Wednesday, October 6, 2010
Friday, October 1, 2010
Recently Reviewed by NSTA (National Science Teachers Association)
Walch Education title "Hands-On Science: Introduction to Biotechnology" was recently reviewed by Professor Susan Behrens for the National Science Teachers Association:
Read the full review here.
To purchase the title, visit walcheducation.com. Also, browse through Walch Education's entire Hands-On Physical Science series and download a free "Teachable Moment" pdf here.
Monday, August 2, 2010
The Frustrating Reality of Test Scores
Yesterday's New York Times had an article on plummeting test scores in New York City. The state has recalibrated and made tougher its expectations on state English and math exams. As you might expect, the results have been dramatic. Schools in New York City that were flying high saw their passing rates plunge. Not a pretty picture.
Teachers and principals interviewed for the article put a game face on the situation, and what else can they do? Any school looking for state or Federal funds has to play according to state or Federal rules, which means measuring results on test scores and pass rates. Of course, one of the many challenges of this dynamic comes in situations like these, when those measurements change and schools and districts scramble to face a new reality.
One solution, as discussed in a recent Time cover story, The Case Against Summer Vacation, is to do away with the notion that public schooling is a nine-month affair. In this scenario, June, July, and August are culprits in the unintended crime of helping students to forget, during the summer months, much of what they learned the previous year. Keep 'em in school year-round, this argument goes, since we don't need them out in the fields helping with the farm anymore (the original logic behind a September-June school year).
Perhaps the answer is indeed more summer school, or versions of summer school. But as another New York Times article notes, "The scoring adjustment could raise questions about the precision of educational testing." In a word, precisely. Let's use as a baseline the assumption that there are many components to improving success in public schools. Better materials that reflect specific student populations, smaller class sizes, improved teacher pay, more coordination and sharing among educators -- the list can grow, but it's hard to argue with the basics.
Living (and sometimes dying) by the score, however, can be a hazard. It's a natural human desire to look for some objective measurement against which we can compare ourselves to one another. That makes sense in sports, in science, and in other fields. But in education, the variables are so many, and they so deeply depend on the human response under varying conditions, that a strict numerical assessment can be limiting.
Especially when Those On High alter the rules by which the assessments are made. That's what happened in New York, and it regularly occurs across America. If there is a lesson or a moral to be derived from all of this, it's that there is no sure, single solution to educational progress. Students need many approaches, many avenues to success. What works for one often doesn't work for the next. And measuring success is rarely as easy as pointing to a test score.
Teachers and principals interviewed for the article put a game face on the situation, and what else can they do? Any school looking for state or Federal funds has to play according to state or Federal rules, which means measuring results on test scores and pass rates. Of course, one of the many challenges of this dynamic comes in situations like these, when those measurements change and schools and districts scramble to face a new reality.
One solution, as discussed in a recent Time cover story, The Case Against Summer Vacation, is to do away with the notion that public schooling is a nine-month affair. In this scenario, June, July, and August are culprits in the unintended crime of helping students to forget, during the summer months, much of what they learned the previous year. Keep 'em in school year-round, this argument goes, since we don't need them out in the fields helping with the farm anymore (the original logic behind a September-June school year).
Perhaps the answer is indeed more summer school, or versions of summer school. But as another New York Times article notes, "The scoring adjustment could raise questions about the precision of educational testing." In a word, precisely. Let's use as a baseline the assumption that there are many components to improving success in public schools. Better materials that reflect specific student populations, smaller class sizes, improved teacher pay, more coordination and sharing among educators -- the list can grow, but it's hard to argue with the basics.
Living (and sometimes dying) by the score, however, can be a hazard. It's a natural human desire to look for some objective measurement against which we can compare ourselves to one another. That makes sense in sports, in science, and in other fields. But in education, the variables are so many, and they so deeply depend on the human response under varying conditions, that a strict numerical assessment can be limiting.
Especially when Those On High alter the rules by which the assessments are made. That's what happened in New York, and it regularly occurs across America. If there is a lesson or a moral to be derived from all of this, it's that there is no sure, single solution to educational progress. Students need many approaches, many avenues to success. What works for one often doesn't work for the next. And measuring success is rarely as easy as pointing to a test score.
Monday, July 12, 2010
Thinking about dropouts
Here in Portland, Maine, where Walch Education is headquartered, we have a new superintendent for our school system, Dr. Jim Morse. One of the interesting things about Dr. Morse is that, as a child, he attended Portland High School -- and he dropped out of PHS for much of his junior year. Obviously, he worked his way back into the system, thence into a career in education, until today he runs the state's largest school department.
But the dropout issue is one that Dr. Morse understands all too well. Currently, the city's three high schools graduate about 78% of their students, a figure slightly better than the recent national average. Another way to look at it: according to the America’s Promise Alliance, U.S. high schools lose close to 1.3 million students every year. By now, we're all far too aware of the importance of a high-school education (not to mention a college degree), so those numbers represent a huge loss for our country and individuals involved.
What to do? Here's one place to learn more: Clemson University hosts the National Dropout Prevention Center which, at this link, showcases 15 strategies for increasing graduation rates: http://dle-mediasite-hehd.clemson.edu/Mediasite/Viewer/?peid=1d84b884-4d32-41e9-b761-64878271fd38.
From Walch Education's perspective, we get involved, obviously, at the curriculum level. And it's interesting to see, from the NDPC's web site, the importance of active learning. Much of the language from this site is virtually identical to what we've been saying for years:
"Research has shown that not everyone learns in the same way. Some of us are visual learners that need to see to understand; while others need to hear or verbalize information. Others are hands-on, kinesthetic learners. Some learners prefer to work alone, while some like to teach each other in small groups. Some need time to quietly reflect, while others need to move and be active. Teachers know that they need to use a variety of activities to meet the learning styles of their students."
The site goes on to discuss cooperative learning, project-based learning, and other strategies that we likewise champion. It's important to note that these strategies are not useful solely to prevent students from dropping out. Rather, they're an approach that assumes that a one-size-fits-all style of educating doesn't do anyone any good. Students are as different and unique as the adults they grow into being. Similarly, how we teach them should be unique to each student.
Many of our programs, such as our Academic Support Programs, or our Expeditions series, or our Real Life series, do just that. They give the educator a variety of ways to instruct, and students a variety of ways to engage the content. No one single program or approach will lower dropout rates, but there are ways to help to turn classrooms into environments that students will want to return to, next week, next month, and next year.
But the dropout issue is one that Dr. Morse understands all too well. Currently, the city's three high schools graduate about 78% of their students, a figure slightly better than the recent national average. Another way to look at it: according to the America’s Promise Alliance, U.S. high schools lose close to 1.3 million students every year. By now, we're all far too aware of the importance of a high-school education (not to mention a college degree), so those numbers represent a huge loss for our country and individuals involved.
What to do? Here's one place to learn more: Clemson University hosts the National Dropout Prevention Center which, at this link, showcases 15 strategies for increasing graduation rates: http://dle-mediasite-hehd.clemson.edu/Mediasite/Viewer/?peid=1d84b884-4d32-41e9-b761-64878271fd38.
From Walch Education's perspective, we get involved, obviously, at the curriculum level. And it's interesting to see, from the NDPC's web site, the importance of active learning. Much of the language from this site is virtually identical to what we've been saying for years:
"Research has shown that not everyone learns in the same way. Some of us are visual learners that need to see to understand; while others need to hear or verbalize information. Others are hands-on, kinesthetic learners. Some learners prefer to work alone, while some like to teach each other in small groups. Some need time to quietly reflect, while others need to move and be active. Teachers know that they need to use a variety of activities to meet the learning styles of their students."
The site goes on to discuss cooperative learning, project-based learning, and other strategies that we likewise champion. It's important to note that these strategies are not useful solely to prevent students from dropping out. Rather, they're an approach that assumes that a one-size-fits-all style of educating doesn't do anyone any good. Students are as different and unique as the adults they grow into being. Similarly, how we teach them should be unique to each student.
Many of our programs, such as our Academic Support Programs, or our Expeditions series, or our Real Life series, do just that. They give the educator a variety of ways to instruct, and students a variety of ways to engage the content. No one single program or approach will lower dropout rates, but there are ways to help to turn classrooms into environments that students will want to return to, next week, next month, and next year.
Monday, June 28, 2010
Summertime, and the schoolin' ain't easy...
Interesting article in today's Washington Post on new ways of looking at summer school. 1 in 4 American students attends a "summer learning program." But there's a still a great stigma attached to summer school, and it isn't just from the students' perspective, either. Parents are often loathe to send their kids back to school over the summer, reasoning that June-July-August is a time for relaxation, for getting away from school, etc. etc.
As the article points out, summer school takes many forms, and is not necessarily a remedial environment. Many summer school programs are enriching, offering students curriculum choices unavailable during the academic year.
But it's more serious than that. "Summer learning loss" is a real problem -- students who arrive back in classrooms in September having forgotten far too much from the previous year. For teachers, that means that the new year doesn't necessarily pick up where the old one left off. Rather, there is often too much time spent reviewing what summer vacation erased.
Many Walch programs and materials are specifically designed for use during summer school. We've long recognized that learning is a flexible concept; it doesn't magically begin when the first leaves fall or end when the yellow buses pull away. Increasingly, we're seeing school districts across the country extend and broaden their academic calendars, to provide alternatives for students who simply need more.
As the article points out, summer school takes many forms, and is not necessarily a remedial environment. Many summer school programs are enriching, offering students curriculum choices unavailable during the academic year.
But it's more serious than that. "Summer learning loss" is a real problem -- students who arrive back in classrooms in September having forgotten far too much from the previous year. For teachers, that means that the new year doesn't necessarily pick up where the old one left off. Rather, there is often too much time spent reviewing what summer vacation erased.
Many Walch programs and materials are specifically designed for use during summer school. We've long recognized that learning is a flexible concept; it doesn't magically begin when the first leaves fall or end when the yellow buses pull away. Increasingly, we're seeing school districts across the country extend and broaden their academic calendars, to provide alternatives for students who simply need more.
Friday, June 25, 2010
A new way of approaching Accuplacer
If you're a high school senior, then you're likely aware of, or will soon be aware of, the Accuplacer test. The College Board administers the tests, usually given to seniors or incoming college freshman. The Accuplacer, in math, reading, or English, helps academic advisers and counselors place college freshmen in the appropriate courses.Many students find out, after taking the Accuplacer exams, that they need (non-credit) remedial courses in college. It's to everyone's advantage if those students can instead take the classes in high school that help them to catch up, rather than in college. So more and more schools are now giving the Accuplacers in (high school) junior year, so that any remedial work can happen in 12th grade.
We've just entered the Accuplacer universe with a new set of six units of math instruction we're developing. The units will be administered in junior or senior year, and students can then do any necessary remedial work before they hit college.
Here's the cool part: these six units aren't a book. They aren't a PowerPoint. They're digital instruction that will be delivered via iTunes U, the Apple-developed curriculum program, downloadable right onto an iPhone or iPad. We're piloting them here in the state of Maine, and iTunes U will make them available free of charge to Maine teachers.
Using the digital technology, students will be be able to work through math problems and, depending on their answer, get directed on-screen to resources that help them tackle and resolve any particular issues.
We're developing this program in partnership with the Maine International Center for Digital Learning, through a grant funded by the Davis Family Foundation. As part of our development work, we recently conducted a focus group with Maine educators currently administering the Accuplacer (that photo was taken at our focus group session). Plans are to have a working pilot by this winter, make refinements to it in the spring, and have it available as instructional material for the 2011-2012 school year.
Monday, June 21, 2010
A day at Poland Spring (Academy)
For many years, Walch Education has been a fan and supporter of Poland Spring Academy (PSA). They're located in the town of Poland Spring, Maine, about 45 minutes or so northwest of Portland. Yes, that's the same town that gave rise to the "Poland Spring" brand of bottled water.PSA is a small private school, focused on providing an individualized education to each member sof its student body. They offer many different programs to accommodate different lifestyles and educational requirements. They refer to it as "Individualized Learning At Its Best."
A couple of weeks ago, we accepted PSA's offer to visit the school and observe their graduation exercises. Upon arrival, we were greeted warmly by PSA parents, students, and staff, and we quickly felt at home. It was clear that this was a place where everybody was invested in the common purpose of supporting and nurturing students.
The graduation ceremony itself was highly inclusive, personalized, and student focused, and it reinforced our satisfaction at supporting this fine school through the years. In our business, we have the opportunity to see close at hand many hard working, dedicated educators and administrators. They work conscientiously all year long, often in very challenging circumstances. But year after year, in school after school, teachers do manage to inspire and educate their students, and prepare tomorrow's leaders. It's a delight for us to say that PSA’s staff ranks at the top of the list.
Monday, June 7, 2010
A Novice Teacher
What an eye opener it was. I was invited to a local middle school to teach seventh graders about Financial Literacy, Decision Making and Careers (courtesy of Junior Achievement). After 12 forty minute periods, I came away with even more respect for good teachers, a lot of appreciation for how sophisticated today’s teenagers are and an appreciation for the substance of many of the things educators say every day.
I prepared before each class, using the teacher’s guide I was given, sorting out and playing with the manipulatives and, at the beginning, writing my own personal “script”. I soon found out, however, that a script doesn't take you very far, esp. in a roomful of adolescents.
Some of the things I learned:
* There is no substitute for personal connection to and facility with the material. It allows you to respond to and interact with the ebb and flow of the classroom, bring the discussion back around to whatever your objective is and build on students’ curiosity even when it’s peripheral to the main topic
* Wow, do these kids need a hands-on, diverse, active, engaging approach! They are easily distracted and quite varied (intellectually, socially, knowledge-wise, etc). They are natural multi-taskers. Recently the head of Math for a large district in MD observed the following in an email to me: “The traditional class structure in which the teacher does most of the talking and the students just sit and listen and do practice problems for a whole class period (day in and day out) is not effective for a large number of students.” Boy, do I get it!
* Each class is a such a small part of a student’s day, and mind share, that it’s a real challenge to reach beyond the 4 walls and 40 minutes you share. I was humbled, and flattered, when I ran in to one of my students’ parents at a ball game. When I mentioned that her boy was in one of my classes she remarked that he had been talking about financial literacy around the dinner table and had been wondering where he was picking it up. What a great feeling. In a very small way, I can begin to appreciate what keeps so many of our great teachers coming back year after year.
My final observation is that this experience reinforced to me the wisdom of hiring teachers at Walch. At least half of our product development and partnership team has experience in the classroom- there's no substitute.
I prepared before each class, using the teacher’s guide I was given, sorting out and playing with the manipulatives and, at the beginning, writing my own personal “script”. I soon found out, however, that a script doesn't take you very far, esp. in a roomful of adolescents.
Some of the things I learned:
* There is no substitute for personal connection to and facility with the material. It allows you to respond to and interact with the ebb and flow of the classroom, bring the discussion back around to whatever your objective is and build on students’ curiosity even when it’s peripheral to the main topic
* Wow, do these kids need a hands-on, diverse, active, engaging approach! They are easily distracted and quite varied (intellectually, socially, knowledge-wise, etc). They are natural multi-taskers. Recently the head of Math for a large district in MD observed the following in an email to me: “The traditional class structure in which the teacher does most of the talking and the students just sit and listen and do practice problems for a whole class period (day in and day out) is not effective for a large number of students.” Boy, do I get it!
* Each class is a such a small part of a student’s day, and mind share, that it’s a real challenge to reach beyond the 4 walls and 40 minutes you share. I was humbled, and flattered, when I ran in to one of my students’ parents at a ball game. When I mentioned that her boy was in one of my classes she remarked that he had been talking about financial literacy around the dinner table and had been wondering where he was picking it up. What a great feeling. In a very small way, I can begin to appreciate what keeps so many of our great teachers coming back year after year.
My final observation is that this experience reinforced to me the wisdom of hiring teachers at Walch. At least half of our product development and partnership team has experience in the classroom- there's no substitute.
Monday, May 24, 2010
Reading the tea leaves on state standards
If you look at Texas, based on Friday's vote to approve a controversial new social studies curriculum, you'd conclude that states are reaffirming their right to make their own judgments and decisions, even when there is enormous pressure to do otherwise. But if you look at Massachusetts, you'd conclude that states (or at least this one) might be giving up some "local control."
That's one of the ways to interpret the news out of Massachusetts. The story there is that state education officials are looking seriously at a proposal to do away with standards in English and math (the "MCAS" exams) and replace them with standards developed across many states -- or perhaps even to-be-crafted national standards: http://www.boston.com/news/education/k_12/mcas/articles/2010/05/20/education_officials_may_scrap_mcas_test/
So is there a single way the wind is blowing, or are there multiple crosswinds? Perhaps the primary conclusion is that the standards issue is in flux and will remain so for the foreseeable future. Even in Texas, where the curriculum vote is binding for the next decade? Yes, even in Texas. If a new (i.e. Democrat) governor is elected in November, the curriculum issue could theoretically be brought up again before the state Board of Education.
And in Massachusetts, while some are already bemoaning what is seen as a possible retreat from rigorous state standards, it's clear that there are many potential outcomes, including multi-state standards, national standards, or some version of state standards cobbled together with them. Naturally, money is at the root of some of this: Massachusetts, like some other states, may have lost out on early Federal "Race to the Top" funding because of a perception that state officials didn't want to water down stringent local standards. Now, perhaps, that position is being rethought.
It's the educator in the classroom who faces the greatest challenge in the long run. She or he still has to teach those twenty-five-or-so students every day AND ensure that what is being taught meets the (sometimes rapidly changing) standards. It's just one of the reasons why our customized materials are striking such a chord with district decision-makers. Because we can develop and produce new content quickly, customized Walch programs can meet new standards and easily be re-fashioned if the standards alter.
That's one of the ways to interpret the news out of Massachusetts. The story there is that state education officials are looking seriously at a proposal to do away with standards in English and math (the "MCAS" exams) and replace them with standards developed across many states -- or perhaps even to-be-crafted national standards: http://www.boston.com/news/education/k_12/mcas/articles/2010/05/20/education_officials_may_scrap_mcas_test/
So is there a single way the wind is blowing, or are there multiple crosswinds? Perhaps the primary conclusion is that the standards issue is in flux and will remain so for the foreseeable future. Even in Texas, where the curriculum vote is binding for the next decade? Yes, even in Texas. If a new (i.e. Democrat) governor is elected in November, the curriculum issue could theoretically be brought up again before the state Board of Education.
And in Massachusetts, while some are already bemoaning what is seen as a possible retreat from rigorous state standards, it's clear that there are many potential outcomes, including multi-state standards, national standards, or some version of state standards cobbled together with them. Naturally, money is at the root of some of this: Massachusetts, like some other states, may have lost out on early Federal "Race to the Top" funding because of a perception that state officials didn't want to water down stringent local standards. Now, perhaps, that position is being rethought.
It's the educator in the classroom who faces the greatest challenge in the long run. She or he still has to teach those twenty-five-or-so students every day AND ensure that what is being taught meets the (sometimes rapidly changing) standards. It's just one of the reasons why our customized materials are striking such a chord with district decision-makers. Because we can develop and produce new content quickly, customized Walch programs can meet new standards and easily be re-fashioned if the standards alter.
Friday, May 14, 2010
On beyond books
It's easy to beat up on PowerPoint. We've all sat through more than our fair share of presentations featuring that ubiquitous Microsoft application, bullet after bullet, screen after screen. The New York Times even recently had an article about how PowerPoint has become an obessive time-devourer within the U.S. Army.But one of the reasons PowerPoint is so universal is because sometimes it really does the trick. That was the case in a Maryland district that wanted to use a PowerPoint presentation to supplement their regular Algebra program. Working with the district, we developed 100 Lesson Starters for Algebra I, and it's now available in both a Maryland and a national version.
The "book" is a 100-slide PowerPoint program (it comes on a disc, easy to install, just insert it into a computer). Each slide has an image showing something students can identify with: a mall, a concert, a swim meet. And below each image is a basic Algebra problem that relates to that place or event. Teachers can use one or more of these screens every day to introduce Algebra in a more friendly format for students. [The speaker notes for each slide give suggestions for how to use the material, what student responses might be, and more.] Most students are familiar with PowerPoint -- they often use it themselves in class presentations. Makes sense to employ the same format to teach. We're not suggesting that PowerPoint can (or will) replace books or other educational media. But here's a case where it works well as a supplementary aid in the teacher's toolkit.
Turning the world upside down
Since 1927, Walch Education (known back then as J. Weston Walch) had published supplemental books, primarily for middle and high schools following a tried-and-true publishing process. Generate ideas internally for a number of book ideas, winnow them down (using any one of a number of filters), and then write and publish the books. And then hope/trust/pray that any market research done in advance was accurate, and that the books would appeal to teachers.
In the last few years, we've been quietly turning that world upside down. The costs and the risks are simply too high to continue tossing books towards schools and waiting for a response. Plus, educators have increasingly specific needs for the classroom, and increasingly demanding state and Federal standards to meet.
In states throughout America, we're now several years into a new system that starts with a novel premise: ask the educators what they need. We first talk to administrators and teachers in key districts and find out from them where there are holes to be plugged, skills that are not being taught or learned properly, standards -- and students -- that are slipping through the cracks. We then take those needs and build them into curricula that fit that particular state's standards and testing expectations. And we have them partner with us throughout the development process, reviewing and improving our materials.
The result: when we deliver a program to a given district, or school, or teacher, it has already been designed and vetted so that it successfully meets unique needs. Our operating mantra is "one size does not fit all." Students are unique, schools are unique, districts are unique, states are unique -- and they all deserve materials that teach uniquely. When we get feedback from teachers in the field, they tell us that our custom programs are unlike anything they've experienced before. For many of these teachers, it's the first time they've worked with materials that were designed with local input.
We think this is the direction all educational publishing is heading towards. And we're just excited to be one of the pioneers.
In the last few years, we've been quietly turning that world upside down. The costs and the risks are simply too high to continue tossing books towards schools and waiting for a response. Plus, educators have increasingly specific needs for the classroom, and increasingly demanding state and Federal standards to meet.
In states throughout America, we're now several years into a new system that starts with a novel premise: ask the educators what they need. We first talk to administrators and teachers in key districts and find out from them where there are holes to be plugged, skills that are not being taught or learned properly, standards -- and students -- that are slipping through the cracks. We then take those needs and build them into curricula that fit that particular state's standards and testing expectations. And we have them partner with us throughout the development process, reviewing and improving our materials.
The result: when we deliver a program to a given district, or school, or teacher, it has already been designed and vetted so that it successfully meets unique needs. Our operating mantra is "one size does not fit all." Students are unique, schools are unique, districts are unique, states are unique -- and they all deserve materials that teach uniquely. When we get feedback from teachers in the field, they tell us that our custom programs are unlike anything they've experienced before. For many of these teachers, it's the first time they've worked with materials that were designed with local input.
We think this is the direction all educational publishing is heading towards. And we're just excited to be one of the pioneers.
Monday, March 29, 2010
The Gift of Books in Portland, Maine
Portland (Maine) is our hometown -- Walch Education was founded back in 1927 by a Portland High teacher, J. Weston Walch. So whenever we can give back to this city that has nourished and supported us for so many years, it's an honor.
Recently, we contacted Portland's School Department (http://www.portlandschools.org/) to arrange donations of books from our warehouse. Given the state of school finances these days, we knew that our materials would be appreciated. The reality is, fewer and fewer teachers are able to make purchases on behalf of their classrooms.
Most recently, we haqve donated books to Peter McCormack at the West School, a school in Portland serving students with special needs. And we've donated books to Steve Nolan, principal of Lincoln Middle School. (The picture here shows McCormack, on the right, accepting books from John Spritz, Walch Education's Direcrtor of Marketing.) It's a great opportunity for us to connect to the schools around us and the extraordinary work they do day in and day out.
Recently, we contacted Portland's School Department (http://www.portlandschools.org/) to arrange donations of books from our warehouse. Given the state of school finances these days, we knew that our materials would be appreciated. The reality is, fewer and fewer teachers are able to make purchases on behalf of their classrooms.
Most recently, we haqve donated books to Peter McCormack at the West School, a school in Portland serving students with special needs. And we've donated books to Steve Nolan, principal of Lincoln Middle School. (The picture here shows McCormack, on the right, accepting books from John Spritz, Walch Education's Direcrtor of Marketing.) It's a great opportunity for us to connect to the schools around us and the extraordinary work they do day in and day out.
Wednesday, February 17, 2010
Name Change Alert!
Concurrent with the addition of a new title to our Critical Literacy series (Comparative Reading), we've changed the series title from Critical Literacy to Adolescent Literacy.
We change series titles infrequently, so this deserves a little explanation. All too often, "literacy" is thought of as pertaining almost exclusively to the K-3 or maybe K-5 world. You're taught reading when you're young and then...you're on your own. The reality is that literacy needs continue right up through middle school, in other words, through adolescence. And adolescent literacy has come to be seen as important in its own right: the reinforcement of literacy concepts and approaches while students are working their way through middle school. So we now have three titles in our Adolescent Literacy series: Figurative Language, Making Inferences, and Comparative Reading. This newest title, by the way, gives students ways to analyze and compare different texts and their elements. Topics include "Mostly the Same or Mostly Different?", "Dear Editor,", and "Same Place, Different Map." You can find out more at http://walch.com/Critical-Literacy-Comparative-Reading.html.
Gee, I Need Geography!
It's true. Most students today -- heck, most people -- are challenged by geography. Where their street is on a city map, where their country is on a world map, how geography affects politics and culture, how geography defines our local and global economy, etc. etc.
That's why we've developed a new series, Thinking Critically About Geography. We've started out with three titles, focusing on 1) United States, Canada, and Greenland; 2) South America; and 3) The Middle East. Each is jam-packed with maps, lessons, key vocabulary, hints for how to read the maps, and so on. And each coems with a CD-ROM that has all of the contents on an easy-to-use PDF.
That's why we've developed a new series, Thinking Critically About Geography. We've started out with three titles, focusing on 1) United States, Canada, and Greenland; 2) South America; and 3) The Middle East. Each is jam-packed with maps, lessons, key vocabulary, hints for how to read the maps, and so on. And each coems with a CD-ROM that has all of the contents on an easy-to-use PDF.
The Middle East title is particularly exciting, given how central that region is to our nation's future. Lots of maps and critiques that help you understand how and why the different countries relate to one another and the world at large. Need more info? Go to http://walch.com/Critical-Thinking-About-Geography-Series.html
Wednesday, January 13, 2010
5 Common Problems for Curriculum Leaders
Happy New Year. I trust that 2010 is off to a good start.
As you know, Walch has worked directly with a number of urban districts over the past few years, and discussed the issues and challenges faced by Superintendants and Curriculum leaders with hundreds of you in that time. Below is a list of five common problems:
Five Common Problems
1) You’ve adopted a text but kids don’t connect with it. It’s too abstract and uninteresting.
2) The curriculum you have, or have identified, is not genuinely based upon your state/local standards or sequenced the way you want it to be.
3) State standards are in flux and/or there are new and evolving course requirements.
4) You have one set of materials, but multiple needs and goals. Some students need to be retaught, or require more intensive instruction, and you know that using the same materials and approaches is awkward at best.
5) Budgets are up in the air. You can’t be certain whether specific programs will happen, how they will be structured and staffed or what their enrollment might be, until they are almost upon you.
Sound Familiar?
We can help. If there’s one thing we would suggest, and it’s admittedly a bit self serving, it’s that you pick up the phone and call us.
Before sharing how we have assisted others in similar situations, it’s important to acknowledge the realities of today.
The economic constraints we have all been under are not likely to change, and may even get worse. As the National Conference of State Legislatures puts it, “The longest economic downturn in decades appears to be well entrenched...Many states already foresee budget gaps in FY 2011 and FY 2012. It is hard to see when they will end. Ironically, a contributing factor to future state budget gaps is the end of federal stimulus funds provided by the American Recovery and Reinvestment Act (ARRA)...That money recedes in FY 2011 and, when it is gone, will leave big holes in state budgets—what many state officials are calling the “cliff effect.”
At the same time, the pressures to improve student learning and connect with students in myriad, relevant ways are unlikely to change. Everyone recognizes the need to differentiate, extend, enhance, remediate and improve test scores. As a matter of fact, these pressures are likely to increase as calls for “Race to the Top” reform, 21st Century Skills and AYP are increasingly part of the ever-changing mix.
A lot of this is promising, and it’s certainly well intentioned. But meanwhile you have a district to run and students whose future depends on you.
Here’s how we have helped others in similar situations:
You’ve adopted a text but kids don’t connect with it: We hear this all the time. Often it’s the curriculum department or selected teachers who try to adapt by writing exercises and activities to enhance the text, or by using their own materials and exercises and using the expensive text as a supplement. Other times, you simply try to make do, realizing that the teachers are frustrated and the students are suffering.
For a 40,000 student district in Maryland we developed a set of Lesson Starters to enhance their Glencoe Algebra 1 text. They are designed to preview each units’ content through lens of application. Our partner had started the project in house, and we came in to complete the content and package and organize it to maximize utility.
The curriculum you have, or have identified, is not genuinely based upon your state/local standards or sequenced the way you want it to be: Again, a common problem. Your pacing charts are awkward. Your teachers are forced to hop scotch though the units, incorporate other materials and otherwise improvise to fill in gaps.
For a 140,000 student district in Maryland we developed a comprehensive Algebra/Data Analysis program for students who will be taking the HSA. It also addresses key concepts found in the 8th grade MSA, and supports a problem based learning instructional design.
State standards are in flux and/or there are new and evolving course requirements: We’ve seen this challenge as Georgia transitioned to the GPS from the CLGs and as NC is starting to adopt its Essential Standards. Districts can’t find materials to address the new standards, nor can they find materials to support the transition.
For a 50,000 student district in Georgia, we developed the only complete, integrated set of Math 2, Math 2 Support and Accelerated Math 2 (Geometry / Algebra II / Statistics) math materials that are fully aligned to the GPS. These include a variety of instructional approaches (direct instruction, guided practice, real life applications, etc.) and instructional elements (warm ups, station activities, etc) plus pre and post tests and mini assessments. We are now developing Math 3 and Math 4.
You have one set of materials, but multiple needs and goals. Some students need to be retaught, or require more intensive instruction, and you know that using the same materials and approaches is awkward at best. This is a very common problem in extended learning environments, summer schools and elsewhere.
For a 100,000 student district in Georgia, we developed a summer science program to help students who had failed, or were at risk of failing, the GHSGT. For the first time, teachers had easy to use, fully aligned materials that were organized and sequenced to support their five week course. Pass rates improved dramatically.
As you know, Walch has worked directly with a number of urban districts over the past few years, and discussed the issues and challenges faced by Superintendants and Curriculum leaders with hundreds of you in that time. Below is a list of five common problems:
Five Common Problems
1) You’ve adopted a text but kids don’t connect with it. It’s too abstract and uninteresting.
2) The curriculum you have, or have identified, is not genuinely based upon your state/local standards or sequenced the way you want it to be.
3) State standards are in flux and/or there are new and evolving course requirements.
4) You have one set of materials, but multiple needs and goals. Some students need to be retaught, or require more intensive instruction, and you know that using the same materials and approaches is awkward at best.
5) Budgets are up in the air. You can’t be certain whether specific programs will happen, how they will be structured and staffed or what their enrollment might be, until they are almost upon you.
Sound Familiar?
We can help. If there’s one thing we would suggest, and it’s admittedly a bit self serving, it’s that you pick up the phone and call us.
Before sharing how we have assisted others in similar situations, it’s important to acknowledge the realities of today.
The economic constraints we have all been under are not likely to change, and may even get worse. As the National Conference of State Legislatures puts it, “The longest economic downturn in decades appears to be well entrenched...Many states already foresee budget gaps in FY 2011 and FY 2012. It is hard to see when they will end. Ironically, a contributing factor to future state budget gaps is the end of federal stimulus funds provided by the American Recovery and Reinvestment Act (ARRA)...That money recedes in FY 2011 and, when it is gone, will leave big holes in state budgets—what many state officials are calling the “cliff effect.”
At the same time, the pressures to improve student learning and connect with students in myriad, relevant ways are unlikely to change. Everyone recognizes the need to differentiate, extend, enhance, remediate and improve test scores. As a matter of fact, these pressures are likely to increase as calls for “Race to the Top” reform, 21st Century Skills and AYP are increasingly part of the ever-changing mix.
A lot of this is promising, and it’s certainly well intentioned. But meanwhile you have a district to run and students whose future depends on you.
Here’s how we have helped others in similar situations:
You’ve adopted a text but kids don’t connect with it: We hear this all the time. Often it’s the curriculum department or selected teachers who try to adapt by writing exercises and activities to enhance the text, or by using their own materials and exercises and using the expensive text as a supplement. Other times, you simply try to make do, realizing that the teachers are frustrated and the students are suffering.
For a 40,000 student district in Maryland we developed a set of Lesson Starters to enhance their Glencoe Algebra 1 text. They are designed to preview each units’ content through lens of application. Our partner had started the project in house, and we came in to complete the content and package and organize it to maximize utility.
The curriculum you have, or have identified, is not genuinely based upon your state/local standards or sequenced the way you want it to be: Again, a common problem. Your pacing charts are awkward. Your teachers are forced to hop scotch though the units, incorporate other materials and otherwise improvise to fill in gaps.
For a 140,000 student district in Maryland we developed a comprehensive Algebra/Data Analysis program for students who will be taking the HSA. It also addresses key concepts found in the 8th grade MSA, and supports a problem based learning instructional design.
State standards are in flux and/or there are new and evolving course requirements: We’ve seen this challenge as Georgia transitioned to the GPS from the CLGs and as NC is starting to adopt its Essential Standards. Districts can’t find materials to address the new standards, nor can they find materials to support the transition.
For a 50,000 student district in Georgia, we developed the only complete, integrated set of Math 2, Math 2 Support and Accelerated Math 2 (Geometry / Algebra II / Statistics) math materials that are fully aligned to the GPS. These include a variety of instructional approaches (direct instruction, guided practice, real life applications, etc.) and instructional elements (warm ups, station activities, etc) plus pre and post tests and mini assessments. We are now developing Math 3 and Math 4.
You have one set of materials, but multiple needs and goals. Some students need to be retaught, or require more intensive instruction, and you know that using the same materials and approaches is awkward at best. This is a very common problem in extended learning environments, summer schools and elsewhere.
For a 100,000 student district in Georgia, we developed a summer science program to help students who had failed, or were at risk of failing, the GHSGT. For the first time, teachers had easy to use, fully aligned materials that were organized and sequenced to support their five week course. Pass rates improved dramatically.
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