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Converging Opportunities: Common Core State Standards and Digital Learning

Webinar:


Panelists

Lisa Andrejko, Superintendent, Quakertown Community School District (PA)
Gerald Aungst, Supervisor of Gifted Education, School District of Cheltenham Township, (Elkins Park, PA)
Sandy Hayes, English Teacher, Becker Public Schools (MN);
President, National Council of Teachers of English
Elizabeth Schneider, Senior Vice President of Strategic Initiatives, Alliance for Excellent Education

The Alliance for Excellent Education held a webinar that addressed the ways in which digital learning and college- and career-ready standards are mutually supportive. Both the wave of new digital tools and strategies and the implementation of new, higher standards provide school districts with a precious opportunity to transform teaching and learning.

No fewer than four major forces are shaping the future of education: (1) new, higher college- and career-ready standards; (2) emerging digital tools and technologies; (3) constrained budgets; and (4) shifting demands on the teaching profession. The first two are deeply aligned, and the panelists in this webinar will reveal lessons learned and their hopes for the future.

During the webinar, members of the Project 24 team of experts shared their experiences implementing the Common Core State Standards into technology-rich learning environments. Lisa Andrejko spoke from multiple years of experience implementing standards-based education efforts alongside blended learning initiatives and shared some of her lessons learned, while Gerald Aungst shared how his district is making the most of the opportunity to deeply re-examine fundamental questions about teaching and learning. Sandy Hayes shared her experience from the classroom and how she and other dedicated educators are working to make higher standards a reality through improving teacher practice.

The panel discussed the types of digital tools that have been helpful in their efforts, how they have seen teaching and learning change, and the importance of effective external communications about new standards.

Supplemental Material

 The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. www.all4ed.com

Follow the Alliance on Twitter at www.twitter.com/all4ed; Facebook at www.facebook.com/all4ed; and the Alliance’s “High School Soup” blog at www.all4ed.com/high-school-soup.

An initiative of the Alliance for Excellent Education, Project 24 is an urgent call to action on the need for systemic planning around the effective use of technology and digital learning to achieve the goal of career and college readiness for all students. It is a one-stop shop of comprehensive district-level planning tools, expert advice, creative ideas, and tangible suggestions from experienced education experts and nonprofit education membership organizations. www.all4ed.org/project24
Follow Project 24 on Twitter at https://all4ed.org/project24.

>>> HELLO I’M ELIZABETH
SCHNEIDER SENIOR VICE PRESIDENT
FOR THE ALLIANCE FOR EXCELLENCE
EDUCATION.
WELCOME AND THANK YOU FOR
JOINING US.
I’M DELIGHTED TO BE YOUR
MODERATOR TODAY FOR THE PROJECT
24 WEBINAR.
IT’S THE ALLIANCES INITIATIVE TO
SUPPORT DISTRICTS IN PLANNING
FOR EFFECTIVELY USING TECHNOLOGY
AND DIGITAL LEARNING STRATEGIES
TO ENSURE THAT ALL STUDENTS ARE
PREPARED FOR COLLEGE AND CAREER.
TODAY WE’LL BE TALKING ABOUT HOW
DIGITAL LEARNING STRATEGIES CAN
HELP SUPPORT COLLEGE AND CAREER
READY STANDARDS SUCH AS THE
COMMON CORE STATE STANDARDS.
LET ME INTRODUCE THE EDUCATORS
AND EXPERTS JOINING US TODAY.
I’D LIKE TO WELCOME LISA
ANDREJKO.
SHE’S THE SUPERINTENDENT OF THE
QUAKERTOWN SCHOOL DISTRICT IN
PENNSYLVANIA.
WE’RE SO HAPPY THAT LISA COULD
BE HERE TO JOIN US TODAY.
I’D ALSO LIKE TO WELCOME SANDY
HAYES.
SANDY IS AN ENGLISH TEACHER AT
BECKER PUBLIC SCHOOLS IN MINUTE
MACHINE AND IS ALSO PRESIDENT OF
THE NATIONAL COUNCIL OF TEACHERS
OF ENGLISH.
SHE WAS INVOLVED IN THE WRITING
OF THE ENGLISH LANGUAGE ART
STANDARDS AND IMPLEMENTATION IN
MINNESOTA AND NATIONWIDE.
FINALLY ON THE PHONE, I’D LIKE
TO WELCOME GERALD AUNGST.
HE’S THE SUPERVISOR OF GIFTED
EDUCATION AND ELEMENTARY
MATHEMATICS AT THE SCHOOL
DISTRICT IN ELKIS PARK
PENNSYLVANIA AS WELL AS A
BLOGGER AND TEACHER.
IF YOU HAVE QUESTIONS FOR US YOU
CAN SUBMIT THEM USING THIS FORM
BELOW THE WINDOW.
WE’LL TURN TO YOUR QUESTIONS
THROUGHOUT TODAY’S WEBINAR AND
ALSO YOU CAN CONVERSE WITH US AT
TWITTER AT TWITTER.COM/ALL FOR
24 AND USING THE HASHTAG 24.
THIS WEBINAR CONTINUES OUR
SERIES OF PROJECT 24 WEBINARS.
YOU CAN FIND ALL OF OUR PREVIOUS
WEBINARS AT ALLFORED.ORG/PROJECT
24 WEBINARS.
AS A REMINDER, DIGITAL LEARNING
IS ANY PRACTICE THAT EFFECTIVELY
USING TECHNOLOGY TO STRENGTHEN
THE STUDENT LEARNING EXPERIENCE.
THAT INCLUDES EVERYTHING FROM
ONLINE COURSES AND CONTENT TO
ALLOWING STUDENTS TO BE CREATORS
OF CONTENT FROM THOUGHTFUL
INTEGRATION OF DEVICES TO
CHANGING THE USE OF TIME IN THE
CLASSROOM.
PROJECT 24 IS BASED ON THE IDEA
THAT THERE’S THREE KEY FORCES
SHAPING TECHNOLOGY TODAY.
FIRST THE ADOPTION OF COLLEGE
AND CAREER READY STANDARDS AND
THE NEW ASSESSMENTS COMING
ONLINE IN THE 2014, 2015 SCHOOL
YEAR.
SECOND THE NEW DEMANDS PLACED ON
TEACHERS AND THIRD, ON GOING
BUDGET CONSTRAINTS.
CENTRAL TO PROJECT 24 IS THE
NEED FOR INSTRUCTION THAT’S MORE
PERSONALIZED AND CUSTOMIZED FOR
INDIVIDUAL STUDENTS, THAT’S MORE
APPLIED AND RELEVANT AND
CONTRIBUTES TO STUDENTS GAINING
NOT ONLY THE CONTENT KNOWLEDGE
BUT COLABORATIVE SKILLS THEY
NEED TO BE SUCCESSFUL IN COLLEGE
AND LIFE.
WORKING WITH EDUCATION LEADERS
THEY LINED UP A TEAM OF EXPERTS
TO PROVIDE COMPREHENSIVE
DISTRICT LEVEL TOOLS TO ACHIEVE
THE GOAL OF COLLEGE AND CAREER
READINESS FOR ALL STUDENTS.
TO CAPTURE THE MANY MOVING PARTS
WE DEVELOPED A FRAME WORK TO
DESCRIBE SEVEN MAJOR ELEMENTS OF
THE PROCESS.
WE REFER TO THESE ELEMENTS OF
THE SYSTEM AS GEARS.
THE 7 GEARS ARE, CURRICULUM AND
INSTRUCTION, USE OF TIME,
TECHNOLOGY AND INFRASTRUCTURE,
DATA AND ASSESSMENT, ACADEMIC
SUPPORT, PROFESSIONAL LEARNING,
AND BUDGET AND RESOURCES.
ALL OF THE RESOURCES ON THE
ALLIANCE WEBSITE ARE ORGANIZED
USING THIS FRAME WORK.
EFFECTIVELY UPGRADING
INSTRUCTIONAL PRACTICE TO FULLY
UTILIZE DIGITAL RESOURCES TAKES
ALL ASPECTS OF TEACHING AND
LEARNING, SO IMPLEMENTEDING THE
COMMON CORE.
TODAY’S PANELISTS ARE ON THE
FRONT LINE OF THIS WORK.
I’D LIKE TO ASK LISA TO SHARE
WITH US A LITTLE BIT OF THE
EFFORT IN QUAKERTOWN.
>> THANK YOU VERY MUCH.
ONE OF OUR FAVORITE THINGS
AROUND QUAKERTOWN IS BEGIN WITH
THE END IN MIND.
SO WE HAVE BEEN IN THE PROCESS
OF LOOKING AT STANDARDS FOR —
WE’RE PROBABLY IN OUR 4th YEAR
RIGHT NOW.
SO WHEN YOU TELL US HERE’S WHERE
WE WANT YOU TO BE AT THE END,
HERE’S THE TARGET, THAT MAKES IT
MUCH BETTER FOR US.
SO CHANGING FROM JUST REGULAR
PENNSYLVANIA STANDARDS TO
PENNSYLVANIA COMMON CORE
STANDARDS IS NOT SO MUCH OF A
SHIFT IN INSTRUCTION AS WE’RE
CHANGING THE TARGET.
IT’S A DIFFERENT TARGET AND THAT
HELPS US IF WE CAN IDENTIFY
WHERE WE WANT TO BE.
A COUPLE OF THINGS I WANT TO
TALK ABOUT TODAY IN QUAKERTOWN
WITH OUR INITIATIVES, WE DO HAVE
STANDARDS BASED GRADING AND MANY
SCHOOLS ACROSS THE COUNTRY HAVE
IT.
SOME IN MIDDLE, WE’RE K THROUGH
12.
EVEN OUR HIGH SCHOOL TEACHERS
AND STUDENTS HAVE STANDARD’S
BASED GRADING.
THAT’S THE TARGET.
IT’S TALKING ABOUT WHERE ARE WE
HEADED?
WHERE DOES EVERY CHILD NEED TO
BE AT THE END OF THE YEAR AND
HOW DO TEACHERS ALONG THE WAY
LOOK TO ASSESS THAT AND USE THE
INFORMATION FROM THE ASSESSMENT
TO DESIGN THEIR INSTRUCTION.
SO THAT WAS A BIG SHIFT FOR US
TO BEGIN TO LOOK AT EVERY LITTLE
BIT OF INSTRUCTION THAT GOES ON
HAS TO BE ALIGNED AND IT HAS TO
BE WITH THAT END GOAL IN MIND.
SO THOSE DAYS OF WELL, I’M GOING
TO DO DINOSAUR UNIT OR I’M GOING
TO DO THE JOHNNY APPLE SEED
UNIT, THOSE ARE GONE UNLESS YOU
CAN DEMONSTRATE THAT THE END IN
MIND WHERE THE CHILD IS GOING TO
MEET THAT STANDARD AT THE END OF
THE YEAR IS REALLY — THAT’S A
PRODUCT OR A WAY TO GET THERE.
SO IN QUAKERTOWN WE DO HAVE HIGH
EXPECTATIONS FOR ALL THE
STUDENTS AND USING STANDARDS
BASED GRADING HAS REALLY TAKEN
AWAY FROM THE AFFECT OF PIECES.
SO WE DON’T HAVE EXTRA CREDIT.
WE DON’T HAVE YOU GET EXTRA
POINTS FOR BRINGING IN AN
ARTIFACT OR EXTRA POINTS FOR
HOMEWORK.
BECAUSE EVERYTHING IS DRIVEN
AROUND THOSE STANDARDS AND
TEACHERS AND STUDENTS ARE
LOOKING AT HOWELL ARE WE DOING?
HOW CLOSE ARE WE TO MEETING OUR
TARGET AND WHERE’S THE MASTERY
INVOLVED?
WE’RE TO THE POINT WHERE EVERY
CHILD GETS A REPORT CARD THAT
THE PROFICIENCY IN THE STANDARDS
IS REPORTED THAT WAY.
WE DON’T HAVE AN A, B, OR C
GRADE.
IT MAY HAVE 5, 6, 7, 8 LEARNING
TARGETS THE STUDENT VERSUS TO
MASTER AND IT GIVES PARENTS A
LOT MORE INFORMATION.
SO THE SHIFT TO COMMON CORE
REALLY SAID TO US, WE ARE GOING
TO BE TAKING EVEN MORE AN
INDEPTH LOOK AT WHAT OUR
LEARNING TARGETS ARE AND FINDING
WAYS FOR KIDS TO DO THEM.
A BIG PART IS REFLECTION AND A
BIG PART IS SELF-ASSESSMENT AND
TEACHERS USING THAT DATA.
I DON’T THINK WE COULD DO IT IF
WE DIDN’T HAVE THE DIGITAL TOOLS
THAT GO ALONG WITH IT.
COLLABORATION IS SUCH A KEY
PIECE.
IF YOU READ IN THE COMMON CORE
STANDARDS THERE IS SO MUCH ABOUT
COLLABORATION, WHETHER IT’S
TEACHER COLLABORATION OR WHETHER
IT’S STUDENT COLLABORATION.
SO YOU USE MANY OF THE DIGITAL
TOOLS THAT ALLOW FOR THAT.
GOOGLE APPS, OF COURSE.
ANYTHING WHERE — ANYBODY CAN
LOG ON AND DO THAT.
YOU’LL SEE EVEN — WE HAVE KIDS
USING GOOGLE HANG OUT,
BLACKBOARD COLLABORATE.
SO THE ABILITY FOR KIDS TO TALK
TO EACH OTHER AND PARTNER
TOGETHER, IT’S TRANSPARENT.
IT’S NOT LIKE I’M GOING TO GO TO
YOUR HOUSE AND WORK IN THE
BASEMENT FOR A COUPLE OF DAYS.
THE TEACHER CAN COACH RIGHT
ALONG THE SIDE.
I HAVE SOME OTHER ON MY
PRESENTATION, LISTED, SOME OTHER
TOOLS WE USE.
AND OUR TEACHERS DO HAVE SPACES
AND THEY USE THOSE.
WE USE THE LEARNING SYSTEM SO
THEY’RE ACCUSTOMED TO SUBMITTING
THEIR ASSIGNMENTS ONLINE AND THE
INFORMATION IS THERE IF THE KIDS
CAN’T REMEMBER WHAT THEIR
ASSIGNMENTS WERE IT’S RIGHT
THERE AND TECHNOLOGY HAS HELPED
US.
I THINK A KEY PIECE TO OUR
MOVING FORWARD WITH
IMPLEMENTEDING EVEN BETTER THAN
WITH THE PENNSYLVANIA STANDARDS
IS GOING TO BE TO MAKE SURE THAT
WE HAVE A TOOL THAT REPORTS
THOSE STANDARDS AND REPORTS
PROGRESS IN THOSE STANDARDS EVEN
BETTER THAN WE HAVE NOW.
IF YOU THINK OF A TRADITIONAL
GRADING BOOK, IT’S MOSTLY, LET’S
AVERAGE.
LET’S PUT IN 50 POINTS FOR A
QUICK QUIZ.
THAT DOESN’T LEND ITSELF TO A
STANDARD’S OUT COME WHERE YOU
NEED TO SAY HERE’S WHERE A KID
IS GOING TO BE AT THE END OF THE
YEAR.
SO LOOK FOR SOFTWARE, TO LOOK
FOR A PROGRAM THAT TRACKS
STUDENTS AND THAT IT’S TRABS
PARENT FOR THE KID TO SEE AND
FOR THE PARENT TO SEE, WHERE AM
I ON ROAD TRIP PROFICIENCY?
I THINK THAT’S IMPORTANT, TO
LOOK FOR A TOOL THAT ALLOWS YOU
TO TRACK THOSE.
I HAVE SOME LISTED ON THE
POWERPOINT.
JUMP ROPE IS ONE.
A LOT OF THE COMPANIES THAT HAVE
TRADITIONAL GRADE BOOKS THEY’RE
LOOKING TO THIS NOW TOO BECAUSE
THIS WHOLE IDEA OF AVERAGING AND
SO FORTH AND POINTS.
IF YOU CAN SEE ON THE SCREEN WE
USE A PROGRAM AND THAT’S WHAT
OUR SCIENCE TARGETS LOOK LIKE.
WE HAVE TO TRICK THE SYSTEM HERE
BUT A PARENT CAN REALLY SEE
HOWELL IS MY CHILD DOING ON THE
LEARNING TARGET?
AND THAT GUIDES THE INSTRUCTION,
IT GUIDES THE REMEDIATION.
WE HAVE USED TECHNOLOGY
EXTREMELY WELL FOR PROFESSIONAL
DEVELOPMENT AND THAT WHOLE
COLLABORATION PIECE WHERE
TEACHERS ARE COLLABORATING WITH
EACH OTHER, THEY ARE LOOKING AT
EACH OF THESE TARGETS AND SAYING
WHERE ARE WE?
ARE WE OKAY.
DO WE NEED TO MODIFY 180 DEGREES
OR ENHANCE WHAT WE HAVE?
WE USE BLACKBOARD COLLABORATE
AND ALSO GOOGLE BECAUSE ANYBODY
CAN GET IN THERE AND ADD THEIR
PIECES AND IT MAKES IT QUITE
EASY.
WE USE THE LEARNING MANAGEMENT
SYSTEM TO KEEP THE ASSESSMENTS
AND ASSIGNMENTS AND SO FORTH BUT
ONE THING WE ALSO DID IS MAKE A
COMMON TEMPLATE SO ALL TEACHERS
AND STUDENTS WHEN YOU LOG ON TO
THE CLASSROOM IT LOOKS THE SAME.
HERE’S THE WHY THE STANDARDS ARE
LISTED, HERE’S WHERE THE
ASSIGNMENTS ARE GOING TO BE.
THAT DOES HELP.
IF YOU KNOW A LITTLE BIT ABOUT
QUAKERTOWN, WE HAVE OUR OWN
CYBER PROGRAM AND IT’S SO —
IT’S SO TRANSPARENT BUT THE
CYBER PROGRAM IS JUST ABOUT
EXACTLY THE SAME.
SO IT’S VERY IMPORTANT FOR ALL
THAT THAT CONSISTENCY IS THERE
FOR TEACHERS AND PARENTS AS
WELL.
SO A LOT OF THAT CONSISTENCY.
A LOT OF WHERE DO YOU WANT TO BE
IN THE END?
USING THIS TECHNOLOGY TO SAY HOW
FAR ARE YOU?
WHERE DO YOU NEED TO BE AND
USING THAT TO IT’S FULLEST
REALLY DOES HELP WITH US.
AND I THINK THE WHOLE TEACHER
PRODUCTIVE PIECE, THE MORE THEY
CAN COLLABORATE AND NOT REINVENT
THE WHEEL FROM THE VERY START
THE BETTER IT’S GOING TO BE.
THERE’S A NUMBER OF RESOURCES
OUT THERE AND NEW YORK STATE HAS
A GREAT WEBSITE ON WHAT THEY’RE
DOING.
THERE’S A COMMON CORE APP.
I WOULD ALSO RECOMMEND THE CORE
6 DOCUMENT FOR COMMON CORE.
ALL OF THOSE THINGS ARE
AVAILABLE ONLINE SO IT REALLY IS
GOOD PRACTICE AND HIGHER LEVEL
AND IT’S NOT A SHIFT FOR US AT
QUAKERTOWN BECAUSE WE HAVE BEEN
DOING IT FOR AWHILE.
>> THANK YOU SO MUCH.
SANDY WHY DON’T YOU TELL US
ABOUT THE WORK IN YOUR DISTRICT
AND MINNESOTA AND BECAUSE YOU
ENJOY A LEADERSHIP POSITION THAT
GIVES YOU A SENSE OF WHAT’S
GOING ON NATIONWIDE AROUND ELA.
I WOULD APPRECIATE THOUGHTS ON
THAT AS WELL.
>> WE ARE TWO SIDE OF THE SAME
COIN HERE.
I’M SURE THAT YOUR CLASS SIZES
ARE — YOUR GRADUATE CLASS IS
ABOUT OUR ENTIRE DISTRICT.
SO IT LOOKS DIFFERENT IN A
SMALLER SCHOOL.
THERE ARE ONLY TWO 8th GRADE
TEACHERS AND WE TEACH RIGHT NEXT
TO EACH OTHER WITH AN OFFICE IN
BETWEEN SO WE ARE IN CONTACT A
LOT WHICH CHANGES THE KIND OF
COLLABORATION THAT YOU NEED TO
DO.
I MEAN, WE HAVE CHANGED SOME
LESSONS IN BETWEEN PASSING TIME.
SO, YOU KNOW, SEEING THAT
NATIONWIDE THERE IS GOING TO BE
THAT DIFFERENCE IN HOW PEOPLE
CAN IMPLEMENTED AND EVERYONE
NEEDS TO COLLABORATE, YOU KNOW,
I HAVE COLLEAGUES THAT TEACH IN
SMALLER SCHOOLS THAN I TEACH
WHERE THERE’S TWO ENGLISH
TEACHERS FOR THE WHOLE HIGH
SCHOOL AND THE PREP TIME IS SUCH
A KILLER THAT COLLABORATING IS
MUCH, MUCH MORE DIFFICULT BUT I
THINK THE ELECTRONIC TOOLS ARE
THINGS THAT REALLY WILL HELP
PLUS HAVING SOME STANDARDS THAT
YOU CAN TALK TO COLLEAGUES IN
OTHER STATES ABOUT THAT YOU HAVE
GOT NOW COLABORATORS NATIONWIDE.
AND YOU NEED THAT IF YOU’RE IN A
SMALL TOWN WHEN THE KIDS DON’T
HAVE CONNECTIONS WITH OTHER KIDS
EXCEPT WITH THE INTERNET.
SO THEY HAVE ACCESS TO POP
CULTURE AND THOSE KIND OF
THINGS.
BUT IN SCHOOLS, YOU KNOW, AS YOU
TALKED ABOUT RESEARCH, THE
SHRINKING AND ONE OF THOSE IS
COLLABORATION TIME.
THE NATIONAL CENTER FOR LITERACY
EDUCATION DID A SURVEY THIS
SPRING AND AND THE NUMBER OF
TEACHERS RESPONDING TO THE
SURVEY AND IT WAS COMPARABLE
WITH A MET SURVEY DONE THREE
YEARS PREVIOUSLY AND THOSE
RESULTS SHOWED THAT THE NUMBER
OF TEACHERS THAT HAVE 30 MINUTES
OR LESS OF COLABORATIVE PLANNING
TIME PER WEEK HAS NOW DOUBLED.
IT WAS 12%.
NOW IT’S 28%.
30 MINUTES A WEEK OR LESS.
YOU CAN BARELY GET TO SOMEONE
ELSE’S ROOM IN THAT AMOUNT OF
TIME, GET OUT YOUR THINGS AND
REMIND YOURSELF WHERE WERE WE
LAST WEEK IN OUR 15 MINUTES OF
ACTUAL PRODUCTIVE TIME.
THAT’S ONE THING THAT I THINK OF
THE DIGITAL TOOLS CAN HELP US.
MY COLLEAGUE AND I USE GOOGLE
DOCS EXTENSIVELY BECAUSE WE CAN
BOTH WORK ON IT WHEN WE’RE NOT
FACE TO FACE AND I’M ONE OF THE
SCHOOLS THAT HAS A LITTLE OVER
30 MINUTE ACE WEEK BUT NOT MUCH
MORE THAN THAT.
SO BEING ABLE TO DO IT AND
UNFORTUNATELY IT SHOULD BE ON
SCHOOL TIME BUT THAT’S THE
REALITY THAT IT’S NOT THERE AND
TEACHERS, I HAVE FOUND THERE IS
MUCH MORE SUPPORT FOR THE COMMON
CORE THAN I EXPECTED FROM THE
BEGINNING.
THE ATF DID A SURVEY IN APRIL
AND FOUND THAT 75% OF THE
TEACHERS ON THEIR SURVEY
SUPPORTED THE COMMON CORE.
AND THE STANDARDS ARE VERY WELL
THOUGHT OUT.
THIS SPRING I WAS CLEANING OUT
FILE CABINETS IN PREPARATION FOR
OUR ONE TO ONE iPAD
MINIIMPLEMENTATION.
I HAVE FILES OF 30 COPIES OF
THIS STORY OR THAT STORY BECAUSE
I WANT MY KIDS TO HAVE THE BEST
STORIES, NOT JUST WHAT IS IN THE
TEXTBOOK BUT SOME OF THOSE HAVE
BEEN IN THERE FOR A LARGE NUMBER
OF YEARS AND IN CLEANING ALL OF
THAT OUT I FOUND MINNESOTA
STANDARDS FROM 1988 WHICH AREN’T
OUR FIRST — OUR FIRST ITERATION
I BELIEVE WAS ABOUT 1983 AND
THEY WERE CALLED SOME ESSENTIALS
OUTCOMES AND THERE’S A LOT OF
DIFFERENCE BETWEEN WHAT
STANDARDS LOOKED LIKE IN 1988
AND WHAT THEY LOOK LIKE TODAY.
AND THOSE STANDARDS REALLY DID
NOT REQUIRE COLLABORATION.
A TEACHER COULD WORK IN
ISOLATION AND WORK TOWARDS WHAT
THEY WERE SUPPOSED TO DO.
BUT THIS COLLABORATION PIECE IS
THE — THE DECISIVE DIFFERENCE,
I THINK IN THE AGE THAT WE’RE
IN.
I DID PUT UP A SLIDE THAT I
REALLY LOVE.
I ACTUALLY GOT IT FROM A WILL
RICHARDSON WEBINAR.
I COPIED IT FROM THE SCREEN WITH
IMAGINE CAPTURE AND PUT IT INTO
GOOGLE IMAGINES TO SEE WHAT IT
WAS.
IT WAS LOOKING AT
INTERCONNECTIVITY.
IT WAS 2013, WHAT DOES THAT LOOK
LIKE?
THEY CAN’T EVEN MAP IT I DON’T
THINK SO. THE DIGITAL
AFFORDANCES ARE HELPING THE
COLLABORATION EVEN IF YOU’RE
TEACHING NEXT TO EACH OTHER AND
USING GOOGLE DOCS OR IF YOU’RE
UP IN ALASKA WHERE THERE’S FOUR
TEACHERS IN YOUR SCHOOL IT DOES
OPEN THE WORLD AND HAVING COMMON
STANDARDS DOES HELP US HAVE THAT
KIND OF COLLABORATION.
IF OUR STANDARDS ARE SO
DIFFERENT IT’S HARD TO LEARN
FROM SOMEONE ELSE AND EMULATE
WHAT THEY’RE DOING AND IMPROVE
ON IT AND SO ON.
SO IT IS THE DIGITAL THAT’S ALSO
HELPING US IN HAVING A PERSONAL
LEARNING NETWORK.
THAT’S A WILL RICHARDSON CONCEPT
TOO.
I LOVE WILL RICHARDSON.
AND REALLY EVERY TEACHER IS IN A
DIFFERENT PLACE.
NEXT YEAR WILL BE, I THINK, MY
41st YEAR TEACHING AND I’M
DEFINITELY NOT THE SAME TEACHER.
IT’S ALSO GOING TO BE THE 18th
YEAR — MY 19th YEAR OF NATIONAL
BOARD SO I’LL BE RENEWING AGAIN
NEXT YEAR FOR THE SECOND TIME
AND EACH TIME I LOOK AT MY
PORTFOLIOS AND SAY I CAN’T
BELIEVE HOW MUCH I HAVE CHANGED
AND HOW MUCH THE ENVIRONMENT HAS
CHANGED AND THE PERSONAL
LEARNING NETWORK HAS ALWAYS BEEN
A HUGE PIECE BUT MY PERSONAL
LEARNING NETWORK IS PEOPLE I
JUST MET TODAY.
IT’S PEOPLE I NEVER MET.
MY TWITTER IS MY NUMBER ONE PART
OF MY PERSONAL LEARNING NETWORK
BUT THE BOOKS I READ, WE TEND TO
DISCOUNT BOOKS AND JOURNALS BUT
THAT’S ANOTHER HUGE INFLUENCE ON
US WITH PEOPLE WE NEVER MET OR
INTERACTED WITH.
SO PART OF WHAT HAS BEEN BIG IN
MY PERSONAL LEARNING NETWORK, MY
OWN PERSONAL GOAL IN THAT
NETWORK HAS BEEN LOOKING AT HOW
DIGITAL TOOLS CAN HELP WITH
INSUMMATIVE ASSESSMENTS.
IT SAYS MORE OF WHY I DO IT.
IT’S TO INFORM ME, NOT TO INFORM
THEM.
IT’S GIVING ME THE NEXT STEP,
NOT THEIR NEXT REQUIREMENT.
SO HOW CAN WE MAKE THE PATH
SMOOTHER FOR THEM?
BECAUSE EACH STUDENT LEARNS
DIFFERENTLY AND THEY HAVE —
THEY COME WITH SUCH — AND EVEN
MORE SO TODAY, BACKGROUND
KNOWLEDGE.
YOU HAVE NO IDEA WHAT THEIR PAST
EXPERIENCES HAVE BEEN.
SO I THINK THAT THE DIGITAL
TOOLS ARE REALLY HELPING WITH
THAT WHICH ALSO HELPS WITH OTHER
KINDS OF ASSESSMENT AND
PARTICULARLY, I USE THEM MORE
FOR INFORMATIVE ASSESSMENT.
THINGS LIKE I LOVE TODAY’S MEET
AS BACK CHANNEL.
WHEN WE’RE READING THE PLAY, FOR
EXAMPLE, THE PLAY THE DIARY OF
ANNE FRANK OUTLOUD IN CLASS KIDS
WITH POST QUESTIONS AS THEY’RE
READING AND I CAN TELL WHERE I
NEED TO STOP.
IN THE PAST IT’S BEEN — IT’S A
CHAT ROOM, PRIVATE CHATROOM
PLACE.
IT’S FREE AS LONG AS THE KIDS
HAVE A DIGITAL DEVICE AND IT CAN
BE ANY KIND OF DEVICE.
YOU GIVE THEM THE ADDRESS.
THEY POST.
I DON’T ALLOW THEM TO NOT USE
THEIR OWN NAME BECAUSE YOU DO
HAVE A FEW OF THE PEOPLE THAT
TEST YOU WHEN THEY FIRST START
THIS.
THEY’RE NOT SURE THAT THIS IS A
SERIOUS PART OF CLASS.
BUT THEY SOON LEARN NOT ONLY IS
IT SERIOUS BUT IT’S REALLY
HELPFUL AND NOT ONLY AM I THE
ONE THAT ANSWER THEIR QUESTIONS
BUT THEIR CLASSMATES ANSWER
THEIR QUESTIONS AND I DO THE
SAME WITH GOOGLE DOCS.
I LOVE THE COMMENT FEATURE IN
GOOGLE DOCS, AS THEY’RE WORKING
ON THINGS I CAN DIP IN AND SEE
HOW MUCH PROGRESS HAVE YOU MADE.
GET A MOVE ON.
WE DON’T HAVE THAT MUCH TIME TO
GET THIS FINISHED OR YOU’RE ON
THE RIGHT TRACK OR HERE’S A
RESOURCE THAT MAYBE YOU DIDN’T
THINK ABOUT.
SO THERE’S SO MUCH THAT TEACHERS
CAN USE THAT ARE JUST IN TIME
KINDS OF INFORMATIVE ASSESSMENTS
AND PART OF THAT INFORMATIVE IS
THIS STUDENT IS DOING FINE, I
DON’T NEED TO DO ANYTHING.
WE SOMETIMES FORGET THAT THAT’S
ASSESSMENT AS WELL.
AND WE HAVE ALWAYS HAD THAT.
I ACTUALLY DID FIND THE
STATISTIC TO VERIFY ONLINE.
I HAD HEARD ONCE THAT TEACHERS
MADE 2,000 DECISIONS AN HOUR AND
I DID FIND IT VERIFIED ONLINE
AND PART OF THAT IS YOU MAKE A
DECISION NOT TO DO SOMETHING.
THAT’S A DECISION AND WE ARE
CONSTANTLY SCANNING AND LOOKING
AND SEEING, YOU KNOW, HOW ARE
THINGS GOING HERE, WHOSE
NODDING, WHOSE EYES ARE GLAZING
OVER.
BUT NOW WE HAVE OTHER TOOLS THAT
DON’T DEPEND ON JUST FORGETTING
ABOUT THESE TWO POCKET OF KIDS.
THOSE TOOLS MAKE IT SO EVERY KID
HAS ACCOUNTABILITY IN A GOOD
SENSE.
AND THAT I’M ACCOUNTABLE TO
THEM.
>> WOW, THANK YOU.
THIS IS JUST FANTASTIC.
IT’S WONDERFUL TO HAVE SUCH
ARTICULATE PASSIONATE PEOPLE IN
THE STUDIO AND GERALD, CAN YOU
SHARE WITH US A LITTLE BIT ABOUT
WHAT’S GOING ON IN YOUR DISTRICT
IN PENNSYLVANIA?
>> ABSOLUTELY.
WE ARE, IN CHELTENHAM WE’RE AT
THE BEGINNING OF THE PROCESS
WHERE QUAKERTOWN IS MUCH FURTHER
DOWN THIS ROAD.
WE JUST THIS YEAR STARTED OUR
TRANSITION TO COMMON CORE STATE
STANDARDS AND WE STARTED WITH AN
UNDERSTANDING THAT COMMON CORE
IS MORE THAN JUST ANY SET OF
STANDARDS.
IT’S REALLY ABOUT SHIFTING
ROLES.
AND IT’S — THE ROLE OF BOTH
STUDENTS AND TEACHERS IS
SHIFTING FROM A CONSUMER
APPROACH AND A CONSUMER
MENTALITY TO A DESIGNER
APPROACH.
AND WHAT I MEAN BY THAT IS THAT
LEARNING UNDER COMMON CORE IS
NOT JUST ABOUT ACQUIRING
KNOWLEDGE AND KILLS.
IT’S REALLY ABOUT WHAT DO YOU DO
WITH THOSE, HOW DO YOU CREATE
WITH THOSE, HOW DO YOU APPLY
THEM AND TRANSFER THEM TO OTHER
THINGS AND BECAUSE OF THAT,
BECAUSE LEARNERS ROLES ARE
CHANGING, THE TEACHERS ROLE IS
ALSO CHANGING.
SO INSTEAD OF JUST BEING THE
RECIPIENT OF HERE ARE THE
STANDARDS, HERE’S THE TEXTBOOK,
AND I’M GOING TO FOLLOW MY
SCRIPT, YOU KNOW, IF IT’S
OCTOBER 7th I MUST BE ON ADDING
FRACTIONS, WE’RE REALLY LOOKING
AT THIS AS AN OPPORTUNITY TO
DESIGN OUR CURRICULUM INSTEAD OF
JUST PURCHASE IT.
AND SO WE HAD A CHOICE TO MAKE
WHEN WE STARTED THIS PROCESS.
WE COULD GO WITH THE PARTICULAR
CURRICULUM ALIGNMENT PROCESS
WHICH IN A LOT OF DISTRICTS LOOK
LIKE THIS.
THEY START WITH THEIR EXISTING
CURRICULUM.
THEY HOLD THE STANDARDS DOCUMENT
UP AGAINST THAT AND THEY USE IT
AS A CHECKLIST AND THEY CHECK
OFF YES WE’VE — WE HAVE ALL OF
THESE STANDARDS IN HERE.
HERE’S ONE THAT’S MISSING.
WE’RE GOING TO ADD THAT IN AND
THEN THEY GO LOOK FOR A TEXTBOOK
OR A PROGRAM OR A SERIES THAT
HAS, YOU KNOW, IN THIS CASE
COMMON CORE STATE STANDARDS
STAMPED ON THE COVER.
THEY PURCHASE THAT SERIES AND
THEY ARE GOOD TO GO AND THEY
CARRY ON WITH BUSINESS AS USUAL.
WE REALLY FELT THAT THAT WAS NOT
GOING TO BE A PRODUCTIVE PROCESS
FOR US.
IT WAS NOT GOING TO RESULT IN
EXCELLENT LEARNING AND IT REALLY
WASN’T GOING TO HONOR THAT
SHIFTING ROLE.
SO WE ACTUALLY DECIDED WE WERE
GOING TO REINVENT USED COMMON
CORE AS AN OPPORTUNITY TO
REIMAGINE OUR PURPOSE.
WHY ARE WE HERE, WHAT ARE WE
DOING.
WHY ARE WE DOING WHAT WE’RE
DOING?
SO THAT KIND OF BURST WHAT WE’RE
CALLING THE C 4 PROJECT.
IT IS THE CHELTENHAM COMMON CORE
CURRICULUM.
WE HAVE STARTED BY GOING BACK TO
THE FOUNDATION OF EVERYTHING
THAT WE DO IN THE DISTRICT AND
WE LOOKED AT OUR MISSION
STATEMENT.
WHAT DOES THE MISSION STATEMENT
SAY?
AND I’LL TALK IN A MINUTE ABOUT
THE SPECIFICS OF HOW WE DID
THAT.
FROM THAT, WE THEN EXTRACTED
SOME SPECIFIC CORE COMPETENCIES
THAT WE FELT STUDENTS NEEDED TO
LEAVE US WITH.
WE ALSO DESIGNED SOME
PERFORMANCE TASKS THAT WE WILL
BE USING TO MEASURE STUDENT
PROGRESS IN THOSE COMPETENCIES
AND SOME COMMON RUBRICS TO
EVALUATE STUDENT PERFORMANCE ON
THOSE TASKS AND THEN OVER THE
NEXT THREE YEARS, STARTING
THIS — ACTUALLY STARTING OVER
THIS CURRENT SUMMER, AS A MATTER
OF FACT — IN FACT, WE’RE
STARTING TOMORROW WITH THE
BEGINNING OF THIS AND THEN FOR
THE NEXT THREE YEARS WE WILL BE
REALIGNING OUR CONTENT AND
REALIGNING OUR CURRICULUM WITH
THESE COMPETENCIES AND THE
STANDARDS AND WORKING A YEAR AT
A TIME.
NEXT YEAR WE’LL BE WORKING AT
ENGLISH LANGUAGE ARTS.
THE FOLLOWING YEAR OFF TO
MATHEMATICS AND AFTER THAT
LITERACY UNTIL THE CONTENT AREA,
SCIENCE AND SOCIAL STUDIES IN
PARTICULAR.
SO COMING BACK TO OUR MISSION
STATEMENT, WE — THE SLIDE
THAT’S ON THE SCREEN NOW IS —
OR AT LEAST I HOPE IT’S ON THE
SCREEN NOW BECAUSE I CAN’T SEE
IT IS OUR DISTRICT MISSION
STATEMENT AND WHAT WE DID WAS WE
HIGHLIGHTED SOME SPECIFIC
PHRASES THAT WERE IN THAT.
SPECIFICALLY NURTURING THE WHOLE
CHILD, SKILLS AND VISION AND
THEN PRODUCTIVE AND MEANINGFUL
LIFE.
AND WE HAD A TEAM OF 28 TEACHERS
AND ADMINISTRATORS.
THERE WERE 21 TEACHERS AND 7
ADMINISTRATORS REPRESENTING
EVERY BUILDING IN OUR DISTRICT
WHO SPENT FOUR FULL DAYS ON THIS
KIND OF FRAME WORK PROCESS AND
WENT A FULL DAY OUT OF THOSE
FOUR DAYS WAS SPENT JUST
ANALYZING AND UNPACKING THESE
PHRASES IN THE MISSION
STATEMENT.
WHAT DOES IT MEAN?
WHAT DO WE MEAN BY NURTURING THE
WHOLE CHILD?
WHAT SPECIFIC SKILLS AND VISION?
WHAT DOES IT MEAN FOR A STUDENT
TO BE PRODUCTIVE AND MEANINGFUL,
TO LEAD A PRODUCTIVE AND
MEANINGFUL LIFE?
AND WE SPENT A WHOLE DAY
UNPACKING THOSE PHRASES.
AND THEN, WE ASKED THIS QUESTION
IN ORDER TO DEVELOP WHAT THE
CORE COMPETENCIES WERE.
IF WE HAVE FULFILLED OUR
MISSION, IF WE HAVE ACCOMPLISHED
THOSE THINGS STATED IN THE
MISSION STATEMENT, WHAT DOES
THIS LOOK LIKE IN A CHELTENHAM
GRADUATE?
AND WE INVISIONED WHAT DOES A
SHELTEN HAM GRADUATE LOOK LIKE
IF WE ACCOMPLISHED EVERYTHING
WE’RE TRYING TO ACCOMPLISH?
AND ONE OF THE WAYS WE DID THAT
IS BY USING THE SENTENCE
STARTERS, EACH CHELTENHAM
GRADUATE IS, OR EACH CHELTENHAM
GRADUATE CAN, OR EACH CHELTENHAM
GRADUATE WILL, AND THEN WE HAD
ONE OPEN ENDED.
FILL IN YOUR FAVORITE VERB.
AND WE BRAINSTORMED BASED ON THE
SENTENCE STARTERS WHAT IS THE
IDEAL CHELTENHAM GRADUATE.
AND WE BOILED IT DOWN TO THE
THINGS WE FELT EVERY SINGLE
STUDENT WALKING OUT OF OUR HIGH
SCHOOL AT THE END OF, YOU KNOW,
THEIR K TO 12 EXPERIENCE HERE,
WHAT DO WE WANT EVERY SINGLE ONE
OF THOSE TO BE COMPETENT IN?
WHAT DO WE WANT OTHER PEOPLE TO
BE ABLE TO SAY?
IF THAT PERSON GRADUATED FROM
CHELTENHAM THEN I KNOW THEY CAN
DO THESE THINGS.
AND WE CAME UP WITH FOUR CORE
COMPETENCIES WHICH ARE ON THE
NEXT SLIDE.
COMMUNICATION, PROBLEM SOLVING,
CITIZENSHIP, AND TECHNOLOGY.
AND WE FELT THAT THOSE WERE THE
FOUR, KIND OF BIG AREAS THAT IF
EVERY KID WALKING OUT OF OUR
HIGH SCHOOL IS COMPETENT IN
THOSE AREAS, THEN WE HAVE
FULFILLED OUR MISSION AND WE
HAVE ACCOMPLISHED WHAT WE SET
OUT TO ACCOMPLISH.
WE CREATED A SPECIFIC DEFINITION
OF EACH OF THOSE.
I’LL SHARE WITH YOU SPECIFICALLY
THE TECHNOLOGY ONE BECAUSE IT’S
RELEVANT TO OUR CONVERSATION
TODAY.
OUR DEFINITION OF TECHNOLOGY
COMPETENCY IS THAT STUDENTS WILL
FACILITATE THEIR LEARNING AND
IMPROVE THEIR PERFORMANCE BY
CREATING, USING AND MANAGING
APPROPRIATE TECHNOLOGICAL
PROCESSES AND RESOURCES WHILE
ACTING AS RESPONSIBLE DIGITAL
CITIZENS.
SO WHERE WE’RE GOING WITH THIS
NEXT, WE HAVE NOT DONE THIS WORK
YET BUT WHERE WE’RE GOING WITH
THIS NEXT THEN IS, AS WE DEVELOP
OUR CURRICULUM OVER THE NEXT
THREE YEARS WE’RE REALLY GOING
TO BE LOOKING AT HOW DO THE
LESSONS AND UNITS AND CONTENT IN
READING LANGUAGE ARTS, IN
MATHEMATICS, IN SCIENCE, IN
SOCIAL STUDIES, HOW DO THOSE
THINGS SUPPORT THOSE CORE COMP
TENDENCIES AND LEAD THOSE
THROUGHOUT.
SO TECHNOLOGY IS AN ESSENTIAL
INTEGRATED PART OF EVERYTHING WE
DO RATHER THAN JUST AN EXTRA ADD
ON.
THAT LITTLE BOX IN THE CORNER OF
THE LESSON PLAN.
IF I GET TO IT I’LL FILL
SOMETHING IN THERE BUT I’M NOT
GOING TO WORRY ABOUT IT IF I
DON’T GET TO THAT.
SO TECHNOLOGY IS REALLY GOING TO
BECOME AN INTEGRAL AND ESSENTIAL
PART OF EVERYTHING WE DO IN OUR
CURRICULUM.
SPECIFICALLY IN TERMS OF OUR
STRATEGY RIGHT NOW WITH DIGITAL
TECHNOLOGY, WE’RE FOCUSSING
PRIMARILY ON HOW DIGITAL
TECHNOLOGY CAN SUPPORT THE
CURRICULUM DEVELOPMENT PROCESS
AND CAN SUPPORT OUR TEACHERS
MORE SO THAN HOW ARE WE USING IT
WITH STUDENTS IN THE CLASSROOM
AND ONE OF THE REASONS FOR THAT
IS I BELIEVE THAT TEACHERS WILL
NATURALLY INTEGRATE TECHNOLOGY
MORE IF THEY ARE USING IT
THEMSELVES.
SO WE’RE WORKING AS AN
ADMINISTRATION TO PROVIDE
TECHNOLOGY SUPPORT SO THAT IT’S
HELPING AND SUPPORTING TEACHERS
AND THEN AS WE DEVELOP
CURRICULUM IT WILL BECOME MORE
INTEGRATED INTO THE CURRICULUM.
SO WE’RE USING IT FOR FOUR
SPECIFIC THINGS GENERALLY.
THERE’S MANY OTHER THINGS THAT
IT SUPPORTS BUT THESE FOUR
SPECIFIC THINGS.
TO MANAGE OUR CURRICULUM
DOCUMENTATION.
AND WE’RE USING A CURRICULUM
MAPPING TOOL TO DO THAT THAT
I’LL TALK ABOUT IN A MINUTE.
WE ARE ALSO LOOKING INTO DOING
SOME PILOTING THIS COMING YEAR
WITH DIGITAL STUDENT PORTFOLIOS.
WE’RE GOING TO BE USING TOOLS
LIKE GOOGLE DOCS AND EVERNOTE TO
START MANAGING DIGITAL
PORTFOLIOS THAT CAN FOLLOW THE
STUDENTS AROUND.
AND IT WILL REALLY ENHANCE OUR
ASSESSMENT PROCESS.
WE’RE USING DIGITAL TECHNOLOGY
FOR STAKE HOLDER COMMUNICATION.
HOW DO WE COMMUNICATE WITH OUR
BOARD AND COMMUNITY AND PARENTS
AND STUDENTS.
WE’RE LOOKING AT WAYS OF USING
DIGITAL TECHNOLOGY TO IMPROVE
THAT PROCESS AS WELL BECAUSE
IT’S REALLY CRITICAL WHEN YOU’RE
TALKING ABOUT A COMMON CORE
TRANSITION TO COMMUNICATE VERY
CLEARLY AND VERY OPENLY WITH THE
STAKE HOLDERS.
AND THEN ALSO DATA MANAGEMENT.
YOU KNOW, WE’RE — WE ARE VERY
INTERESTED IN HOW WE USE DATA,
STUDENT DATA AND MORE THAN JUST
TEST SCORES BUT, YOU KNOW, ALL
OF THE DIFFERENT DATA THAT WE
COLLECT ABOUT STUDENTS INCLUDING
THOSE STUDENT PORTFOLIOS, HOW DO
WE MANAGE ALL OF THAT DATA?
HOW DO WE ORGANIZE IT AND
PROVIDE IT TO TEACHERS IN A WAY
THAT’S USEFUL?
HOW DO WE GET THE INFORMATION
OUT OF IT TO ASK THE RIGHT
QUESTIONS AND ORGANIZE THE
RIGHT — YOU KNOW, ORGANIZE THE
RIGHT KINDS OF OUTCOMES FROM
THAT.
SPECIFICALLY WANTED TO TALK
ABOUT OUR CURRICULUM MAPPING.
THE REASON WE’RE USING DIGITAL
TOOLS FOR CURRICULUM MAPS, OUR
CURRENT CURRICULUM IS SIMILAR TO
WHAT A LOT OF TEACHERS AND
DISTRICTS ARE USED TO.
EACH TEACHER HAS A BINDER OF
WORD DOCUMENTS THAT WERE PRINTED
OUT AND IT’S A LIST OF STANDARDS
AND A LIST OF TOPICS AND IN SOME
CASES, YOU KNOW, A LIST OF SOME
OF THE SPECIFIC CONTENT THAT’S
IN THE UNITS AND TYPICALLY THAT
BINDER, THE TEACHER WILL PULL IT
OUT AT THE BEGIN OFG THE YEAR
AND GO THROUGH IT AND PLAN OUT
WHICH UNITS THEY’LL DO WHEN.
THEN IT GOES ON THE SHELF AND
THE TEACHER NEVER LOOKS AT IT
AGAIN BECAUSE THEY’RE PRIMARILY
TEACHING OUT OF THE TEXTBOOK.
THE DIGITAL CURRICULUM MAPPING
TOOL IS GOING TO ALLOW US TO BE
DYNAMIC BECAUSE WE CANNOT ONLY
UPDATE AS WE NEED TO THROUGHOUT
THE YEAR BUT IT ALSO ALLOWS THE
TEACHER TO CHANGE, YOU KNOW —
IF A TEACHER DECIDES I REALLY
NEED THIS PARTICULAR CLASS THIS
YEAR NEEDS TO SPEND MORE TIME ON
THIS TOPIC, THEY REALLY NEED AN
EXTRA WEEK ON ADDING FRACTIONS.
AND SO THEY CAN USE THEIR
MAPPING TOOL TO PLAN OUT WHERE
THAT EXTRA WEEK IS GOING TO COME
FROM BECAUSE WE CAN’T ADD AN
EXTRA WEEK TO THE SCHOOL YEAR SO
THEY CAN THINK THROUGH THEIR
WHOLE MAP OF THE YEAR AND SAY IF
I NEED AN EXTRA WEEK HERE WHERE
AM I GOING TO TAKE THAT FROM IN
MY OTHER UNITS.
I KNOW THIS UNIT IS A LITTLE
LESS CRITICAL SO I’M GOING TO
PLAN NOW THAT WHEN I GET TO THAT
UNIT IN FEBRUARY I’M GOING TO
SPEND LESS TIME ON THAT.
SO TEACHERS HAVE THAT
OPPORTUNITY TO BE DYNAMIC.
IT’S ALWAYS CURRENT, YOU KNOW,
IF WE MAKE AN UPDATE TO THE
CURRICULUM.
IF WE ADD A RESOURCE.
IF WE MODIFY SOMETHING, THEN
WHEN THE TEACHER GOES IN TO PLAN
THEIR INSTRUCTION FOR THAT UNIT,
THEY’RE GUARANTEED TO BE LOOKING
AT THE MOST RECENT VERSION.
THEY DON’T HAVE TO WORRY ABOUT
COLLECTING THE OLD BINDERS AND
UPDATING THEM.
>> IT’S VERY FLEXIBLE.
BECAUSE IT’S AN ONLINE DIGITAL
TOOL, TEACHERS HAVE THE
FLEXIBILITY TO REARRANGE THEIR
MAP AND DECIDE, THAT UNIT FOR
ME, I NEED TO DO THAT AT THE
BEGINNING OF THE YEAR INSTEAD OF
IN JANUARY.
SO THEY CAN MOVE THEIR MAPS
AROUND AND ADJUST THEM TO THE
NEEDS OF THEIR CLASSROOM AND
THEIR STUDENTS.
AND EVENTUALLY IT WILL ALSO BE A
COLABORATIVE TOOL.
TEACHERS WILL BE ABLE TO WRITE
LESSON PLANS AND CONTRIBUTE THEM
TO THE DISTRICT MAP IN A WAY
WHERE, YOU KNOW, A THIRD GRADE
TEACHER WHO SUBMITS A PLAN FOR A
UNIT IN READING LANGUAGE ARTS
CAN POST IT ON TO THE MAP AND
EVERY OTHER THIRD GRADE TEACHER
IN THE DISTRICT WILL BE ABLE TO
SEE AND THAT SAY I LIKE THAT
IDEA.
I’M GOING TO PULL THAT INTO MY
PLANNING AND MY MAP.
SO IT’S A GREAT COLABORATIVE
TOOL FOR THAT.
AND THAT’S REALLY KIND OF THE
ESSENCE OF WHERE — HOW WE’RE
DOING THIS DEVELOPMENT PROCESS
AND HOW DIGITAL TECHNOLOGY WORKS
INTO WHAT WE’RE DOING.
I’M VERY EXCITED ABOUT WHERE
THIS IS GOING OVER THE NEXT
THREE YEARS AND I’M LOOKING
FORWARD TO — TO REALLY
EMPOWERING OUR TEACHERS TO
BECOME DESIGNERS AND TO TAKE
MUCH MORE OWNERSHIP OF THE
CURRICULUM.
>> THAT’S REALLY EXCITING TO
HEAR HOW DIFFERENTLY YOU ALL ARE
APPROACHING THIS BUT YOU’RE ALL
DOING THE SAME THING AND THAT IS
REALLY TAKING FULL ADVANTAGE OF
THIS MOMENT IN TIME, THE
PROLIFERATION OF DIGITAL TOOLS
AND TECHNOLOGY AND ADOPTION OF
NEW STANDARDS ON THE PART OF
STATES, BUILDING OFF OF THE
COMMON CORE TO TRY TO TRANSFORM
TEACHING AND LEARNING AND IT’S
POWERFUL TO HEAR.
THROUGH YOUR EXAMPLE GERALD,
MOST RECENTLY, REALLY ABOUT HOW
DEEPLY YOUR REIMAGINING
EDUCATION AND WORKING TO ALIGN
ALL THE ELEMENT OF THE SYSTEM
WHICH ARE THE KEY TO DELIVERING
ON THE PROMISE OF THE COMMON
CORE.
WE HAVE WAY MORE QUESTIONS THAN
WE HAVE TIME FOR BUT I KNOW
PEOPLE ARE THRILLED TO ENJOY
YOUR FULL PRESENTATIONS.
YOU CAN SUBMIT QUESTIONS AND
WE’LL TRY TO GET TO AS MANY OF
THEM AS POSSIBLE BUT I WANT TO
START OFF WITH A COUPLE.
SO WE HAD A QUESTION FROM
STEPHANIE WHO IS A COMMUNITY
COLLEGE PROFESSOR IN ARKANSAS
WHO ASKED HOW CAN INSTRUCTORS
GET ACCESS TO THE STANDARDS AND
BEST ALIGNED CURRICULUM FOR A
SMOOTH TRANSITION?
THE STANDARDS ARE AVAILABLE AT
CORE STANDARDS.ORG.
SO I HOPE THAT SUFFOLKS THAT
HAVEN’T LOOKED AT THEM WILL TAKE
A LOOK AT THE ACTUAL STANDARDS.
BUT CAN YOU ALL RESPOND TO
STEPHANIE’S QUESTION AND OR TALK
ABOUT HOW YOU HAVE WORKED WITH
HIGHER ED INSTITUTIONS IN YOUR
STATE OR, IN YOUR CASE,
NATIONALLY.
>> I’LL TALK, LOCALLY, AND YOU
CAN SPEAK NATIONALLY, WE HAVE A
COMMUNITY COLLEGE AND IN MY PART
OF PENNSYLVANIA WE HAVE MANY
COLLEGES AND UNIVERSITIES.
EVERY OTHER CORNER WE HAVE A
COLLEGE AND UNIVERSITY AS VERY
WELL-KNOWN.
BUT WE WENT AHEAD AND STARTED
THE CONVERSATIONS OURSELVES AND
SAID, YOU KNOW, WE ALWAYS HEAR
WELL OUR KIDS ARE NOT PREPARED.
WHAT IS IT THAT YOU — YOU KNOW,
YOU’RE LOOKING FOR AND DOES
THAT — WHAT YOU’RE LOOKING FOR
ALIGN TO WHAT OUR MANDATE IS?
SO WE ACTUALLY HAVE THE TIME SET
ASIDE WHERE WE MET WITH
INSTRUCTORS AND MET WITH PEOPLE
AT COMMUNITY COLLEGES.
HERE’S WHAT WE’RE MANDATED TO
DO.
SOME COLLEGES AND UNIVERSITIES
WEREN’T SURE WHAT THE OLD
STANDARDS WERE AND NO CHILD LEFT
BEHIND REGULATIONS.
SO NOW TO BE ABLE TO LOOK AT
WHAT COMMON CORE IS AND START
THAT CONVERSATION, I DON’T THINK
YOU SIT BACK AND WAIT.
I THINK ANYBODY THAT WANTS TO
START THE CONVERSATION BECAUSE
WE’RE ALL IN THE SAME BOAT WITH
IT AND WE ALL — NOW THAT’S THE
PURPOSE OF IT.
IT’S COMMON.
IT’S NOT EVERYBODY DOING THEIR
OWN THING.
I WOULD ENCOURAGE PEOPLE TO DO
WHAT WE DID AND REACH OUT TO THE
PEOPLE AROUND THAT YOU WORK
WITH.
>> GREAT.
>> LISA, I AM DEFINITELY
STEALING THAT IDEA.
>> OKAY.
>> STATEWIDE, SOME OF OUR
UNIVERSITIES HAVE BANDED
TOGETHER IN A PROGRAM CALLED
RAMP UP TO READINESS.
SO THAT’S KIND OF MEETING
HALFWAY BECAUSE THAT IS A LITTLE
MORE ON THE SOFT SKILLS THAN THE
STANDARDS, MORE ON THE
RESPONSIBILITY ORGANIZATION
WHICH THEY NEED TO HAVE IF
THEY’RE GOING TO MEET THE
STANDARDS.
SO THERE’S BEEN SOME
PARTNERSHIPS IN OUR STATE THAT
WAY AS WELL AS CONVERSATIONS
AND, IN FACT, IN MINNESOTA, WE
PREDATED THE COMMON CORE IN THAT
WE DID WORK WITH THEM FOR A
COUPLE OF YEARS ON COLLEGE
READY, CAREER READY STANDARDS
BUT AS THE CORE STANDARDS WERE
BEING IMPLEMENTED, THAT WORK
REALLY KIND OF SHUFFLED OFF TO
THE SIDE EXCEPT FOR THAT’S
REALLY ONE OF THE REASONS WHY
MINNESOTA IS NOT A COMMON CORE
MATH STATE BECAUSE THE WORK THEY
HAD DONE THROUGH THAT PROJECT,
THEY FELT WAS STRONGER, EVEN
THAN THE COMMON CORE WORK AND
THAT THEY HAD COLLABORATED SO
MUCH WITH UNIVERSITY PEOPLE IT
SEEMED SILLY TO ADOPT A WHOLE
DIFFERENT SET OF STANDARDS WHEN
THEY HAD JUST STARTED
IMPLEMENTING THOSE.
WE HAVE SUBGROUPS AT ALL LEVELS.
WE ARE A PRE-K GRADUATE SCHOOL
AND LIFE LONG LEARNING
ORGANIZATION AND WE DO ALSO HAVE
AN ORGANIZATION, THE CONFERENCE
OF ENGLISH EDUCATORS WHO OF
COURSE HAVE BEEN VERY INTERESTED
AND ACTIVE IN UNDERSTANDING THE
CORE STANDARDS SO THAT THEY CAN
PREPARE TEACHERS TO COME IN NO
MATTER WHAT STATE THEY’RE IN AND
KNOW WHERE THEY NEED TO BEGIN.
ALSO, OUR COLLEGE CONFERENCE HAS
BEEN VERY INVOLVED IN ADVISING
IN THEIR STATES AND BEING
INVOLVED IN COMMITTEES BUT
THAT’S AT A STATE BY STATE LEVEL
AND AN INDIVIDUAL — MEMBER
INDIVIDUAL — MEMBER BASIS.
WE ALSO HAVE BEEN INSTRU MENTAL
IN STARTING THE NATIONAL CENTER
FOR LITERALLY EDUCATION WHICH
REALLY SPEAKS TO THE
COLABORATIVE PIECE.
AND SINCE THE COMMON CORE DOES
HAVE THOSE HISTORY AND SCIENCE
AND TECHNICAL SUBJECT STANDARDS,
AND A SURVEY THAT WAS DONE
THROUGH THE NATIONAL CENTER FOR
LITERACY EDUCATION FOUND THAT
77% OF TEACHERS FELT THAT
LITERACY WAS A VERY IMPORTANT
PART OF THEIR JOB WHICH WE
THOUGHT WAS AN AMAZING — ALL
TEACHERS, NOT JUST ENGLISH
TEACHERS.
AND THEY EVEN PRIORITIZED WHAT
ISSUES UNDER LITERACY WERE MOST
IMPORTANT TO THEM.
NUMBER ONE IS COMMON CORE.
SO THIS IS THE — THE CENTER
REALLY DOES ENABLE OR GIVE
RESOURCES FOR HOW TO COLLABORATE
AS WELL AS LITERACY RESOURCES
AND SPONSORS OF THE CENTER
INCLUDE ALL OF THE MAJOR
CONTENT, PROFESSIONAL
ORGANIZATIONS ARE PARTNERS IN
THIS WORK.
SO WE’RE SEEING A LOT OF
COLLABORATION THAT DOES
PERCOLATE BOTH UP AND DOWN AND I
THINK THAT’S REALLY THE BEST
KIND OF COLLABORATION RATHER
THAN US SHOUTING DOWN AND SAYING
YOU’RE NOT PREPARING THEY WILL
WELL ENOUGH AND WE WERE SAYING
WE’RE DOING THE BEST WE CAN AND
WE WERE BUT BECAUSE WE WEREN’T
ALL WORKING TOGETHER IT WASN’T
THE BEST POSSIBLE.
>> IF WE WERE TO DO A WORD
CLOUD, COLLABORATION WOULD BE
THE BIGGEST WOSHD AND I THINK
THE NEXT QUESTION SPEAKS TO THAT
TOO.
IT’S FROM CRAIG WHO IS A
LIBRARIAN IN WASHINGTON STATE
WHO ASKS WHAT ROLES HAVE TEACHER
LIBRARIANS PLAYED IN YOUR
SCHOOL’S IMPLEMENTATION OF THE
COMMON SCORE STANDARDS.
GERALD, CAN WE START WITH YOU?
DO YOU HAVE SOME THOUGHTS ON
THAT?
>> SURE, I WILL TELL YOU THAT
OUR CORE TEAM THAT STARTED THIS
PROCESS INCLUDES OUT OF 28 —
I’M SORRY.
OUT OF 21 TEACHING STAFF, TWO OF
THOSE ARE LIBRARIANS.
SO THE LIBRARIANS WERE VERY
INTERESTED IN BEING AN INTEGRAL
PART OF UNDERSTANDING THE
STANDARDS AND DESIGNING THE
CURRICULUM AND WORKING ON BEING
A PART OF THE ENGLISH LANGUAGE
ARTS IN PARTICULAR AND HOW TO
SUPPORT THAT.
WE HAVE REALLY MADE A POINT
TO — AND IN FACT, I WAS JUST
HAVING THE CONVERSATION EARLIER
THIS MORNING WITH OUR READING
SUPERVISOR THAT WHEN WE DO OUR
READING LANGUAGE ARTS CURRICULUM
REVISION NEXT YEAR.
WHEN WE GET INTO THE NUTS AND
BOLTS OF IT, WE WANT TO DESIGN
IT IN A WAY THAT THE LIBRARY
CURRICULUM IS INTEGRATED INTO
THAT INSTEAD OF BEING A SEPARATE
LIBRARY CURRICULUM.
IT’S GOING TO BECOME MUCH MORE
INTEGRATED THERE.
>> IN MINNESOTA THEY ALWAYS
HAVE — THEIR STATE PROFESSIONAL
ORGANIZATION HAS ALWAYS BEEN
VERY TECHNOLOGY ORIENTED AND
THEY DID ADOPT SOME OF THEIR OWN
TECHNOLOGY STANDARDS IN YEARS
PAST BUT THEY HAVE MOVED NOW
MORE TOWARD THE STANDARDS.
AND IT SEEMS TO BE COMMONLY THE
CASE AND I WOULD SUSPECT IT’S
NATIONWIDE THAT MOST OF THE
TECHNOLOGY IS AT LEAST
OVERNIGHT, HOUSED IN MEDIA
CENTERS SO THEY ALWAYS HAD A
HAND OF THE MAINTENANCE OF BUT
SEEING MUCH MORE LEADERSHIP AS A
LOT OF SCHOOLS ARE GOING TO
TECHNOLOGY INTEGRATION AND THAT
OUR MEDIA PEOPLE IN MINNESOTA
ARE PARTS OF THOSE TEAMS.
AND NOW AS WE’RE MOVING TOWARD
E-BOOKS THAT ARE HOUSED IN THE
MEDIA CENTER, THAT PIECE OF IT
HAS BEEN VERY, VERY IMPORTANT.
>> I WOULD ENCOURAGE SOME OF OUR
VIEWERS TODAY TO FOLLOW HER ON
TWITTER, @BECKY KELLY.
WE CHOSE BECKY TO BE THE
RESOURCE FOR OUR ONE TO ONE
INITIATIVE.
WHAT BETTER PERSON THAN THE
DISTRICT MEDIA SPECIALIST
LIBRARIAN THAT HAS TO HAVE
KNOWLEDGE OF ALL CONTENT AREAS
TO BE ABLE TO HELP TEACHERS AND
STUDENTS INTEGRATE TECHNOLOGY TO
FIND OUT WITH THAT END IN MIND
WHERE WE’RE HEADED WITH THIS.
BECKY IS THAT PERSON.
FOR PEOPLE THAT WON’T THE FIND
OUT ABOUT IT, FOLLOW BECKY.
SHE ALSO HAS A BLOG.
>> IF WE’RE GIVING SHOUT OUTS,
IF WE’RE GIVING SHOUT OUTS, I
HAVE TO NAME OUR LIBRARIAN WHO
IS ALSO ON TWITTER.
HER HANDLE IS NANCY TEACHES.
SHE IS A REALLY IMPORTANT PART
OF OUR TEAM AND ALSO TWEETS
QUITE A BIT.
LET ME ALSO SAY I APOLOGIZE BUT
I NEED TO STEP AWAY.
I AM SQUEEZING THIS IN BETWEEN
TWO OTHER MEETINGS AND I NEED TO
GO GET READY FOR THE OTHER ONE
BUT IT HAS BEEN A REAL JOY AND
PLEASURE TO HAVE THE OPPORTUNITY
TO SHARE WITH YOU TODAY.
>> THANKS FOR BEING WITH US
GERALD.
WE APPRECIATE IT.
>> ABSOLUTELY.
THANK YOU VERY MUCH.
>> BYE GERALD.
>> DID YOU HAVE SOMEONE YOU
WANTED TO PLUG.
>> YES I DID.
DOUG JOHNSON WHO PROBABLY WAS
THE LEADER IN MINNESOTA IN
SHAPING THE DIRECTION THEIR
PROFESSIONAL ORGANIZATION WENT
AND I SEE HIM EVERY YEAR AND HE
IS STILL — HE HAS BEEN AROUND
PROBABLY LONGER THAN MY 42 YEARS
AND IT’S REALLY NEAT TO SEE HOW
TECHNOLOGY ENERGIZED AT LEAST
SOME PEOPLE.
YOU KNOW, SOME ARE A LITTLE
LEERY BUT I THINK ONCE PEOPLE
GET OVER THEIR FEAR, IT IS AN
ENERGIZING FORCE BECAUSE YOU
HAVE SO MUCH CONTROL.
>> I THINK SOMETHING ELSE YOU
HEARD THOUGH WAS WE ALL GAVE THE
TWITTER HANDLES, RIGHT?
THAT IS SUCH A KEY PIECE TO THIS
COLLABORATION.
YOU TALKED ABOUT THE
COLLABORATION.
WHAT TECHNOLOGY HELPS YOU TO
FOLLOW PEOPLE ON TWITTER.
THE RESOURCES ARE JUST THERE
OVER AND OVER AGAIN.
THAT NETWORKING IS SO IMPORTANT.
>> I THINK IT’S SO HELPFUL.
WE DID HAVE QUESTIONS FROM
PEOPLE ASKING PRETTY
SPECIFICALLY, YOU KNOW, WHAT ARE
THE TOP RESOURCES YOU WOULD
SUGGEST TO ME AS A NEW DISTRICT
WIDE TECHNOLOGY COACH OR WHAT
WOULD YOU SUGGEST TO ME AS A
TEACHER WHO IS JUST BEGINNING TO
WORK ON COMMON CORE
IMPLEMENTATION AND INTEGRATION
OF DIGITAL TOOLS.
SOME OF THE HIGH QUALITY
RESOURCES WE’RE AWARE OF THAT
ARE AVAILABLE AND DESIGNED FOR
TEACHERS ARE AVAILABLE AT
ACHIEVE THE CORE.COM, ENGAGE NEW
YORK.COM.
ON THE TEACHING CHANNEL.
BUT IT IS INTERESTING IN OUR
CONVERSATION BEFOREHAND YOU ALL
SAID TWITTER IS WHAT YOU WOULD
ADVISE FOR PEOPLE.
AND HOW WOULD THEY GO ABOUT
SEEKING OUT WHO TO FIND ON
TWITTER?
ON THAT STARTING WITH BECKY
KELLY?
>> FIND WHO THEY LIKE IN OTHER
VENN USE.
WHO THEY HEARD AT CONFERENCES.
WHAT BOOKS THEY READ.
ASK OTHER PEOPLE.
FOLLOW SOMEBODY THAT YOU LIKE
WHO ISN’T — LIKE ME, I’M NOT A
NATIONAL EXPERT IN THE SAME WAY
THAT WIL RICHARDSON IS OR THE
PEOPLE I FOLLOW.
BUT SEE WHO THEY FOLLOW.
THAT’S WHAT I DO.
PEOPLE I REALLY ADMIRE, JIM
BURKE, I LOOK TO SEE WHO DOES HE
FOLLOW.
>> PEOPLE IN YOUR PERSONAL
LEARNING NETWORK.
>> EXACTLY AND WHO IS IN THEIR
PERSONAL LEARNING NETWORK.
THAT’S WHERE I WOULD START.
>> ALSO THERE’S SO MANY CHATS
AND THAT IS THAT PROFESSIONAL
DEVELOPMENT THAT GOES ON AT
NIGHT IN YOUR PAJAMAS.
WE CALL IT PD IN YOUR PJS AND IF
YOU FOLLOW #EDCHAT, AND YOU’LL
SEE THE NAME AND THEN YOU’LL SEE
THE PEOPLE THAT RETWEET AND THEN
THE RETWEETS LEAD TO RESOURCES
BUT IT’S JUST GET OUT THERE AND
EXPLORE.
>> PD IN YOUR PJS.
>> THERE’S SO MANY TWITTER CHATS
THAT ARE AT REGULAR TIMES.
THERE’S ONE THAT ISN’T AN
OFFICIAL BUT ONE OF OUR MOST
ACTIVE MEMBERS STARTED IT AND
IT’S THE 4th YEAR SHE DOES IT ON
MONDAY NIGHTS AT 7:00 EASTERN.
AND YOU JUST NEVER KNOW WHO IS
GOING TO SHOW UP AND THERE’S A
REGULAR TOPIC AND THE CHATS ARE
ARCHIVED SO IF YOU CAN’T MAKE
THAT TIME.
BUT I KNOW THERE’S A SOCIAL
STUDIES CHAT.
THERE ARE TECHNOLOGY CHATS.
ALL KIND OF DIFFERENT VENUES
THAT PEOPLE CAN GO TO AND JUST
BE A LURKER FOR AWHILE.
IT GOES QUICKLY AND YOU DO HAVE
TO KIND OF GET THE KNACK OF IT
AFTER AWHILE.
>> WHEN WE WERE TALKING BEFORE
THE WEBINAR BEGAN ONE OF THE
THINGS YOU AND I TALKED ABOUT IS
LOCAL CONTROL AND HOW THIS IS
ALL BEING REALLY HAS TO BE OWNED
LOCALLY AND HAS TO ROLL OUT
ACCORDING TO THE CULTURE OF YOUR
COMMUNITY AND EDUCATOR COMMUNITY
IN PARTICULAR AND TALKING ABOUT
ROLES FOR DISTRICTS AND YOU WERE
TALKING ABOUT CLEARING HOUSES
FOR RESOURCES.
SO TO DISTRICT LEADERS OUT
THERE, YOU HAVE ALL RATTLED OFF
10 OR 20 DIFFERENT RESOURCES,
PEOPLE LUCKY ENOUGH TO BE ON THE
WEBINAR AND THEY KNOW ABOUT
THOSE BUT ON THE DISTRICT LEVEL,
DO YOU SEE PEOPLE TRYING TO
CREATE CLEARING HOUSES SO
SUFFOLKS CAN FIND THESE THINGS
AND CONNECT?
I KNOW THEY’RE PROLIFERATING AT
A FAST RATE BUT SOME PEOPLE ARE
QUICKER TO NAVIGATE THAT STUFF
ON THEIR OWN AND SOME ARE NOT AS
QUICK.
>> I ALWAYS KID MY TECHNOLOGY
DIRECTOR.
YOU KNOW, IT’S ALWAYS, THE TOP
TEN APPS, THE TOP TEN SITES, THE
TOP TEN CLEARING HOUSES AND
THOSE ARE THE THINGS YOU DO.
BUT THAT’S GOING TO LEAVE YOU
SOME PLACE ELSE.
I DON’T WANT PEOPLE TO THINK
EVERYTHING IS IN THIS 100
CHARACTER, WHAT IS IT, 70
SOMETHING CHARACTER BIT OF
INFORMATION.
THERE’S A LINK AND THE LINKS
THAT IT TAKES YOU TOO, THAT’S
WHERE THE INFORMATION IS.
AND FOR PEOPLE THAT WANT TO LOOK
FOR THOSE TYPES OF CLEARING
HOUSES AND WITH THESE SPACES,
THAT’S WHERE THEY’RE GOING TO
FIND THE LINKS.
>> EVEN SOME OF THE COLABORATIVE
SPACES MAKE SPACE FOR RESOURCES,
THERE’S A WHOLE UNIVERSE OF
TEACHERS THAT COLLABORATE WITH
EACH OTHER THROUGH IT EVEN
THOUGH THAT’S THE CLASS
MANAGEMENT TEACHERS.
AND OUR TECH DIRECTOR IS GOOD AT
SHOUTING OUT THINGS OUT.
>> WE TALKED A LITTLE EARLIER
ABOUT ASSESSMENT OR WE TOUCHED
ON THAT AND I WANT TO SAY A
COUPLE OF THINGS ABOUT STATEWIDE
SUMMIT OF ASSESSMENT AND THEN
MOVE TO THE FORMATIVE OR
INFORMATIVE ASSESSMENT WHICH I
THINK IS CLOSER — NEARER AND
DEARER TO THE HEART OF TEACHERS
BUT WE DID HAVE A QUESTION FROM
ONE OF OUR VIEWERS, A PRINCIPAL
IN CALIFORNIA ASKING ABOUT THE
IMPLEMENTATION TIME LINE FOR
SUMMATIVE STATEWIDE TESTS
ALIGNED TO COMMON CORE AND
CALIFORNIA IS ONE OF THE
STATES — I THINK THERE ARE 23
STATES IN THE SMARTER BALANCE
ASSESSMENT AND STATES WORKING TO
DEVELOP NEXT GENERATION HIGH
QUALITY ASSESSMENT AS LINED TO
COMMON CORE AND THOSE ARE
EXPECTED — THEY WILL BE ONLINE
IN THE 2014, 2015 SCHOOL YEAR.
YOU ALL HAVE DIFFERENT
SITUATIONS IN PENNSYLVANIA WITH
YOUR OWN ASSESSMENTS AND CAN YOU
SPEAK A LITTLE BIT ABOUT
ASSESSMENTS AND THE WAY IN WHICH
YOU SEE COMMON CORE AND
TECHNOLOGY CHANGING AND
INFLUENCING ASSESSMENTS?
I KNOW THAT LISA, IN OUR
INTERACTIVE CASE STUDY ON
QUAKERTOWN, THERE’S A QUOTE IN
THERE THAT REALLY SPARKED
SOMETHING IN MY MIND THAT I
HASN’T REALLY THOUGHT ABOUT.
CAN YOU SHARE THAT WITH US?
>> SURE, THE QUOTE IS, IF THE
ANSWER IS GOOGLABLE IT’S NOT A
GOOD QUESTION.
BACK TO THE DAYS OF ONE WORD LOW
LEVEL QUESTION THAT’S NOT GOING
TO CUT IT WITH COMMON CORE.
WE FOUND IN USING TECHNOLOGY,
BECAUSE THINK ABOUT IT, THE
ANSWERS TO EVERYTHING ARE IN
TECHNOLOGY.
SO IF WE’RE NOT ALLOWING KIDS IN
THEIR ASSESSMENTS AND OUR
ASSESSMENT OF THEIR KNOWLEDGE TO
BE THINKING DEEPER, TO BE
CREATING, TO BE TAKING THE
INFORMATION THAT THEY CAN GOOGLE
TO CREATE SOMETHING ELSE AND
MOVE DEEPER INTO HIGHER LEVEL
THINGS, THEN IT’S NOT A GOOD
QUESTION.
SO THAT’S WHY WE KIND OF KID
AROUND AND THAT’S NOT MY QUOTE.
THAT’S MY ASSISTANT
SUPERINTENDENT.
BUT THAT’S WHAT IT IS.
TECHNOLOGY HAS MADE US BETTER AT
OUR ASSESSMENTS EVEN WHEN WE’RE
NOT USING TECHNOLOGY BECAUSE
IT’S THAT TYPE OF THOUGHT.
>> AND THOSE ARE REALLY THE
CLASSROOM SCHOOL, DISTRICT TYPE
OF END OF SOURCE ASSESSMENTEDS
OR COMMENT ASSESSMENTS WHERE
THEY CAN BE SO RICH.
IT’S DIFFICULT FOR THE KIND OF
ASSESSMENTS BEING CREATED TO
HAVE THAT KIND OF DEPTH BECAUSE
OF THE EXPENSE.
WE’RE PAYING TEACHERS TO TEACH
AND ASSESS.
SO IF THEY’RE ASSESSING THE
COMMON ASSESSMENTS THAT WE OR
HOWEVER OUR SCHOOLS HAVE
CONFIGURED THAT, THAT’S PART OF
THE JOB, WHERE SMARTER BALANCE
IS AN ADD ON.
THAT ALWAYS WERE RISK ME A
LITTLE BIT ABOUT CONFUSING THE
TWO THAT I DO THINK THAT THE
MOST ROBUST ASSESSMENTS WILL BE
AT THE CLASSROOM AND DISTRICT
LEVEL.
THAT YOU MENTION CALIFORNIA,
JUST YESTERDAY I CAME ACROSS
SOMETHING I DID WRITE DOWN IN MY
NOTES.
THEIR STATE — CHIEF STATE
SCHOOL OFFICER HAS ENCOURAGED
THEIR TEACHERS TO GO AND DO THE
SMARTER BALANCE PILOT PRACTICE
TEST THAT JUST CAME ONLINE AT
THE END OF DAY AND IT REALLY IS
AN EYE OPENER TO SEE WHAT KIND
OF THINGS ARE BEING ASKED THAT.
THOSE AREN’T THE KIND OF TEST
YOU CAN TEACH REALLY BUT WE HAVE
TO SPEND TIME TEACHING KIDS HOW
TO TAKE THE TEST BECAUSE SOME OF
THE CONFIGURATIONS OF THE TEST
ARE VERY RICH BUT THEY’RE ALSO
VERY DIFFERENT.
THERE’S MORE THAN ONE RIGHT
ANSWER OR THERE ARE CONSTRUCTIVE
RESPONSES THAT I DON’T KNOW HOW
LONG THAT’S GOING TO BE ABLE
TO — BECAUSE SMARTER BALANCE
HAS SAID THEY’RE COMMITTED TO
HAVING HUMAN SCORERS BUT I DON’T
KNOW HOW THAT’S REALLY GOING TO
BE SUSTAINABLE IN ANY OF THOSE
KIND OF ASSESSMENTS BUT EVEN THE
MULTIPLE CHOICE ONES AREN’T THE
GOOGLEABLE MULTIPLE CHOICE
QUESTIONS AND THEY REQUIRE A LOT
OF JUDGMENT WHICH MAKES ME WORRY
HOW LONG KIDS ARE GOING TO WORRY
ABOUT WHAT IS RIGHT.
>> THEY’LL GET USED TO THAT IN
THE CLASSROOM.
>> THOSE QUESTIONS ARE
DISCUSSION QUESTIONS AND WE’RE
NOT LOOKING FOR A CERTAIN NUMBER
AND WE’RE LOOKING FOR HOW KIDS
REFINE THEIR ANSWER THAT THEY
HAD A PIECE OF IT BUT NOT THE
WHOLE THING.
>> RIGHT.
>> SO IT’S GOING TO BE
INTERESTING TO SEE HOW THOSE
ASSESSMENTS EVOLVE AND WHAT KIND
OF SUPPORT THEY CAN PROVIDE TO
TEACHERS IN MAKING A CONNECTION
BETWEEN WHAT’S IN THE ASSESSMENT
AND WHAT’S HAPPENING IN THE
CLASSROOM.
>> AND I KNOW THAT BOTH OF THOSE
ARE WORKING TO DEVELOP FORMATIVE
ELEMENTS AS WELL AND THE
ALLIANCE DOES HAVE A SERIES OF
WEBINARS ON THE WORK OF THE TWO
ASSESSMENT TO FOLLOW THAT.
I HOPE PEOPLE WILL CHECK IT OUT
SO I’M ALSO ASKED TO PLUG THAT
WE WILL BE STARTING A PROJECT 24
CHAT IN AUGUST AND ALSO TO LET
YOU KNOW THAT WE WILL REACH OUT
TO GERALD TO TRY TO GET ANSWERS
TO THE QUESTIONS THAT WE TALKED
ABOUT SINCE HE GOT OFF THE LINE.
I KNOW WE ARE CLOSING IN ON TIME
BUT I JUST HAVE TO SNEAK IN ONE
MORE QUESTION.
SO ONE HERE FROM CARRIE IN NEW
MEXICO IS HOW CAN A FULLY ONLINE
SCHOOL IMPLEMENTED THE COMMON
CORE IN REGARD TO THE NECESSITY
FOR STUDENT COLLABORATION AS
WELL AS THE VARIETY OF THE
STUDENT DEMONSTRATION OF
KNOWLEDGE.
THE SEEMINGLY FACE TO FACE
INTERACTIONS CALLED FOR BY THE
COMMON CORE MAKE ONLINE LEARNING
EXTREMELY CHALLENGING.
I’M SURE YOU’LL ALL HAVE GOOD
IDEAS ABOUT HOW TO MEET THAT
CHALLENGE.
>> WE TALKED ABOUT SOME OF THE
TOOLS FOR COLLABORATION.
IT HAS BEEN THE THEME OF OUR
DISCUSSION TODAY BUT, YOU KNOW,
TECHNOLOGY REALLY DOES ALLOW FOR
THAT TO HAPPEN.
SO IN A CHARTER SCHOOL THAT IS
AN ONLINE SCHOOL, THEY HAVE TO
LOOK FOR WHERE CAN THEY PROVIDE
OPPORTUNITIES FOR KIDS TO GET
TOGETHER ONLINE.
>> DOESN’T HAVE TO BE FACE TO
FACE.
WHETHER USING SOMETHING AS
SIMPLE AS GOOGLE DOCS, GOOGLE
HANG OUT, YOU KNOW?
I MEAN, HOW COOL IS THAT?
AND IT’S FREE.
JUST TO BE ABLE TO DO SOME OF
THOSE THINGS SO I CHALLENGE THAT
TEACH TORE LOOK TO SEE WHAT’S
THERE.
THERE’S SO MUCH OUT THERE AND
IT’S ALMOST ALL FREE.
>> AND VERY RELIABLE.
>> VERY RELIABLE.
WHICH IT DIDN’T USED TO BE.
>> AUTHOR INTERVIEW.
AND NOW JUST TAKE THOSE THINGS
FOR GRANTED.
THEY’RE SO SIMPLE.
I DID WANT TO GIVE ONE — THIS
ISN’T TOTALLY RELATED TO THAT
BUT IT’S A DIFFERENT KIND OF
COLLABORATION.
IN MARCH WHEN I WAS A PHONE IN
PERSON I MENTIONED THAT WE HAD
BUSES IN THE STATE THAT WERE
WIFI ENABLED, WELL MY SCHOOL NOW
HAS WIFI ENABLED BUSES BUT
THERE’S THE COLLABORATION THERE
TOO ON THE BUS THEY CAN BE
WORKING ON THEIR HOMEWORK IN
THEIR SEAT MATE OR WITH SOMEBODY
IN ANOTHER STATE.
>> THAT’S THE WHOLE IDEA.
>> WELL, THANK YOU ALL SO MUCH.
THIS HAS REALLY BEEN A FANTASTIC
DISCUSSION.
REALLY INTERESTING.
WE’RE LUCKY TO HAVE EXPERTS LIKE
YOU INVOLVED IN PROJECT 24 AND
ENCOURAGE EVERYONE WHO IS ON THE
WEBINAR TO LOOK INTO PROJECT 24
IN MORE DEPTH.
CONSIDER TAKING THE
SELF-ASSESSMENT WHICH HELPS PUT
YOU ON THE ROAD TO REALLY
THINKING THROUGH THESE BIG
QUESTIONS ABOUT HOW TO HELP
ENSURE THAT ALL STUDENTS ARE
COLLEGE AND CAREER READY REALLY
GET THE MOST THAT YOU CAN OUT OF
COMMON CORE AS A LEVER FOR
CHANGE AND ON TRANSFORMING
TEACHING AND LEARNING IN YOUR
SYSTEM AND HOW YOU CAN PUT A
HUGE VARIETY OF TECHNOLOGY
SCHOOLS TO USE FOR THE BENEFIT
OF YOUR STUNS.
SO AGAIN, THANK YOU SO MUCH
LISA, SANDY AND THANKS TO
GERALD.
WE LOOK FORWARD TO YOU ALL
TUNING IN TO FUTURE PROJECT 24
WEBINARS.
WE HAVE MORE SCHEDULED THIS
SUMMER.
I BELIEVE OUR NEXT ONE IS NEXT
MONTH, THURSDAY JULY 25th AND WE
WILL BE EXPLORING CHALLENGES AND
OPPORTUNITIES OF BRING YOUR OWN
DEVICE POLICIES.
OFTEN REFERRED TO AS BYOD.
REGISTRATION IS OPEN NOW ON THE
WEBSITE AND IF YOU MISSED ANY OF
TODAY’S WEBINAR, IT WILL BE
ARCHIVED ON OUR WEBSITE AND UP
IN THE NEXT DAY OR TWO.
THANK YOU AGAIN.
>> THANK YOU.
>> MY PLEASURE.
>> THANK YOU.

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