# data[].attributes.attachment_link.description
Explore our blog, where we share our thoughts about training trends, learning technology, and more.

# data[].attributes.attachment_link.readable_text
Call it "active learning," or "classroom participation" -- every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic ones. With a little extra planning, that is possible.

Below are four common reasons students don't participate and techniques to solve those problems and spice up your lessons.

Maybe it needs to be repetitive because the students don't really "get it," or maybe you're reviewing for a test. In any case, they're tuning out.

Solution #1: Assess their prior knowledge.

This could be as simple as asking students, "What do you know about (topic)?" and writing their responses on the board. You could also try a pre-test or a graphic organizer like a K-W-L chart . The goal is to find out what they already know (or think they know). You create buy-in for the students because they feel smart, and you can tailor your lesson to the information they don't know or don't remember correctly.

Solution #2: Try skills grouping.

Divide the class into groups based on what skills they need to practice - not forever, but for a class period or two, so they can focus on what they really need help with. So have a group that works on multiplying fractions, one on dividing fractions, and one on converting fractions to decimals. Make a group of "already got 100% on the test" kids and give them an extra credit activity or let them preview the next lesson. Then take time to move between the other groups and help them review. You'll have more students engaged in the lesson and they'll get specific, focused practice time.

Solution #3: Let them teach each other.

Especially good when reviewing before a test: divide the class into groups and give each group a topic. Set some guidelines and then let them teach each other. Encourage them to do interesting activities - write tests for each other, design review games, etc. - and evaluate each group on the accuracy of their content, the creativity of their approach, and how well they work together as a team. This is also a great way to discover how to motivate students.

This is really half the problem. The other half - especially with older students - is their fear of "looking stupid" by asking questions.

Solution #1: Allow anonymous questions.

Put out a "question box" where students can submit questions any time. Give each student an index card and ask them to write something about the reading assignment they did for homework. If they don't have a question, instruct them to write a comment on the reading. Collect the cards and use them to lead a class discussion. You'll easily recognize what parts of the reading confused a lot of students and they won't feel embarrassed.

Solution #2: Allow them to work together.

We can't do this all the time; individual students need to be assessed. Ask yourself: is the goal of this activity for them to learn the content, or for them to be assessed? If you want them to learn the content, why not let them work together? When they bring in their homework, do a quick survey for completeness, then put them in pairs and let them review the homework together. Encourage them to make changes if their partner's answer looks right. When they've finished, review as a class. Students may be less embarrassed to share a group's answer than their own and you may be able to complete the review more quickly.

Solution #3: Try a jigsaw approach.

No, we're not talking about puzzles or scary movies. If you're introducing new, difficult content, divide the class into groups and ask each group to master only one portion of it at a time. If, for example, you're teaching the American Revolution, have one group focus on the Continental Congress, one on Washington's Army, one on French support for the war, and so on.

Ask them to do a reading on their topic - to become the class "experts" on that subject. Then split up the class into new groups that include one "expert" on each topic. Ask these new groups to work together to write an essay or complete a worksheet that requires information about all the topics. They will teach each other in the process. Learn more about the Jigsaw Approach.

Problem: There's too much information to present in too short a time.

Sometimes there's no way around it: you simply have to get a lot of information out there in a short amount of time. So you opt for a lecture and just want your students to absorb the content. Instead, they fall asleep or stare out the window. What can you do?

Solution #1: Keep it "bite-sized."

Remember: research shows the average student's attention span is as long as her age. So even high school kids can only handle about 15 minutes. If you have a lot of information to convey, re-arrange your lesson plans so you never lecture for more than 10-15 minutes.

Break up large concepts into smaller sections - give a brief lecture, then do an activity to help it "sink in." Repeat this process over several days. You'll increase participation - and improve comprehension, too.

Solution #2: Keep them busy.

Don't allow students to stare into space while you talk. Give them something to stay connected. Try "fill in the blank" lecture notes. Delete key words and phrases in your lecture notes to create a "fill in the blank" worksheet. Then ask students to fill in the worksheet while you lecture. Another fun variation - lecture bingo .

Solution #3: Look into the future.

Before a lecture, give students a prediction activity. For example, tell them you will be lecturing on Shakespeare and ask them to predict what you will say, or give them a set of true/false statements and ask them to take their best guess.

As you lecture, instruct students to compare their guesses with what you actually say.

When the lecture is over, have a class discussion and evaluate how accurate student predictions were.

Problem: The lesson emphasizes the teacher, not the students.

Solution #1: Keep them busier than you are.

The traditional classroom of yesteryear had the teacher at the front of the room, droning on while students doze. Re-imagine your classroom as a place where students are busier than you are.

Keep the "sit still and let me talk to you" moments as brief as possible; get those kids working! Give them worksheets, activities, discussions, and projects. That doesn't mean you get to sit around -- you will still be busy, moving from student to student or group to group, correcting, evaluating, or providing feedback. But now everyone is busy and involved.

Homogeneous grouping? Heterogeneous grouping? Tracking? Forget the buzz words: having students work in groups is one of the best ways to increase student participation. Don't keep them in the same groups all the time -give them a chance to be the "smart kid" who can help someone one day and the kid who needs help the next.

Take a traditional worksheet or activity and give it to students in groups. Offer a reward to the group who finishes first with the most answers correct and watch them go! Note: it helps to have additional prizes available to keep groups motivated after the first group "wins." Even high school students enjoy these competitions.

Solution #3: Give them a voice and a choice.

Do students ever get a "say" in your classroom? Of course you need to make most decisions, but there must be some things you could leave up to them - whether it's what color chalk you use today or how long they practice a specific activity.

Kids tune out because they feel like their ideas don't matter. Show them their opinions are important and they'll pay better attention and speak up more in class.

There will always be some unreachable student who won't respond, even with these efforts. But if you give these a try, you may be presently surprised at the previously unreachable students who just might join in!

How do you encourage participation in your class? In what ways did you discover how to motivate students? Share in the comments section!

# data[].attributes.attachment_link.keywords[]
top 12 ways to increase student participation

# data[].attributes.attachment_link.title
Top 12 Ways to Increase Student Participation

# data[].attributes.attachment_link.description
Call it "active learning," or "classroom participation" -- every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic ones. With a little extra planning, that is possible. Below are four common reasons students don't participate and techniques to solve those problems and spice up your lessons.

# data[].attributes.headline
Group Involvement: Getting Students to Talk

# data[].attributes.subject
Group Involvement: Getting Students to Talk

# data[].attributes.attachment_link.readable_text
It's frustrating.

You spend your entire prep-hour strategically placing students into groups. You teach, model, and role-play what you want them to do. You assign roles, provide clear objectives, and confirm their understanding of your expectations.

You give them all the support you know how to give, setting them up for easy success-a slam dunk on an 8-foot rim. All they have to do is follow your clear and simple guidelines and they'll succeed.

But once they start working, you realize that it isn't going to be so easy. Sure, they may be getting along okay, but it's taking them forever to warm up to each other, to get into substantive discussion, and to make even the most basic decisions.

Some students don't say a word. Others lean in, perhaps, but feel too unsure around their group mates to assert themselves. Still others are too assertive and end up doing most of the heavy lifting.

Your leaders try their best to get everyone involved, but it's a tough task. They look at you with eyes that say, "What more can I do?" So you find yourself jumping in, taking over, and making decisions for them -defeating the whole purpose of group learning.

There is an easy solution, though, that also happens to be a lot of fun. It's called the decision game, and in mere minutes it will accelerate your students' ability to work together to a level that otherwise could take weeks.

Here's how it works:
Number each group.
Assign each group a number and write these numbers in separate columns on your whiteboard. You'll keep score of the game by tallying points below each column.
Encourage your students to lean in.
The object of the game is for each group to quickly come to a unanimous decision. Because of the urgency involved, encourage your students to lean in-even if it means placing a knee or two on their chair.
Provide a decision topic.
After asking for attention, give your students a simple topic of interest to them for which to make a group decision-like, for example, their favorite amusement park or favorite subject in school. There is no need to write it on the board. Just call it out.
"Your favorite flavor of ice cream!"Allow ten seconds to make a decision.
Each group will then agree on one answer that represents the entire group. Whether each individual actually likes chocolate chip ice cream or Six Flags is irrelevant. The idea is to come to a consensus. The challenge is that they only have ten seconds to do it.
Give your "times up."
After ten seconds or so, depending on your grade level, call "times up!" If any group continues to talk, subtract one point from their column. The game is fast and fun and losing points is part of it. No big deal.
Call each group.
One by one call each group number. Say, "Group one?" Then allow that group to respond aloud and in unison with their answer. In a short time, you and your students will find a rhythm to this part of the game.

Example: "Group one?" "Chocolate!" "Group two?" "Cookies and cream!" "Group three?" "Chocolate chip!"
Assign points.
If every member of a group responds the same, then give that group a score of five. If not, if one student calls out a different answer or no answer, then they get a score of four. If two students call different answers, then give three points, and so on.
Go to the next round.
To be most effective, move the game along quickly. Don't give your students a chance to lament their lost points or consider who may have made a mistake during the previous round. Call out your next topic as fast as you're able. "Funniest movie!"
Model how to play.
Although it's critical to teach and model the game thoroughly before playing, it will take actual play before you and your students get the hang of it. After a few practice rounds, though, you'll pick it up quickly.
Add challenge and creativity.
One way to make the game more challenging, especially for older students, is to assign greater points for more creative answers-which can be based on your judgment or on whether any other group provides the same answer.

So if they want to agree that their favorite soft drink is beet juice, they can-and should be rewarded for their creativity.
Let the winning team celebrate.
After playing the game for ten minutes or so, tally up the points and declare a winner. You can call them up to the front to take a bow, dance, or high five each other. Give them their brief moment in the sun, then erase the points and move on with your day.
Why It Works
The decision game works because its speed and urgency forces students to count on each other-in equal measure. And because it's fun and furious, and the engaging topics seize upon their natural desire to voice their opinion, they'll readily set aside their fears and anxieties and dive right in.

You may have students who naturally take on a leadership role, but as long as they're not making decisions for the entire group, it won't diminish the effectiveness of the game. Your class will still grasp that the betterment of the group comes before any individual preference.

You can use the game as a warm up before beginning academic group work or as a stand-alone exercise. Either way, once your students get down to business collaborating on a science project or sharing their thoughts in literature circle groups, you'll be thrilled with how much better they work together.

Although there is always the need to thoroughly teach what you expect of your students-i.e., taking turns, compromise, active participation of every member-making the jump from knowing what to do to actually doing it can be a challenge.

The decision game is an experiential way to speed up their understanding of how to work together. It turns what can seem like an impossible leap across a rushing river . . .

Into a stroll over a footbridge.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

# data[].attributes.attachment_link.title
How To Get Your Students To Work Together - Smart Classroom Management

# data[].attributes.attachment_link.description
It's frustrating. You spend your entire prep-hour strategically placing students into groups. You teach, model, and role-play what you want them to do. You assign roles, provide clear objectives, and confirm their understanding of your expectations. You give them all the support you know how to give, setting them up for easy success-a slam dunk ...

# data[].attributes.attachment_link.readable_text
Side by side, seven-year-olds Anna and Frances work intently on a storyboard in which they are plotting out a book:

Anna: What will we call it?

Frances: How about The Mean Girls Club? Look, I can draw them with mean faces.

Anna: Why are they mean?

Frances: I don't know. Maybe someone was mean to them.

Anna: Let's make them be nice -- first mean, then nice.

Frances: Then what will happen to the club?

Anna: It will be the Nice Girls Club. Look, on the title page we can put a line through mean and write nice above it!

Just then, their teacher, Mrs. Geni, flicks the light switch, signaling that it is time for students to wrap up their writing projects and gather in a large group. Frances and Anna, knowing they can pick up on their project tomorrow, clip their notes and sketches to the storyboard and put it on the shelf.

Anna, Frances, and the other second graders in Mrs. Geni's classroom, in Evanston, Illinois, are learning not just reading and writing but also essential skills for success in the twenty-first century: collaboration, critical thinking, problem solving, creativity, and innovation.

What were once called "soft" skills in the workplace are now essential, key to the success of the business enterprise and the individual worker: working on teams, taking responsibility for one's piece of a larger project, planning for the future, and completing the plan -- these are the gears that will drive their personal and professional lives. All involve cooperative learning.

In cooperative learning, students are organized into small groups and the teacher announces a common goal.

During the course of the assignment, the children work together for a shared benefit, realizing that all members share that goal and the rewards of achieving it. Cooperative learning goes hand in hand with social and emotional learning (SEL). Briefly, the two approaches help develop a number of skills, including

self-awareness: recognizing feelings and identifying interests, strengths, and weaknesses.

self-management: managing feelings and behavior to control impulses and persevere in achieving important personal and academic goals.

social awareness: understanding the needs and feelings of others, while appreciating similarities and differences among individuals and groups.

relationship skills: maintaining positive relationships with others.

responsible decision making: making good choices and contributing to one's school, one's community, and the world.

Studies of cooperative-learning strategies regularly report an increase in engagement and active participation in the learning process, which in turn increase student motivation, time on task, and retention times and improve cognitive reasoning and the ability to see from others' perspectives.

Some teachers feel uncomfortable with cooperative learning because it requires that they assume more of a facilitative role than a direct instructional one. And students occasionally complain about not being able to work with friends or being unfairly assessed because one student in the pair or group doesn't do his or her share.

So, how do we make cooperative learning work?

Professors David W. Johnson and Roger T. Johnson, codirectors of the University of Minnesota's Cooperative Learning Center and authors of more than 400 research articles and book chapters and 40 books on cooperative learning, are international leaders in the study of the topic. In a research synthesis of 550 experimental studies on cooperative learning, they identified essential elements of effective cooperative learning. One of these factors is just how the groups are put together: How do you balance skills and roles? Developmental strengths and needs? Gender and ethnicity? How long should a group stay together? What is the right number? Who will be the group leader? Skilled classroom teachers take all these issues into account as they choose and prepare individual children for cooperative-learning groups. (See " Cooperative Education: Making It Work.")

One important point: Groups may be fluid, becoming larger or smaller in relation to the instructional goals. For instance, Anna and Frances are a writing team during one two-week period, but they separate for a later science project. Positions within the group can also change.

Mary Tavegia, principal at Cossitt Avenue School, in LaGrange, Illinois, emphasizes the need to match students and roles: "The teacher must ask 'What, developmentally, do we expect of kids at this age? What can I expect of this particular child?' You don't take a student who has trouble communicating and set him up to fail by making him the group's discussion leader right off the bat."

Johnson and Johnson say teachers must quickly establish the rules and procedures around working in a group. They point to the importance of each person supporting and encouraging their peers in their roles so that together they are able to achieve something none can do on his or her own. Teachers should also structure the task so that each student's contribution is important to the whole, and so that each has the chance to promote the others' success by helping, encouraging, and praising one another's efforts. No one is dispensable in cooperative learning.

A class debriefing and discussion should follow the group work. Students can then reflect on whether their group's goals were attained, whether they got along during group work, and what other strategies they would use next time. Through this process, students come to understand that the success of their group, and therefore their individual success, depends on each person's full participation. Debriefing is instructional for the teacher as well, providing useful feedback for shaping the next cooperative-learning project.

Tavegia also emphasizes that cooperative learning should be seen as an "instructional and learning opportunity, not a grading opportunity." This perspective, she adds, eliminates the concern that cooperative learning is "unfair because only a few might do all the work, while everyone gets the same grade. Everyone is unhappy when it is used for grading."

Cooperative learning provides opportunities for group learning that, sadly, are declining outside the classroom. Daniel Goleman, author of Emotional Intelligence, contends that in light of declining opportunities for free play without adult supervision and meaningful ways to contribute to their communities, American kids are getting worse at cooperation, at being able to work things out and control their impulses. "You can't blow up in a group and get away with it," he says. "The group exerts a pressure, a force for helping a child want to learn to get along with others. It's a wonderful place to learn emotional intelligence."

Getting along with others, being able to see another's point of view, and managing one's own emotions help students stay on task and maintain positive peer relationships to achieve group goals. It also turns out that children who have these capabilities are better at paying attention, taking in information, and remembering what they read and hear. SEL programs teach such skills intentionally and experientially; cooperative learning provides opportunities for practice and reinforcement.

Small Part of a Bigger Picture

Many instructional methods are based on cooperative learning and SEL skills. For example, in the academic-controversy approach, teams of students research and present first one side of an issue and then the other. Then they work with an opposing team to develop a report that combines the best points from both perspectives.

Another example is called the jigsaw, in which each student takes responsibility for preparing and presenting part of a lesson to the others in a group. Even though each child prepares only part of a lesson (a piece of the puzzle), all receive the entire lesson (the entire puzzle) because of the complementary roles of teacher and learner they have assumed.

Cooperative group learning using SEL skills is also central to project-based learning, where a group of students studies a real-world problem using original documents and data. (See "New Skills for a New Century: Students Thrive on Cooperation and Problem Solving.") The group work results in a report, which is often presented to families and the wider community and may include practical recommendations on ways to address the problem. Project-based learning gives students an appreciation of the complexity of real-world problems and the intellectual and SEL skills needed to solve them. This is also a powerful source of feedback and student learning.

Cooperative-learning groups are a key supporting instructional method used in teaching SEL skills. Although the sophistication of the SEL instruction will vary with children's developmental level, the characteristic feature of cooperative learning -- working together to achieve shared goals -- is the same regardless of grade level.

In the early elementary grades, for example, class meetings are a setting for cooperative learning of self-awareness, assimilating perspectives, and group problem solving. Children greet each other by name, share how they feel and perhaps present a favorite object from home, participate with their peers in a noncompetitive activity, and perhaps monitor progress on a classwide project.

In cross-age mentoring, a cooperative-learning method used in the upper elementary school and middle school grades, students of different ages work together over an extended time on academic or service-learning projects in every subject area imaginable -- language arts, social studies, and art assignments, as well as science, math, and technology projects. (Both older and younger children first learn and practice in the classroom the SEL skills they need to work well together.) Such projects offer rich opportunities to use and develop one's strengths, listen to and give feedback on alternative approaches, and resolve interpersonal conflicts.

What about the adults in the building? They, too, can benefit from cooperative learning that builds on their existing SEL competencies. Faculty and staff who participate in joint study, instructional planning, and teaching initiatives are energized, rather than overwhelmed, by all the new information coming their way every day. Changing the school climate as an individual seems herculean; reforming it as part of a cooperative venture becomes not only doable but also gratifying. Moreover, teachers who are engaged with other adults in the building in supportive and respectful ways are more likely to stay on the job and less likely to burn out.

Benefits Explored

Johnson and Johnson's research revealed that cooperative learning is consistently more effective than either competitive or individualistic learning in promoting student enhancement of intrinsic motivation and effort to achieve, material retained, the quality of interpersonal relationships, reasoning skills used, psychological health, and academic achievement. These learning outcomes held across various content areas, grade levels, countries, and decades.

Cooperative learning yields benefits whether students work together for only a few minutes in ad hoc groups to summarize and reflect on the key points of a lesson or are members of a yearlong study or a project-based-learning group. Even socially isolated students and emotionally disturbed adolescents learn SEL skills better and are more likely to interact appropriately with others when taught in cooperative-learning situations as opposed to more traditional ones.

Cooperative learning not only supports academic success but also teaches students that their own success is not dependent on opposing that of others. This is healthy preparation for participation in the complex and conflicted world of the early twenty-first century.

John W. Payton, Susan Munro, Mary Utne O'Brien, and Roger P. Weissberg work at the Collaborative for Academic, Social, and Emotional Learning (CASEL), at the University of Illinois at Chicago.

# data[].attributes.attachment_link.title
Common Ground: Teaching Kids the Benefits Of Working Together | Edutopia

# data[].attributes.attachment_link.description
Side by side, seven-year-olds Anna and Frances work intently on a storyboard in which they are plotting out a book: Anna: What will we call it? Frances: How about The Mean Girls Club? Look, I can draw them with mean faces. Anna: Why are they mean? Frances: I don't know.

# data[].attributes.body
Teachers should insure support in the classroom by providing feedback to help each student. The feedback should be positive and helpful, in no way should it put the student down.

# data[].attributes.body
When insuring support in a classroom, a teacher should provide clear and concise instructions. The teacher should be open for questions and working with the students to make sure they understand.

# data[].attributes.body
When insuring support in a classroom, it is important to treat every child as an individual and work towards helping each child and meeting the needs of each student. It is important to motivate the students and encourage them.

# data[].attributes.attachment_link.title
Why Is Teamwork Important in the Classroom?

# data[].attributes.attachment_link.description
When teachers, parents and students all work together, with co-teaching and collaboration, students learn the skills and information they need much more efficiently.

# data[].attributes.attachment_link.readable_text
Over the last year, I have taken part in three separate processes to review state ESSA plans. As a result, I have had the pleasure-and some would say pain-of reading all 51 submitted plans.

Through Higher Ed for Higher Standards, we found nearly all states included strategies to strengthen K-12 and higher education alignment, with 10 states incorporating three or more of the recommended actions.

In a partnership with Advance CTE, we found a deep commitment to college- and career-ready accountability measures in Round 1 state plans, yet noted several areas where states could better leverage the ESSA opportunity to strengthen career readiness for all students. Our forthcoming review of Round 2 plans confirms and expands upon those themes-check back on December 14 for that release.

Finally, I served as a reviewer in Bellwether Education Partners and the Collaborative for Student Success's "Check State Plans" peer review process. In Round 1, we found a number of promising practices across goals, indicators and methods for identifying schools. On December 12, the peer reviews for Round 2 state plans will be released.

While each of these projects reviewed the state plans from a particular angle, I have not had a chance to offer my broader reflections on where I believe work remains to deliver on the promise of college and career readiness for all students. Luckily, we have some promising examples from state ESSA plans that can be useful reference points for policymakers and practitioners as states turn from planning to implementation.

While each of these projects reviewed the state plans from a particular angle, I have not had a chance to offer my broader reflections on where I believe work remains to deliver on the promise of college and career readiness for all students. Luckily, we have some promising examples from state ESSA plans that can be useful reference points for policymakers and practitioners as states turn from planning to implementation.

In my view, far too many states made aspirational statements about valuing college and career readiness for all and then did not include any true measures of that readiness in high school accountability ratings. And, despite more than 40 states setting clear benchmarks for postsecondary credential attainment, not even a quarter of the states aligned their K-12 long-term goals with those in higher education, which is a huge missed opportunity for kids.

An aligned system-from aspirations to goals to accountability measures-should be the objective for every state. Two states provide powerful examples of how this can work in practice.

Tennessee's "Drive to 55" postsecondary attainment goal is the driving force behind the state's entire ESSA plan. All the state's strategic goals point toward meeting that vision, even including a goal for the majority of the high school class of 2020 to earn a postsecondary credential or degree. The state recognizes that to reach its goal, it will need to ensure that more students enter postsecondary education prepared to persist and succeed. As a result, Tennessee will hold high schools accountable for students meeting the ACT college readiness benchmark and participating in early postsecondary opportunities, such as dual enrollment and earning an industry certification in an approved program of study.

Louisiana is updating its accountability system to align expectations for students with its long-term goals. That means schools will receive an "A" rating only when their students are demonstrating "mastery" (i.e., level of college- and career-readiness) on state assessments, graduating greater than 90 percent of their students, and have an average ACT score at the college-ready benchmark (e.g., 21). The state set these long-term goals based on projections for dramatically increasing the postsecondary attainment of Louisiana residents to meet the needs of the economy. And the state's "ACT Index" and "Strength of Diploma Index" indicators directly connect with its long-term goals for improvement, both in terms of the measures used and the performance expectations for school ratings.

I have long been an advocate for including a school's relative performance in accountability systems (see this paper from early 2012). I think it is fantastic that ESSA provided considerable flexibility to include relative measures of performance, such as growth. Yet, in my opinion, too many states took that flexibility to the extreme. A significant number of states proposed to base their entire rating system only on how a school compares to others in the state, without regard for whether schools are meeting high expectations. In this case, states may have lost the trees for the forest. We must continue to be laser-focused on preparing all students for success beyond high school and recognize that schools face different hurdles on their path to realizing that goal.

Massachusetts presents a compelling middle ground that others may want to replicate in the future. The state proposed a two-step process for rating its schools. First, the state will look at a school's relative performance with all students and in closing gaps for "high needs" students based on a number of factors including average scale scores, academic growth, chronic absenteeism, and success in grade 9 courses. The combined performance on the indicators will place a school into one of six performance levels. Secondly, each school will have increasingly ambitious targets for each measure that, if met, would allow the school to move its overall school rating up one performance level. As the state lays out, "in this way the expectations for performance are clear and known ahead of time for all schools, and performance level designations do not depend solely on the performance of other schools."

By and large, states were not very forthcoming with their approaches to support and/or implement consequences for chronically underperforming schools. ESSA largely devolves turnaround responsibilities to districts, but that does not mean states have no responsibility. Simply providing more general "support" is unlikely to meet the challenges these schools face. While there is no simple solution here, I will be watching New Mexico and New York closely for their responses.

New Mexico is one of the few states that clearly defined what action must be taken in schools that fail to improve within three years after being initially identified for comprehensive support and improvement. Schools must choose between a concrete list of intervention options, or the state department will choose one for it.

New York plans to use a rigorous "inspection" process to compare a school's practices against a set of research-based "optimal conditions of learning" and make recommendations for improvement. They will also institute a "receivership" program for tougher interventions if a school continues to struggle.

State and national pundits and advocates-myself included-put a lot emphasis on the importance of ESSA plans for laying out the next generation of education reform. States did not always see it that way. And that's fine. A main objective of the new law was to empower state and local leaders to support student success in whatever way they saw fit. While there may be debates about whether specific aspects of the state plans meet the letter of the law, it is important to remember that the plans are simply that: plans. They represent the minimum floor of state action.

I would hope to see states get more ambitious as they go from plans to action, building high-quality pathways from high school into postsecondary education, standards and assessments aligned with the expectations of entry into college and the workforce, supports for struggling schools that go beyond general assistance, and strategies to help traditionally underperforming student populations close gaps to reach the promise of college and career readiness for all. And I'd like to see states steal innovative strategies from each other and embrace collective action opportunities when joining forces will get them better results. It will be up to local and state practitioners and advocates to ensure that the state is responding to gaps in meaningful ways-regardless of what is in the state's ESSA plan.

Let's trust state leadership, verify state actions, and learn from this exercise to ultimately help realize dramatic improvements in students' preparation for success in college, careers, and life. Hopefully, we can all agree on that.

# data[].attributes.attachment_link.title
Where We Go From Here on K-12 Accountability - Education Strategy Group

# data[].attributes.attachment_link.description
It's getting chilly in Washington, D.C., and not just because of the recent snow. Two of the pundits with the biggest social media followings-Rick Hess and Andy Rotherham-traded barbs about whether critiquing states' ESSA plans provides any value now that they've been submitted. While my minimal social media presence (follow me @RyanEReyna) will keep me...

# data[].attributes.attachment_link.readable_text
This blog by Stephen Tierney (Headteachers' Roundtable) proposes an accountability measure based on inclusion to be used alongside performance measures to tackle the "long tail of underachievement".

It elides all disadvantaged children, looked after children and SEN together under the umbrella of inclusion without explanation.

The author then moves onto the issue of exclusions, without evidencing the extent to which exclusion is the reason for underachievement in these groups.

Certainly, it is an issue for individuals in those groups but to argue it's an issue for the group as a whole is an extrapolation not evidence.

A supportive school environment is elided with no exclusions and low mobility.

This approach raises a variety of issues and concerns:

1) It misses out the wide variety of reasons why underachievement might occur including individual circumstances, school culture, curriculum, use of ineffective pedagogical practices, lack of teacher training and support, and poor whole school behaviour management systems.

2) Entire groups of children are being casually stereotyped as "challenging pupils" when this is not the case for the vast majority of children who form part of those groups.

3) The lesson of blurring the distinction between the disadvantaged and those with special educational needs should already have been learnt. Implying membership of an ethnic or social group is equivalent to or means to be impaired in some way have been the basis of crude stereotyping of individuals, itself a reason for historic underachievement of some groups in the education system.

4) Exclusion is not the only cause of mobility and no evidence is produced that it's a major one.

5) There is a tension in this measure which is not addressed. The achievement of disadvantaged groups may be harmed by a focus on less exclusion.

6) It is stated that the exact means of calculating this measure should be confidential. The reason given is to avoid gaming. But secrecy would result in lack of scrutiny, accountability and responsibility on the part of those setting the means of calculating.

No accountability measure is perfect.

But this does not justify the creation of one based on the elision of whole groups of children with a wide variety of needs and assumptions unsupported by evidence using a secret calculation.

# data[].attributes.attachment_link.description
This blog by Stephen Tierney (Headteachers' Roundtable) proposes an accountability measure based on inclusion to be used alongside performance measures to tackle the "long tail of underachievement". It elides all disadvantaged children, looked after children and SEN together under the umbrella of inclusion without explanation.

# data[].attributes.attachment_link.readable_text
Leaders have a huge challenge when it comes to accountability.

They must both visibly model personal accountability and instill accountability in their team members.

This can be especially challenging when team members have the mentality that they have done enough, or it's not their job, or they can't do anything about the results being produced.

When people don't feel accountable, they drop to the lowest possible level of performance that their leader will accept. The accountable leader assumes responsibility for all associates, vendors, customers, and the organization as a whole. These leaders help team members shift into the "discretionary" performance zone. This zone is where members do their best to take responsibility for their individual success and for the success of the team and the organization.

What Is Accountability?

Accountability is taking ownership and acting in a responsible way, despite personal feelings, potential outcomes, or even possible consequences.

Accountable people demonstrate maximum effort in terms of fulfilling their responsibilities and keeping the promises they have made-and as they fulfill those expectations, they also proactively respond to challenges and obstacles that they encounter.

Sometimes just being an accountable leader and teaching others about accountability isn't enough to reach the level of discretionary performance that you need on your team. Leaders must have a mechanism to ensure accountability in others and a specific process for setting up and executing on agreements. The consistent use of accountability measures will elevate the performance of team members and solidify a culture of accountability.

Being an Accountable Leader

You must also take your own commitments and agreements seriously. When accepting an assignment or responsibility, be clear about what is within your power to complete. When you violate an agreement, admit your mistake, apologize, and repair the situation or relationship as quickly as possible. Always be honest and forthcoming with others and provide information that is clear and accurate.

In some situations, you may be privy to information that cannot be shared with employees. Act with integrity and simply share the information that you can. Always do your best and align your actions with your values. When you face adversity, be constructive in your response.

Leadership is a huge responsibility. You are accountable for bottom-line results, quality, productivity, and the motivation of other people. Thinking about and solidifying the accountability measures you have in place will ensure the lines of communication stay open on your team.

The Benefits of Accountability in Business

It can also greatly improve your team's ability to make decisions and solve problems. Individual team members will be more confident taking action if they know they are empowered to produce quality results without explicit direction and on their own terms.

People in your organization's culture will become more creative and shift into a proactive mindset. Every individual will contribute to the success of the team and organization. They will also strive to do the right thing.

As you enable others to become more accountable for success, you will have the energy and freedom to focus on longer-term strategic plans. As a leader, there is no better way to manage your time than to instill accountability in others.

CMOE has helped many leaders reach new levels of accountability within their organizations. Contact CMOE to learn more about how we can help your team take real ownership for results and accomplish more than ever before.

# data[].attributes.attachment_link.title
How to Improve Team Performance with Accountability | CMOE

# data[].attributes.attachment_link.description
Leaders have a huge challenge when it comes to accountability. They must both visibly model personal accountability and instill accountability in their team members. This can be especially challenging when team members have the mentality that they have done enough, or it's not their job, or they can't do anything about the results being produced.

# data[].attributes.attachment_link.title
“Real World” Class Jobs: Sharing Responsibility in the Classroom (Virtual Tour)

# data[].attributes.attachment_link.description
Students complete applications and performance reviews to obtain and keep classroom jobs that match their skills and interests.

# data[].attributes.attachment_link.title
Active Learning Classrooms: Sharing responsibility for learning