FALL 2019 | ISSUE NO. 1
CORE CONNECTIONS: EXCELLENCE AND EQUITY IN THE CLASSROOM
A QUARTERLY MAGAZINE FOR EDUCATORS
CORE CONNECTIONS EXCELLENCE AND EQUITY IN THE CLASSROOM
Claire Rivero Susan Hitt Jennie Beltramini
Digital Strategy Manager Digital Content Associate Mathematics Specialist
Core Connections is published by Student Achievement Partners. 228 Park Avenue South #96810, New York, New York 10003-1502 | 212-510-8533
www.achievethecore.org
Table of contents 4 6 8 9
Welcome Welcome messages from Sandra Alberti and Melissa Collins
What's In a Name? The meaning behind the magazine's name
Core Advocate Spotlight Learn about the recent projects of two Core Advocates
Career Opportunities Current opportunities from SAP and our partners
Aligned Blog Spotlight
10
Recent blog posts from Core Advocate authors
13
Learn how Core Advoctes have created digital mini-assessments
14
Edcite Core Advocate Content Developers
Webinars and Mini-Courses Upcoming free webinars and mini-courses
16
New Resources from Achieve the Core
18
New Resources from Our Partners
21
Quarterly Question
22 25
The latest resources on achievethecore.org
Curated new resources from our partners
Insights from Core Advocates
Core Advocate Perspectives Early Literacy by the Numbers: 3 Ways to Provide Equitable Foundational Skills Instruction for ALL Learners
What Does Being a Core Advocate Mean to You? Reflections on what it means to be a part of the Core Advocate Network
26 28
Core Advocate Celebrations Celebrate the accomplishments of your fellow Core Advoctes!
Screencastify: The Free Digital Tool You Didn’t Know You Needed! A resource introduction from one of the Achieve the Core Digital Ambassadors
31
What We're Reading The best articles, books, blog posts and more
Welcome DR. SANDRA ALBERTI
Dear Core Advocates, It is with great joy that I welcome you to the first edition of the Core Advocate Magazine. The Core Advocate Network was founded nearly eight years ago so that teachers could be the voice of college- and career-ready expectations. Policy makers, both supporters and critics, as well as support organizations could not speak to the day-to-day needs, challenges, and victories of this work the way that educators can. We started with a small group of educators interested in learning more about the expectations of Common Core and have grown into a network of over 14,000 educators from all over the country committed to learning and leading in this work. My colleagues and I at Student Achievement Partners continue to be inspired by and learn from your amazing work and commitment in supporting all students. You have taken actions that have improved the opportunities for students in your classrooms, changed conversations in your grade-level teams, and, for some of you who took even bigger steps, impacted district work, organizational impact, and statewide conversations. From the start the Core Advocate Network was set up to be a dynamic, action-oriented network. We hope that you find this magazine to be yet another tool to support your advocacy in supporting all students. Share the magazine with your colleagues. Try something new in your classroom or with the teachers with whom you work. Share your thoughts or your actions with others in the network through social media #CoreAdvocates. As always, I appreciate each of you and the important work that you do every day. I look forward to hearing from you. Best, Sandra Alberti Senior Fellow for Strategic Partnerships Student Achievement Partners
CORE CONNECTIONS| 4
Welcome DR. MELISSA COLLINS
Welcome to the inaugural edition of Student Achievement Partners' digital magazine! Student Achievement Partners has a rich history of providing resources to help Core Advocates navigate college- and career-ready standards. Over the years, I have worked with multiple organizations to support educators in understanding and owning the standards as a part of their practice by leading professional development sessions, speaking on panels, writing blog posts, and using social media to inform and engage educators locally, nationally, and internationally. Many of my best experiences in being an ambassador of this work have come from my work with Student Achievement Partners. I have been a Core Advocate since 2013, and I have seen the organization grow as educators have grown through utilizing professional learning experiences and standards-aligned tools and resources. I became a Core Advocate because of my belief in providing ALL learners with high-quality educational experiences regardless of zip codes. The Core Advocate Network continues to carry on the torch of supporting, informing, and training educators across the country through a variety of collaborative opportunities to cultivate equitable instruction and student success. This work has been implemented in schools, districts, states, and at the national level, with teachers advocating for effective educational standards and the Shifts of instruction in ELA and Math. The Shifts are the spine of the work that ensures that students are prepared for college and their careers. Students, teachers, and administrators need passionate educators to work in partnership to support content knowledge and resources for all learners to engage in high-quality learning experiences. I hope that you enjoy the updates and opportunities to stay engaged and connected with the Core Advocate Network this year. Happy reading! Melissa Second-grade teacher John P. Freeman Optional School
CORE CONNECTIONS| 5
WHAT'S IN A NAME? When we decided to create a new magazine, we knew we needed a name that reflected the inspiring work of Core Advocates. One of the goals in switching from a newsletter format to a magazine was to create space for you, as Core Advocates, to share your ideas, your struggles and your accomplishments. So we decided it only made sense to let you name it! We submitted an open call for names and were overwhelmed by the amount of creative, funny, and motivational titles. Thank you! We decided on a hybrid of several submissions--so many of you may recognize your ideas! Below, you’ll find two rationales we found particularly powerful.
When I was brainstorming names, I thought
The magazine will be one of the primary ways
back on how, as a teacher and Early Literacy
that we stay connected to each other as Core
Specialist, I have relied on classroom
Advocates, and to the work that we have done
materials, articles, and training resources
and will do. In this busy world and with our
from Student Achievement Partners to help
hectic lives as educators, we need to stay
me level the playing field for students by
connected to a group of like-minded,
pairing high expectations with high levels of
passionate educators who will share with each
support. I’ve seen firsthand how carefully
other their insights, their best practices, and
scaffolded and rigorous lessons, complex
new opportunities for us to grow both as
texts, and intentionally building knowledge
individuals and together as a community.
and vocabulary, can help students at all
Teaching can be so isolating, and Core
stages of mastery achieve excellence. When
Connections magazine will help us to feel ...
we first started digging into the close reading
connected!đ&#x;˜Š
lessons and scaffolded analytical writing tasks, one of my students with a learning
-- Cay Freeman, Core Advocate, Math
disability declared, “Mrs. Schwartz, this makes
Interventionist, Sage Park Middle School
me feel really smart!�
@cayfreeman
-- Christy Schwartz, Core Advocate, Early Literacy Specialist, June Harless Center for Rural Educational Research and Development at Marshall University. Â @clwschwartz CORE CONNECTIONS| Â 6
DREAM BIG AND TEACH YOUR STUDENTS TO DO THE SAME.
The future belongs to those who believe in the beauty of their dreams ELEANOR ROOSEVELT
CORE CONNECTIONS| Â 7
Core Advocate Spotlights We are excited to spotlight two Core Advocates this month who have been working recently with SAP on a collaborative project with the organization Learning Forward. Myuriel von Aspen lives on the West Coast, in Southern California, and works with elementary teachers and students as a math and ELD (Engligh Language Development) teacher on special assignment (TOSA). Arthur Everett lives on the East Coast, in New York City, and teaches high school social studies. Read on to learn more about these two dynamo educators! Myuriel von Aspen works in Newport-Mesa Unified School District as a TOSA for K-5 math and ELD. Myuriel says, “Being a Core Advocate has been invaluable to my professional development. Through trainings, webinars, blogs, and a network of amazing and supportive individuals, I have acquired a deep understanding of the Shifts, the Common Core Standards, and equitable instructional practices. The professional development I have received as a Core Advocate on tools such as the Instructional Practice Guide has helped me with my vision of high-quality, standards-aligned instruction." This past summer, Myuriel had the opportunity to act as a facilitator at UnboundEd’s Standards Institute. Myuriel says the experience inspired her to keep equity at the forefront of everything she does and to be brave in challenging practices that are not equitable. ”All children, regardless of their circumstances, deserve high-quality, equitable instruction from teachers that value
CORE CONNECTIONS| 8
them and what they bring to the classroom, help them see themselves as competent learners, and support them to be college- and career-ready. In particular, we need to elevate the needs of English learners, students of color, students living in poverty, and students with disabilities who are the students that have been traditionally marginalized by our educational systems.” When Myuriel is not working on behalf of students, she enjoys reading, and especially reading to her husband and daughter. She also enjoys spending time with her family and friends, running, shopping at farmers’ markets, and traveling. Arthur Everett is a high school social studies teacher in New York City. Arthur says, “Being a Core Advocate has provided opportunities for me to continually hone and enrich my instructional practices around literacy in the service of improving student achievement. As a result of being a Core Advocate, I have had the opportunity to develop content and to facilitate professional development around literacy instruction and practices aligned to the Common Core standards. It's phenomenal work!” Arthur shared that working with high school students can be extremely trying and is often thankless, but the rewards are tremendous. He spoke with us about a recent success he had with a student: “I had a former student with cerebral palsy return to address several sections of my senior classes. Currently, he works for one of the largest technology firms in Manhattan, which is awesome in itself. However, to hear him speak so poignantly about his experiences as a high school student, and particularly about how my high standards and expectations as well as my instructional practices, though challenging at the time, really prepared him for the rigorous expectations of college, was humbling and inspiring.” When not teaching students or other teachers, Arthur enjoys reading a good book on the beach!
CAREER OPPORTUNITIES ANet: Director of School Support - New Mexico
Instruction Partners: Executive Director - District Partnerships
ANet: Director of School Support – DC/Maryland Network
Instruction Partners: Math Lead - Flexible
ANet: Director of School Support – Louisiana
Student Achievement Partners: Administrative Coordinator
ANet Director of School Support – Nevada
Student Achievement Partners: Project Manager, Professional Learning
ANet: Director of School Support – Ohio UnboundEd: Standards Institute Math Facilitator Application EdReports: Instructional Materials Manager, Math
(Winter 2020)
Instruction Partners: New Orleans Math Lead
UnboundEd: Standards Institute Leadership Facilitator Application (Winter 2020)
Instruction Partners: Director of Instructional Support UnboundEd: Standards Institute ELA Facilitator Application Instruction Partners: Director, Math Learning Design
(Winter 2020)
NOMADIC
|
24
CORE CONNECTIONS| 9
ALIGNED BLOG SPOTLIGHT Do you read Achieve the Core’s blog, Aligned? Many of the articles are authored by Core Advocates and are filled with practical advice, new resources, and honest reflections. Here are just a few! Feel free to reach out to these Core Advocate authors if you have questions or want to learn more about their work.
CHOOSING TEXT EXCERPTS FOR CLOSE READING A teacher's recommendations for how to select text excerpts that make students love reading By: Carolyn Durante
STUDENT CLOSING STATEMENTS Use this routine to check for understanding and identify misconceptions By: Celia Jimenez
KIDS GIFT US WITH THEIR TIME
Increase achievement, motivation, and connection with students through classroom games By: Bryan Drost
THREE SIMPLE STEPS TO EMPOWERED WORD-LEARNING Using morphology, context clues, and outside resources to help students decipher word meanings By: Kenny McKee CORE CONNECTIONS| 10
DESMOS IN THE MATH CLASSROOM How a free tool changed my classroom By: Nick Corley
USING DATA BINDERS TO INCREASE STUDENT INDEPENDENCE A tool for fostering intentional and purposeful learning By: John Silverthorne
USING EXIT TICKETS STRATEGICALLY Educators share how they've made exit tickets a powerful tool for supporting students By: Tika Epstein, Cathy Carter-Shide, Morgan Stipe, Karen Hernandez, Dina O'Brien
FRACTION LAB SERIES An in-depth look at Fraction Lab, a professional learning model focused on improving content knowledge and instructional practice at the same time Increase Achievement, Motivation, and Connection with Students Through Classroom Games By: Jody Guarino and Jennie Beltramini By: Bryan Drost
GIVING STUDENTS A CHOICE WITH THEIR LEARNING Using academic choice boards to build metacognition By: Tika Epstein CORE CONNECTIONS| Â 11
ALIGNED BLOG FEATURE SERIES
Most Misunderstood Math Standards Uncover some of the most common mistakes happening in math instruction in this grade-by-grade series of blog posts by Core Advocates Angie Miller, Rebecca Few, and Brian Dean We’re always looking for new voices for our blog. Have an idea you’d like to write about? Please send your idea to crivero@studentsachieve.net
CORE CONNECTIONS| 12
Edcite.com Core Advocate Content Developers Edcite is a free platform for teachers to design their own techenhanced assignments and deliver them digitally to their students. The platform also has a library of free, standardstagged assignments for teachers to use in their classrooms or items they can integrate into their own assignments. Last year, Edcite approached Student Achievement Partners with a request: “Can you help us find more content designers who are experts when it comes to educational standards?” We said, “Of course!” Thus, Cohort 1 of the Edcite Core Advocate Content Developers group was created. Four Core Advocates completed new assignments that are now a part of Edcite’s permanent collection. Congratulations, Core Advocates!
9TH/10TH ELA FRANKENSTEIN By: Jenni Aberli @jenniaberli 7.EE.A.1 AND 7.EE.A.2 MINI-ASSESSMENT By: Brian Dean @FLMathNinja "ANNABEL LEE" TEXT-BASED QUIZ By: Amy Dempsey @MrsAmyDempsey QUIZ ON 8.G.1, 8.G.2, 8.G.3 ON TRANSFORMATIONS By: Jessica Hunter
CORE CONNECTIONS| 13
UPCOMING CORE ADVOCATE WEBINARS
4
September
2
October
6
Formative Assessment Strategy: Thinking Beyond the Paper Pencil Test This school year, think differently about what it means to assess your students. Learning about what your students know (and don’t know) is a critical component of instructional planning and reflection. In this webinar, you’ll learn how to design a formative assessment process that allows you to understand students’ progress in an ongoing way throughout the year. You’ll learn some creative ways to naturally embed assessment into your instruction, providing thoughtful, supportive feedback to students, and timely data for yourself as an educator. We’ll discuss the components of formative assessments that are worthy of student and educator time, and explore how data should be used responsibly to avoid inequitable outcomes that limit the expectations we have for students.
Math Language Routines: Vibrant Discussions in the Math Classroom As in other subjects, math students must be able to read, write, listen, speak, and discuss the subject at hand. Often, these multimodal ways of learning and using math skills are given too little attention in curricular materials, and teachers may want to supplement with classroom activities that provide opportunities for students to use language to discuss the math content they’re learning. Math Language Routines (MLRs) support a variety of language-focused skill growth--from reinforcing mathematical terminology to scaffolding conversations to providing opportunities for students to deepen their conceptual understanding by describing their work. These routines, done regularly, can benefit all students, though they are particularly supportive of English Language Learners or those struggling with the linguistic components of math. In this webinar, you'll dig deeply into several routines you can implement in your classroom tomorrow and hear from educators about how the routines have changed their math classes.
Observing Foundational Skills Description coming soon
November
4
December CORE CONNECTIONS| 14
Why Math Modeling Is Important for Equity Description coming soon
irtual New v for ourse c i n i m s vocate d A e r Co ber! n Octo i g n i t star
Building Educator Content Knowledge: Dig into important fraction concepts to increase student achievement What do teachers need to understand about fractions to ensure student success in math through high school? How were you taught fractions in elementary school? Most likely, the way you learned doesn’t reflect today’s college- and career-ready standards, and what research shows to be the most powerful way to set students up for future success in math. Fractions are important! One of the more noticeable shifts in collegeand career-ready standards was emphasizing how fractions fit into the larger number system. Traditional curricula and instruction, and even current aligned curricula, fail to communicate one of the most critical points about fractions: fractions are numbers. Research has consistently shown the downstream impacts for students of this fundamental oversight in curriculum and instruction. Many students struggle in middle school and high school because of their lack of understanding of basic fraction concepts. To help all students be successful, educators need to relearn fractions! In this virtual, self-paced mini-course, we will unpack the definition of a fraction and think about how powerful understanding fractions and how they are built out of unit fractions can be for teachers and their students. Participants in this course will have the opportunity to: Learn about fraction concepts Think about the standards and progression of learning in 1st through 5th grades that leads students to math success Do math in order to uncover important ideas Analyze student thinking of the important fraction concepts. This course would be fabulous to build fraction content knowledge of teachers, instructional coaches, math specialists, and leaders of professional learning. The focus of the course will be on fraction concepts in elementary grades 1 through 5. This course will run from October 15 to November 26. It will consist of 4 units (4 weeks) and can be completed over the 6 week window. A certificate for 12 hours of professional learning will be given for successful completion of the course.
Register Here! CORE CONNECTIONS| 15
New ELA MiniAssessments Springtime Poetry Pair Grade 4 Includes two poems, twelve textdependent questions, one constructedresponse writing prompt, and explanatory information for teachers regarding alignment to the CCSS.
Esperanza Rising Grade 5 Includes an excerpt from the novel Esperanza Rising, ten text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS.
Natural Resource Grade 6 Includes two nonfiction texts and 12 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.
Boston Massacre Grade 7 Includes two nonfiction texts, including an excerpt from Nathaniel Hawthorne, twelve text-dependent questions (including one optional constructedresponse prompt for students), and explanatory information for teachers regarding alignment to the CCSS.
CORE CONNECTIONS| Â 16
NEW RESOURCES ON ACHIEVE THE CORE New Modeling Section on the Coherence Map Did you know that the extended Coherence Map contains a new section dedicated to Modeling? The new modeling section is in the High School part of the Coherence Map since modeling is a Conceptual Category in high school, however, the section is helpful for anyone across grades who wants to learn more about modeling. In this section, you can deepen your understanding of modeling, view a video of Jason Zimba talking about the topic, and see high school modeling tasks. More tasks will also be added soon!
It takes a big heart to help shape little minds. - UNKNOWN
CORE CONNECTIONS| 17
NEW RESOURCES FROM OUR PARTNERS It’s a new school year and an opportunity to discover new resources and learn new things! Check out some of these resources we’ve curated from our partners.
1
2
3
GRADUATING READY: HIGH SCHOOL DATA EXPLORERS
ANET BLOG: LEARNING TOGETHER
MATERIALS MATTER INFOGRAPHIC
FROM ANET
FROM EDREPORTS
FROM ACHIEVE This tool is a must-visit for anyone wondering “Are the students in my state actually receiving an education that prepares them for college and their careers?” This Data explorer will help you compare graduation requirements and assessments by state, and explains where gaps exist between graduation requirements and postsecondary admissions. CORE CONNECTIONS| 18
This is a wonderful blog that blends case studies with practical strategies for educators and school leaders.
This beautiful infographic can help you review the facts about the influence of instructional materials on students. It will help you make the case for change!
4
5
6
THE OPPORTUNITY MYTH ACTION GUIDE FOR TEACHERS
LESSONS FROM THE FIELD
TEACHER ADVISOR WITH WATSON
FROM ANET
FROM IBM EDUCATION
FROM TNTP The Opportunity Myth report illustrated how far we have to go to ensure equitable education for all students. Each year, students graduate from high school believing they’ve been prepared for the next step in their education or careers only to find they aren’t ready. This Action Guide names four recommendations for classroom teachers to help them start to dismantle the opportunity myth.
Looking for open educational resources to support all facets of the education system? ANet is a leader in helping schools reach their goals for student achievement. They’ve created OER resources in the following categories: Connect Standards to Instruction Harness Data and Student Work Commit to a Priority Promote a Culture of Adult Learning Empower Your Team
If you know you’ll need to supplement and adapt your math curriculum this year, Teacher Advisor is a wonderful resource. It’s a curated collection of K-8 classroom resources. The platform is powered by IBM’s Watson, so you’ll get highly targeted and accurate support for every query you enter. Great for lesson planning as well as professional learning!
Spotlight: Resources from the English Learners Success Forum EDUCATOR RESOURCE PAGE If you teach English Language Learners (ELLs), don’t miss this great collection of free resources and strategy sheets. You’re sure to find something you can implement right away!
TAKING THE PULSE Does your current curriculum include the right supports for English Language Learners to fully engage with grade-level content? This list of questions will help you identify the strengths and weaknesses of your curriculum when it comes to supporting ELLs.
CORE CONNECTIONS| 19
7
8
9
THE PATH TO INSTRUCTIONAL EXCELLENCE AND EQUITABLE OUTCOMES
CURRICULUM SUPPORT GUIDE
5 WAYS TEACHERS CAN ADVOCATE FOR BETTER MATERIALS
FROM LEARNING FORWARD D.C.’s LEAP program helps teachers become experts at teaching high-quality, standards-aligned content so that every student experiences rigorous and engaging instruction every day. This paper explores District of Columbia Public Schools’ innovative approach to supporting teaching instruction, called Learning Together to Advance our Practice, or LEAP.
CORE CONNECTIONS| 20
FROM INSTRUCTION PARTNERS Identifying a strong, standards-aligned curriculum is only the first step if your end goal is student success. The Curriculum Support Guide walks decision makers through the process of selecting, launching, and implementing (teaching and learning about) a new curriculum.
FROM EDREPORTS Every educator can influence curricular decisions. Here are some “first steps” you can aim for this year.
our y t mi a Sub er for in w ans e to w ! nc ard cha gift c ) re 25 a $ ck he (cli
QUARTERLY QUESTION
What do the terms diversity, inclusion, & equity mean to you as an educator, and how are they reflected in your classroom?
CORE CONNECTIONS| Â 21
CORE ADVOCATE PERSPECTIVE
Early Literacy by the Numbers 3 Ways to Provide Equitable Foundational Skills Instruction for ALL Learners By Adrianne Robinson Sublett
Why is early literacy instruction important and how can educators promote instructional equity? Equitable foundational skills instruction is an important lever that affords educators opportunities to provide our youngest learners with the tools needed to be successful as they embark on their respective journeys for college and career readiness. 30 million, three, forty-five, forty-four, and twenty-four are numbers that all relate to some of the research, theory, and practice of early literacy instruction.
CORE CONNECTIONS| 22
Why is early literacy instruction important and how can educators promote instructional equity? 1. Provide daily foundational skills instruction. In “The Early Catastrophe: The 30 Million Word Gap by Age 3," researchers Betty Hart and Todd Risley (2003) determined that a 30 million word gap existed between students from high-income families and students from low-income families because of exposure to more skills and experiences. As a result, there are lasting effects on a child’s performance later in life.
"Reflect and seek opportunities to grow in your practice as you empower your students through the gift of literacy." -ADRIANNE ROBINSON SUBLETT
How can this gap be decreased in a school setting? Follow a research-based scope and sequence of explicit instruction for at least 45 minutes daily. The Foundational Skills Guidance Document from Student Achievement Partners outlines essential instructional components to teach early reading skills. Some educators need access to an effective curriculum to support this work. There are a number of open source curricula available if you need access to one. EdReports.org is a great starting point if you are looking for a curriculum.
3. Sharpen your skills. In 2012, Harvard posted a memo that spoke to the duality of literacy instruction through both skills and knowledge-based competencies. With adequate instruction, skills-based competencies are mastered by grade 3. Where can educators go for additional support with understanding this work?
It is crucial that every early literacy teacher and observer have a solid personal understanding of effective foundational skills instruction to provide the best support for ALL students. The Foundational Skills Mini Course builds content 2. Perfect practice makes perfect. knowledge for teachers and those who support There are 44 phonemes, or units of sound, in the teachers. Educators who support teachers English language that comprises all of the words should utilize tools that ensure effective standards-based instructional practices. The that are spoken or read. Foundational Skills Observation Tool provides a process for engaging in meaningful What can educators do to support students conversations to both build teacher capacity with understanding how these phonemes and improve student outcomes. translate into words? Provide frequent opportunities for students to practice the acquired foundational skills through a variety of ways both in context through decodables or controlled texts and out of context. Regularly assess student understanding of the skills and clear up misconceptions directly to a student, small group, or entire class. Student Achievement Partners has a Foundational Skills Assessment Protocol that includes ways to assess student progress.
We have 24 hours in a day to plan, teach, monitor, and adjust instruction to support our students with reading (decoding) and writing (encoding.) Reflect and seek opportunities to grow in your practice as you empower your students through the gift of literacy.
Written by Core Advocate Adrianne Sublett
CORE CONNECTIONS| Â 23
Submit a Core Advocate Perspective Article! uld be o c u o Y azine a mag ! author
Do you have an idea for a magazine article topic? We are looking for Core Advocates to submit article ideas they would like to write about to be featured in an upcoming edition of the Core Connections magazine! Articles should reflect the magazine's theme of Excellence and Equity in the Classroom.
Email your idea for a Core Advocate Perspective article to Jennie Beltramini at jbeltramini@studentsachieve.net CORE CONNECTIONS| Â 24
What Does Being a Core Advocate Mean to You?
We asked, and you answered! Take a look at what being a Core Advocate means to these educators. Do you have a story to tell? We’d love for you to share it with us via Twitter! Use #coreadvocates and make sure to tag @achievethecore! Or submit via this form.
CORE CONNECTIONS| Â 25
Congratulations to the following Core Advocates: Leslie Catano from Carlsbad, New Mexico She earned an Education Administration Certification from Eastern New Mexico University Dr. Christina Lutz-Doemling from Catasauqua, PA (@DoemlingC) She received the Lehigh University 2019 Excellence in Educational Leadership Award in recognition of extraordinary commitment and support for improved preparation of school administrators. Pamela Sed from Elllenwood, GA (@Pamseda1) She was promoted to Math Coordinator in a neighboring district. Ana Filomia from Lancaster, Ca (@AnaFilomia) She was voted teacher of the year for Sierra Elementary School for 2018-2019. Anthony Lawson from Denver, CO (@principallawson) He accepted his dream job to be the Regional Director of Mathematics for KIPP Colorado. Jenna Parker from Wilmington, NC (@principallawson) She won Teacher of the Year at Anderson elementary school. Shruti Raman from Titusville, FL (@SRamanteach) She finished her Master's in Ed. Leadership and won the FCTM Tom Denmark Teacher Enhancement Grant to attend FCTM.
re to Click he ur o share y ns! tio celebra
Altamese Larkins from Atlanta, GA (@ALarkinsNBCT) She renewed her National Board Certification.
CORE CONNECTIONS| Â 26
If you're planning for a year, sow rice; if you're planning for a decade plant trees; if you're planning for a lifetime, educate people - CHINESE PROVERB
CORE CONNECTIONS| 27
SCREENCASTIFY: THE FREE DIGITAL TOOL YOU DIDN’T KNOW YOU NEEDED! by Chris Kalmbach, @ChrisKalmbach
Screencastify is an easy way to provide short professional development tidbits. One of my goals in 2018-2019 was to send a regular screencast featuring some aspect of our new math curriculum. I prepared a short slideshow and then record myself as I unpacked certain key features of the curriculum for teachers. I tried to keep my screencast short between a minute and a half and three minutes, though sometimes the screencast would run longer. This format provided teachers with information they could use right away while at the same time giving them something they could listen to in the background while they worked on other things. Teachers could relisten to the screencast if they needed to and I also provided the slideshow in the email I sent the screencast in as well so they could take more time with the information if they needed to. Aside from communicating with colleagues, I’ve also used Screencastify in working with students while diagnosing conceptual or skill gaps in math. While working through problems on my laptop, I recorded my conversation with students using Screencastify. In doing so I was able to share our conversation with the student’s teacher via the screencast and call attention to specific points in the recording that signified areas of concern and areas of strength. CORE CONNECTIONS| 28
I was then able to use the video evidence to help the teacher design an appropriate intervention to meet the student’s needs. Screencastify is a tool that could easily be used across the school day regardless of grade level or content. Some ideas I’ve seen from my colleagues include: Teachers record sub plans and notes for subs regarding classroom routines, schedules, etc. Teachers screencast lessons, directions, or content for students to watch and respond to. Teachers provide lessons and classwork to students who are out of school for an extended period of time. Students create a slideshow as part of a research project and recording the presentation. Students record their developing thinking of a problem the class is working on and share their recordings with their classmates. Students explain their solution strategies for a particular problem (think Khan Academy, but with student-generated strategies instead). Students create a book report using three pictures, drawings, images that best represent the beginning, middle, and end of the book and record their book report. Students record their reading of a passage and the teacher is able to use the recording to check reading fluency. Students use Screencastify to share their developing thoughts, opinions, etc. regarding a class topic. Coaches provide PD through short (2 - 5 min.) recordings of slideshows.
(continued) Screencastify is a powerful tool for deepening learning because it allows for equity of voice and empowers students to share their creations with the world around them. You can learn more by going to Screencastify.com, or simply add it to your Chrome browser by going to the Chrome Web Store and searching for “Screencastify.” Be sure to share your ideas for using Screencastify with us on Twitter and make sure you use #CoreAdvocates and @achievethecore to tag your tweet!
!EROM NRAEL
Record ▸ Desktop, browser tab, or webcam capture ▸ Narrate with your microphone’s audio ▸ Customize your resolution and FPS ▸ Embed your webcam into the screencast Edit ▸ Annotate your screen with a pen tool ▸ Focus a spotlight on your mouse
DIGITAL AMBASSADOR
Share ▸ Videos automatically save to Google Drive ▸ Publish directly to YouTube ▸ Save and manage videos locally
CORE CONNECTIONS| 29
DIGITAL AMBASSADOR PROGRAM # c o r e a d v o c a t e s
We here at Student Achievement Partners are excited to open applications for the third cohort of the Digital Ambassador Program. Becoming a participant for this committee provides you with the opportunity to share your expertise and collaborate with other Core Advocates across the nation. CLICK HERE TO LEARN MORE & APPLY TODAY! CORE CONNECTIONS| Â 30
What We're Reading 01
Doing the Math. What it Really Takes to Build a Highly Expert Cadre of Mathematics Teachers -- Grace Tatter Usable Knowledge
02
Is Round Robin Reading Really that Bad? -- Timothy Shanahan, Shanahan on Literacy
03
A Case Study in Equity through Untracking Students --Michelle Higgins, Teaching Tolerance
04
Influential Reading Group Makes It Clear: Students Need Systematic, Explicit Phonics -- Stephen Sawchuk, EdWeek
05
PHOTOS: Where The Kids Across Town Grow Up With Very Different Schools --NPR
06
Unpacking Your Why Robert Barry, NCTM CORE CONNECTIONS| Â 31