Just wanted to share a link about the Common Core State Standards that may be helpful to parents. It's published by the National PTA. Again, the Common Core State Standards have replaced our previous state standards and have been adopted by most states. Students will take a "practice test" over these standards this spring.
This week students were put to the test ... literally. Math and English Language Arts teachers implemented the first of three benchmark tests provided by the state of South Dakota. Test questions were based on the new Common Core State Standards, standards adopted by most states across the country. The goals of giving this particular test included: learning where students are at with certain skills; learning areas teachers need to work on; and learning how well our technology worked as the test was delivered entirely on students' iPads.
I haven't seen the data yet as the testing window doesn't officially close until this next week. I look forward to learning more about what my students' skill levels are and what I need to improve on as an instructor. Certainly, I was curious as to how the online testing process would go, and for the most part, things went smoothly. I do have a few concerns about an online test, one being the difficulty of reading on an iPad. Most kids handled the reading well, taking their time. And they could take their time as the test was not timed. On the other hand, I worry that some students rushed (which also happens with a paper test) or that the online reading was just more difficult. Two more benchmark tests will be delivered throughout the year - one in December and one in May. The tests, again, should provide feedback about students' progress in specific skills measured by the Common Core standards. Students will also take a more formal standardized test around April, just as they have done in the past. However, this test will be online as well and will show the shift from our previous state standards to the Common Core. The test may also be more comprehensive and possibly more intense than the benchmarks. We're not sure exactly, yet, as this will be the first time we deliver this test (created by an organization called Smarter Balanced). This test, too, will be considered "practice," and though we will receive data about how students did, the scores will not "count" against our district in any way. There is a definite shift in standards teachers are expected to teach. If you have questions about Common Core State Standards, please feel free to contact me. More details about the standards can be found at: http://www.commoncore.sd.gov. Interestingly, I recently received a link to an article called "The 'F' Learning Tool: Failure." This particular article addresses the values of learning through failure - not always having the right answer or not always doing well at something. The article made me think, of course, of my students and our ICU program, where zeroes and failing are viewed in a different light.
ICU still allows for those day-to-day shortcomings - forgetting to do homework, not doing well on an assignment or quiz, having to stay for Power Hour if work piles up. However, if there are gaps in a students' learning, teachers have to address them, and that's where a "redo" or "retake" might come in. Personally, I've been challenged by the idea of ICU and the fact that deadlines often become extremely - well - flexible. And yet, as a teacher of reading and writing, I understand that not all kids read and write at the same level. How can I expect them to work at one pace? Also, I'd much rather have a student complete an assignment with quality - showing me what he or she has learned - than say, "Sorry, you missed the deadline. Tough luck. Maybe you'll learn next time." In all my years of teaching, the "maybe you'll learn next time" does not work effectively with many kids. Some see the missed deadline as "guess I never have to do homework if I never meet the teacher's deadline." Students and I will be working hard this year to establish guidelines and goals, which may include flexible deadlines. However, we'll also be assessing our goals to determine what we can accomplish according to individual students' skill levels. (Do not mistake skill level with motivation ... there is still the expectation that kids use work time wisely and efficiently.) One thing I must say, though: meeting every student's need is a huge challenge, and there will be ups and downs along the way. With your help (checking kids' planners or the homework pages; encouraging kids to read at home; asking about their writing and offering feedback; reading with your kids), we will move our kids in the right direction. Well, summer is behind us, and we're already nearly three weeks into the new school year. Students and I have been getting to know each other as well as reviewing some basics before we tackle our first class novel, The Tiger Rising. Currently, we're using the read aloud Schooled by Gordon Korman to get us going with reading strategies like connecting, predicting, questioning, and so on. We also recently set weekly reading goals (which we will revisit regularly).
One thing I ask your help with is encouraging your kids to read at home. In order to develop the "reading stamina" needed for high school and beyond, kids need to be able to sit awhile and just read, with the goal of reading for 10, 20, or 30 or minutes at a time. I've been sharing book talks with each class, hoping that some of the books I plug will pull in a reader or two. (Soon students will help with that!) We do have independent reading time during class; however, students need to keep and/or start a reading routine at home as well. Ask your child what he/she is reading; ask them why they chose the book or how the book is going for them. Doing so will definitely support the kids in their reading and learning goals. Check out this Scholastic article about encouraging middle school readers: 17 Ways to Keep Your Middle Schooler Turning the Pages. I look forward to a terrific year! |