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.
Showing posts with label state standards. Show all posts
Showing posts with label state standards. Show all posts
Monday, May 24, 2010
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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