illustrated in Figure 2, was the inclusion of assigned times each week when progress-monitoring data (grey) would be collected on students in Tiers 2 and 3.

Some models of RTI combine both the intensity and quantity of supplemental instruction. In these models, students in Tier 2 may receive this additional instruction 30 minutes per day for 5 days per week, while those in Tier 3 receive the instruction 45 minutes per day, five days per week, plus an additional 60 minutes each week. RTI has the flexibility that allows schools to define the nature of the tiered instruction along one or a combination of these dimensions.

Another key differentiation between the tiers is the level of progress monitoring that is used at each tier. Given that progress monitoring is being used to assess the students' response to instruction, students at Tier 2 typically receive progress monitoring less frequently than those at Tier 3. In some models the frequency of progress monitoring is defined as weekly or every other week for Tier 2 and twice a week for Tier 3. Again, RTI has the flexibility of allowing the school to establish the level of progress monitoring that is both feasible, given the instructional demands of the classroom, and meaningful in obtaining knowledge of a student's response to instruction.

Schools spend significant amounts of time, money, and personnel to make sure that the Tier 1 core program is well chosen from among the many choices available from commercial publishers. The teaching staff must receive sufficient and ongoing professional development to deliver the Tier 1 core instructional program in the way it was designed. The expectation is that if the Tier 1 program is implemented with a high degree of integrity and by highly trained teachers, then most of the students receiving this instruction will show outcomes upon assessment that indicate a level of proficiency that meets minimal benchmarks for performance in the skill area. Many who advocate RTI models indicate that around 75%-80% of children should, theoretically, be expected to reach successful levels of competency through Tier 1 delivery. Although these percentages represent the ideal level of expected outcomes, it may take several years of implementing RTI models to reach such outcome levels in schools with high percentages of students who are struggling.

In many of the schools in which we are working, we see levels of around 50%-70% in the early years of implementing RTI models as being strong signals of overall success. In these schools with high percentages of children not reaching proficiency in Tier 1, schools need to organize the RTI model in a way that allows for tiered instruction to be implemented by the available personnel. An approach to such organization is discussed later in this article.

Although we would like to find responsiveness to the core program at Tier 1 to be sufficient for all children, for some students the level of instruction is not successful in helping them achieve minimal levels of expected competency. All children receive Tier 1 instruction, but those children in need of supplemental intervention receive additional instruction at Tier 2 or Tier 3. Tier 2 consists of children who fall below the expected levels of accomplishment (called benchmarks) and are at some risk for academic failure but who are still above levels considered to indicate a high risk for failure. The needs of these students are identified through the assessment process, and instructional programs are delivered that focus on their specific needs. Instruction is provided in smaller groups than Tier 1 is (which would be all children in a teacher's classroom).

Typically, depending on the model of RTI being used, small groups consist of anywhere from about 5 to 8 children. Tier 3 consists of children who are considered to be at high risk for failure and, if not responsive, are considered to be candidates for identification as having special education needs. The groups of students at Tier 3 are of much smaller sizes, ranging from 3 to 5 children, with some models using one-to-one instruction. In such models where one-to-one instruction is used, Tier 3 is usually considered special education; however, in many models it is viewed as a tier that includes children who are not identified as being in need of special education but whose needs are at the intensive level.

Differentiating Tiers 2 and 3

Where Does Special Education Fit In?

Figure 2: Sample School Schedule Using a Daily Time Block for Tiered Instruction

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

2:30 - 2:30

Tier 1

Tier 2

Tier 3

TIER Time

Progress Monitoring

"All" (Not "My") Students

Movement Between Tiers

Challenges to Tiered Intervention-Questions to be Answered

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Tiered Instruction and Intervention in a Response-to-Intervention Model

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Get Email Updates Sign up to receive the RTI Action Network e-newsletter. The heart of any Response-to-Intervention (RTI) model lies in the use of tiered instructional processes.

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Room arrangement

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by Becton Loveless

Positive, productive learning environments are key to students' academic, emotional and social success in school. Unfortunately, positive learning environments don't just happen on their own-they must be created. There are many components that go into making a positive learning environment for students. For starters, positive learning environments should offer a climate of safety, where risk-taking is encouraged, there is open authentic conversation, trust and respect are fostered, and positive interaction is the norm.

The best time to start developing a positive learning environment in your classroom is during the first days, weeks, and months of the school year-but it's never too late to get started. Below, we'll explore positive action strategy, and several simple tips, that teachers, educators, and even parents, can use for creating a positive, productive learning environment for students. By implementing these strategies, you'll be able combine the need for positive learning environments that foster improved academic performance, with the ability to promote students' social and emotional wellbeing and progress inside and outside the classroom.

Step 1 - Make learning relevant

The more relevant a topic or subject is to students' own success and happiness, the more engaged they'll become in the learning process. On the whole, when teaching math, science, social studies, even history, find ways to adapt the lesson or lecture to the interests of students. It's also helpful to discover the interests, talents, and learning styles of each student if possible. As resources permit, adjust teaching methods and strategies to meet the needs of students on an individual basis and you'll see students become more attentive and engaged.

Step 2 - Develop a Code of Conduct

If students don't have a clear and agreed upon understanding of positive and negative behaviors, it's difficult to create a positive learning environment in the classroom and at school. The first step to establishing a code of conduct is to ask students how they like being treated. From this question students should be able to brainstorm a list of behaviors they believe are respectful, kind, fair, and appropriate. At this point, together students and teachers should be able to agree that treating others the way we each want to be treated is the best code of conduct, and should set the stage for appropriate classroom behaviors.

Step 3 - Employ a Positive Actions Curriculum

While it would be nice if all students shared the same understanding of positive behaviors, they don't. Children come from diverse family, cultural and socioeconomic backgrounds. All these influences, and others, shape students' perspective of what's appropriate, and what is not. It's important that students are taught positive behaviors in a consistent and systematic way at school and in the classroom. Developing a Positive Action curriculum is one of the most effective ways to teach and instill in students positive behaviors. Positive action curriculum should teach students:

That positive actions lead to a good feeling and positive self image.

Positive actions such as nutrition, property exercise, and sleep that lead to a healthy body.

Positive actions such as problem-solving, decision-making and thinking skills develop the brain and make us smarter.

Positive actions such as kindness, living the Golden Rule, and being respectful allow us get along with others.

Positive actions such as time management and managing our emotions help us better manage our own affairs.

Positive actions such as admitting mistakes and taking responsibility for our actions allow us to be honest with others and ourselves.

Positive actions such as goal setting lead to personal growth and improvement.

Positive actions lead to positive behaviors, which help children feel good about themselves and others.

Step 4 - Help Students Develop Intrinsic Motivation

Feeling good about themselves is an intrinsic motivator to students-especially elementary age students-and positive actions help children feel good about themselves. So, how do you help students consistently engage in positive actions? First, actions are always preceded by thoughts. Second, actions and behaviors are typically consistent with thoughts. Third, feelings, children experience about themselves, are based in large part by their actions. Helping students learn that by changing a negative thought to a positive they can produce positive actions, and that positive actions will help them feel good about themselves is a powerful intrinsic motivator.

Step 5 - Reinforce Positive Behaviors

Recognizing and reinforcing positive behaviors is one of the most effective ways to produce positive actions in students, strengthen intrinsic motivation, and create a productive and positive learning environment. Certificates, stickers, toy prizes, tickets, tokens and other reward systems are great ways to recognize students and reinforce positive behavior and achievement in the classroom. However, it's also important to help students make the connection between positive behavior and the good feeling it produces (not just the physical award). As students make that connection between positive behavior and good feelings, and continue producing positive actions, they'll feel good about themselves, the intrinsic motivation is strengthened, and students will continue producing more positive actions and exhibiting positive behaviors.

Step 6 - Always Respond With Positivity

Positivity is a key component of a positive learning environment. Interacting with students in a positive manner, exhibiting positive behaviors, and maintaining a positive attitude is one of the most important steps for creating a positive learning environment and producing successful students. Regardless of the situation or circumstance, there is always a way to respond to and interact with students in a positive way. Teaching students how to communicate and interact with each other in a positive manner is also key to fostering a positive learning environment in the classroom. Positivity is one of the most powerful agents of change for establishing and maintaining a positive learning environment at school and in the classroom.

Simple Tips and Strategies for Building Positive Learning Environments

The Positive Action strategy we introduced above is one of the few character education programs recognized by the U.S. Department of Education's What Works Clearinghouse to produce positive results in students' academic performance and behavior. But it isn't the only strategy. Below is an additional list of simple strategies and tips from teachers, educators, and even parents, that have proven useful and effective for creating a positive, productive learning environment at school and in the classroom.

Relationships first, school second. Don't jump straight into school work the first day of school. Break the ice and help get students out of their comfort zone at the onset by playing some interactive games and holding some team building exercises. This helps students get to know each other on a personal level, and experience the "human" side of their teacher.

Share some stories from the summer. Before you transition into the school year have the students share some of the fun things they, or their families did over the summer. Also, take a moment to share with your students what you did over the summer. This helps the students get to know each other and their teacher, and helps you build rapport with your students.

Get to know each student. At the beginning of the new year, or term, ask parents to write a "in a million words or less" letter describing their child. Once you have received letters from all the parents, take some time to read each letter and learn about the unique character, desires, needs and talents of each child. Reading these letters at least once, if not regularly, will help you see each child in a different light.

Write an introduction letter. Get to know your students and let them get to know you through introduction letters. Write a letter telling your students about yourself, your likes, your hobbies, loves and aspirations. For their first assignment, have students write a letter about themselves for you.

Create an Internet Meme. Internet memes are a fun and effective way for communicating important expectations, rules and concepts with students without coming off mean or overbearing. They can include media, catch phrases, jokes and funny images.

Lean on Your Colleagues. Being a good teacher and creating a positive learning environment takes a lot of work-so don't go at it alone. Reach out to other teachers, educators and people who will support you, build you up and who have been successful at creating positive learning environments.

Plan for the Future, Live in the Moment. As you work toward creating a positive learning environment for your students, stay focused on the present. Creating a positive working environment is a process, it won't happen overnight. Don't get so caught up with the end goal that you are not able to savor the moment.

Get Students Involved in the Process. Creating a positive learning environment should involve all your students. Have students help decide how to design the room, where pictures should go, what pictures should be used, etc. Allow them to take ownership of their learning environment.

Create a Creative Bookmark. Create a laminated bookmark with your contact information on it. This is a fun way to invite your students to stay in touch with you. Include your email address, school web page URL or any other info you want students to have at their fingertips.

Create a Classroom Newsletter. Having your class develop a newsletter is a great way to keep students engaged, entertained and parents involved. But don't you do it! Have your students do it. Make your newsletter a student driven project and you'll engender a positive classroom learning environment.

Connect Using Social Media. Social media can be a great way for teachers to connect with students-especially given the propensity that kids have these days to access social media. Take pictures of class projects, awards, activities and events and post them on instagram for kids and parents to enjoy. Or maybe you can set up a class twitter account to keep students and parents up to date on what's going on in the classroom throughout the year.

Create a Blog. Create and maintain a classroom blog. This is another great way to keep students and teachers up to date and involved in what's going on in the classroom. It's also a great place to post upcoming projects, guidelines, study guides and resources for students and parents.

Keep it Green. Use digital technology to decrease reliance on paper products and to facilitate online communication between teachers and students, and their parents. Much of what was traditionally communicated using paper can now be communicated digitally online using Twitter, Facebook, or a class web page. Going digital saves time, is more effective than paper (which can be lost), foster a positive learning environment, and protects our world's environment.

Start with Relationships. As tempting as it is to get a headstart on academics, keep the focus of the first day of school on establishing relationships and building a sense of community within your classroom. Let each student know that the most important part of their education is them. Do some team building activities. Show students that they are valued for their contribution. There will be plenty of time to focus on academics tomorrow.

Be Enthusiastic. Be enthusiastic! Smile! Let your students know that you're excited to be there and that you're excited they're there. Everything you say or do the first week of school should communicate your enthusiasm for the new school year. Your positive attitude and enthusiasm is key to creating, and maintaining, a positive learning environment in the classroom.

Stay Optimistic. After the enthusiasm of the first few weeks of school starts to wear off and you get down to the nitty gritty of dealing with the challenges of being a teacher, you must stay committed to maintaining a positive attitude and a high level of optimism throughout the year. Students will pick up on any negativity or bad moods immediately. Your ability to maintain a positive attitude, and stay optimistic, is at the core of your ability to establish a positive learning environment.

Treat Each Student As If They Were Your Own Child. Are you a parent? Have you experienced those struggles and fears that your own children have experienced as they've gone to school each day? Have you ever hoped or prayed their teacher would be sensitive to their needs and be understanding? Treat each of your students with the same love, respect and level of attention that you'd want for your own child. It takes work, but it will bring out the best in each child and foster a positive learning environment.

Focus on the Positive. There is something positive to be found in even the worst student. Each day find something good in each student and point it out to them. Focusing on the positive in every student will enable you to create and maintain a truly positive learning environment for your students. And more importantly, you'll help each student build esteem and self worth that will last a lifetime.

Sometimes... Just Wing It. Humans are unpredictable. Children are even more unpredictable. Now matter how well you planned over the summer, once your children arrive in the classroom, and you start getting to know them, you really can't make a concrete plan. Take a little time to get to know your students. After the first few days of school, you may need to re-evaluate your plan and go back to the drawing board to fix a few things. Have fun. It's okay.

Review the Basics. Academics are important, but if students know proper classroom etiquette it's difficult to have a successful learning environment. Don't assume that your students know anything-review the basics. During the first week of school review with your students how to ask for help, provide help to other students, work together, collaborate, be respectful, etc. Reviewing the basics sets the stage for a positive and productive learning environment in the classroom.

Reconnect at the Beginning of Each Year. Plan a school wide social event or activity to be held the week before school starts. This provides students, teachers, parents and faculty the opportunity to reconnect without the pressures of school. Keep the event low key and focused on socializing and getting to know one another.

Establish Positive Parent Relationships. The last thing you want to do is wait until there is an issue or problem with little Tommy before you attempt to establish a relationship with his parents. At the beginning of each year, reach out to the parents of each child in your class in a personal way. Introduce yourself, let them know who you are, that you're excited to start working with their child, and what your plans are for the year. Building a relationship with parents early on sets the stage for a positive learning environment with their child the rest of the year.

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Strategies for Building a Productive and Positive Learning Environment

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by Becton Loveless Positive, productive learning environments are key to students' academic, emotional and social success in school. Unfortunately, positive learning environments don't just happen on their own-they must be created. There are many components that go into making a positive learning environment for students.

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The DBQ Project strives to help teachers help students read smart, think straight, and write clearly with educational products and teacher development.

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Flourishing in the future is best achieved by focusing on flourishing today. Copyright : Kanyapha Homchit

Our world and our future are said to be "VUCA" these days. The acronym VUCA (which stands for Volatile, Uncertain, Complex, and A mbiguous) was first used by military strategists and trainers who were trying to explain the change in military operations post the Cold War. Just the literal sound of the acronym is a little scary. The idea underlying it - that the world is unpredictable and overwhelming - brings up a prickly sense of danger.

VUCA has become a popular term in business circles when discussing how management and strategy have to shift for this new world, and, even when it's not mentioned directly, the sentiment is evident in our discussions about schooling. Phrases like the following suggest a VUCA perspective, and they can be found in most strategy, program, and mission documents discussing schooling:

"Technology is advancing so rapidly we have no idea how our world will be organized in 20 years."

"65 percent of kids entering school today will end up in jobs that don't even exist today. How can we prepare kids for jobs that don't exist yet?"

"21st century skills, 21st century skills, 21st century skills...."

Essentially, each of these statements or questions asks: "How are we ever going to prepare students for such a VUCA future??"

The counterintuitive, but true, answer is:
If we want students to be prepared to flourish in an unpredictable future, we shouldn't be focused on the future at all: we should be focused on ensuring they flourish now.
Three points on this.

VUCA may feel more true today, but it has always been true. Think of how much changed over the last century, how many wars and conflicts there have been - WWI, WWII, Korean War, Vietnam War, Cold War, to name a few - and how many social movements - women's liberation, civil rights, LGBTQ rights (amongst others!). Then, think about how VUCA it would have felt living through the revolutionary war, or the French revolution, or the Copernican revolution.

Predicting in 1940 that women would be graduating from universities in the 1960s and make up a higher percentage of graduates by the 2000s would have been nearly impossible. In 1980, predicting the effects the personal computer would have on work, commerce, and enterprise would have been nearly impossible. In 2007, predicting the effects of social media and smartphones on our behavior, patterns of interaction, and relationships would have been similarly nearly impossible. For that matter, who could have predicted in advance that the printing press would undermine the most powerful institution of the time (the Catholic Church)?

The truth is that the world, and the evolution of human society, has always been volatile, uncertain, complex, and ambiguous. While it's always easy to create a narrative of the past that makes it seem predictable and obvious, it's because we eliminate most of the alternatives - it is impossible to accurately predict the future - and this is even more so if we accept the (questionable) premise that it's exceptionally VUCA now.

This point is less to do with schooling and more to do with the obvious for all of our lives - and the real point of the acronym VUCA - you cannot accurately predict how all of the different societal, economic, political, and environmental factors are going to play out... Which means if you use your imagined future as a guidepost to design your experience today, you're likely to be wrong.

However, if you focus on making the right choices now, you're likely to come out okay in the future as well. Our habits today shape our future tomorrow, which means focusing on doing the right thing today is usually the best preparation for our tomorrow self.

It turns out that the basics of what it means to flourish as a human actually haven't changed that much since the days of Aristotle. While we might not know the JOBS of the future, jobs are not the sole factor in flourishing.

By flourishing I mean when a person's core needs are met, and they have the freedom and capacity to make choices about their lives, according to their values and interests, and work with others to make the world better.

Our core social psychological needs remain (and have remained) constant. For instance, we have a need to form meaningful relationships with others - interpersonally and belonging to a larger group ( relatedness). We have the need to apply our selves, pursue our interests, and feel we can master our social and physical environments ( competence). We have the need to feel we make choices for ourselves and are not oppressed or forced into our situations ( autonomy). And, we have the need to create meaning out of our lives, whether through finding our purpose, through religion, living our values, or otherwise ( meaning)[i]. This means that, for individuals, we know many of the "design principles" for flourishing, whichever way society changes.

Furthermore, regardless of which way our VUCA future unfolds, as a society we will have to grapple with many of the same questions we have always grappled with. Questions like: How can we organize to thrive as a society? How might individual safety and freedoms be protected while maintaining a collective? How might we socialize and educate our children? How might we create just, equitable, yet adaptable institutions?

This means that, while we don't know what the future will bring in terms of technology, environmental disasters, political maneuvers, or new social movements, we do know that our society always needs creative thinkers, humanistic perspectives, empathetic citizens, and deeply principled people who can face big, complex questions and collaborate across lines of difference.

From the crafting of our constitution, to the civil rights movement, to the effects of globalization - our society depends on individuals who can develop nuanced understandings of the complex issues, grapple with tough questions, collaborate with others who hold other perspectives and values, and who are dedicated to maintaining a healthy community and society beyond themselves.

Individual flourishing and societal thriving are mutually reinforcing: When our societies thrive, individuals' core needs are met and they have the freedom to make choices that align with their interests and values. When individuals are flourishing, they are more able and willing to be the kinds of citizens who contribute to the collective, consider others' needs, and are willing to sacrifice for the good of all.

The best way to ensure students will flourish as adults (and that we can thrive as a society) is NOT to try to mold them into the perfect graduate profile or to prepare them incessantly for an unknown future. The best way to foster future flourishing is to create environments in which they can flourish today, and to design experiences through which they can practice (today!) the capacities, character, and beliefs they need to be empowered, informed, and engaged citizens of the world.

When we try to design school to prepare students for the future, we inevitably have to define a set of outcomes we think we are aiming for and through this process we implicitly or explicitly narrow our definition of 'success'. 'Success' in the future becomes, "getting a good job" or "having a STEM career" or "high SAT scores".

Then, we use these narrow metrics to try to shape students' lives to maximize those outcomes. We say, "oh, it's okay if you're not actually all that interested in these activities - you should do them anyway because they'll look good on your resume" and, "oh, it's okay if test prep takes time away from inquiry if it means you get into the right college" and, "I don't care if art class or theater is where you come alive - it won't help you get a good job someday." Read Tye Ripma's piece on how this applies even to libraries here.

Focusing on preparation for the future makes it very easy to mortgage childhoods: we require kids to sacrifice their current wellbeing in order to achieve some kind of future outcome.

K-12 Schools should not be organized for the attainment, or preparation for, future jobs (or college, frankly). This returns back a bit to the intrinsic (defining means) vs. the instrumental (defining ends) distinction discussed here.

Many perspectives and policies in education implicitly use instrumental frames. An easy way to spot this is basically every time something says, "this is important because it might get kids a job someday" or "our economy is going to need xy skills so we should make sure kids can do x and y." Both statements are implicitly declaring instrumental aims for schooling.

Preparing students for instrumental future outcomes is flawed logic both because of point 1 - you can't predict the future or what is needed in it for an individual or a society - and also because schools can't actually do these instrumental goals. A teacher cannot go in to school every day and make sure a student gets a good job or gets into the right college. What she can do is create an environment in which students' core needs are met, and design experiences through which they get to practice the capacities, character, and beliefs of being competent, curious, courageous, creative and kind adults.

One way to assess if something is instrumental is to ask the question, "is that really why it's important to develop those skills?" What if employers tomorrow decide they actually need robotic or sociopathic-type humans to do certain work, would we still think that's how we should socialize our children to be? I hope not.

Job needs should not drive the design of K-12 schooling - we don't know what they will be, and schooling has much broader purposes than workforce creation. See here for more.

Trying to design schools to shape kids for the future is like a ponzi scheme - kids invest their childhoods but very few will every be able to cash out on their sacrifices in adulthood for increased flourishing. As Dewey famously says, "When preparation is made the controlling end, then the potentialities of the present are sacrificed to a suppositious future. When this happens, the actual preparation for the future is missed or distorted."
In other words, asking kids to live a school experience meant to prepare them for the future that asks them to sacrifice the now often just means kids are unlikely to ever flourish.
What should drive the design of K-12 schooling is a deep understanding of how individuals flourish, grow, and learn, a vision of the kind of community and society we want to create together, and an explicit set of values that underlie that community. These you can continually create and live every day - we can live them today.

To conclude by reiterating: the absolute best way we can approach preparing our children for a VUCA world is (and has always actually been) not by focusing on the future but rather by focusing on the now. Focus on the kids in front of us today - their strengths, unique perspectives, and interests - to best ensure adults prepared for tomorrow.

Create environments in which students are valued, loved, and seen - and design experiences through which they get to practice the capacities, character, and beliefs that allow them to make informed choices about their lives and experiences through which they get to apply their strengths toward creatively solving problems they care about today.

This kind of environment and practice will prepare them to bring all of their ability, curiosity, creativity, and habits of mind when they face future VUCA worlds we cannot even imagine, much less plan for.

- - - - - - - - - - - - - - - - - - - - - - - - - - -

From 123rf.com - Copyright : Kanyapha Homchit

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Want to prepare students to flourish in an unpredictable future? Make sure they flourish now.

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Our world and our future are said to be "VUCA" these days. The acronym VUCA (which stands for Volatile, Uncertain, Complex, and A mbiguous) was first used by military strategists and trainers who were trying to explain the change in military operations post the Cold War.

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Higher-order Thinking Questions

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StudyJams! Interactive Math and Science Activities | Scholastic.com

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Introduce and reinforce more than 200 math and science topics with videos, slideshows, step-by-step tutorials, and other activities.

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Teaching curriculum and common core standards is easier and more fun with a Bad Wolf play! Catchy melodies, dumb jokes, clever rhymes and interesting stories are powerful methods to help your students retain the material.

Bad Wolf Press offers musical plays for grades K-9+. You get everything you need to put on a successful production --- absolutely no musical or theatrical experience is required! The shows last between 5 and 50 minutes, are inexpensive and easy to do, and provide your students with a memorable, fun, and funny boost to your mandated curriculum.

Teachers, principals, students, and parents absolutely love our plays. We're proud to say there have been over 150,000 classroom productions of Bad Wolf plays throughout the world since 1995!

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Curriculum-Based Musicals and Plays from Bad Wolf Press

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Teaching curriculum and common core standards is easier and more fun with a Bad Wolf play! Catchy melodies, dumb jokes, clever rhymes and interesting stories are powerful methods to help your students retain the material. Bad Wolf Press offers musical plays for grades K-9+.

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Do you have a STEM background and love writing math problems?

Volunteer to write a Problem of the Week! You can feature your STEM career or area of study...or write a just-for-fun POTW about a holiday or event! Click the volunteer button below to learn more about how you can support MATHCOUNTS resource creation.

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This archive contains all MATHCOUNTS Problems of the week.

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Adventure Story Starters: Writing Prompts for Kids | Scholastic.com

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Scholastic's Adventure Story Starters writing activity for kids generates fun creative writing prompts for students to use in writing stories of adventure.