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.
Wednesday, January 13, 2010
Thursday, December 17, 2009
Mr. President, Meet Mr. Ohno
Barack Obama and Apolo Ohno are two of the 16 individuals profiled in our new 16 Extraordinary Multiracial Americans. It's the latest release in our (now 11-title) Extraordinary Americans series.
Like the other titles in the series, 16 Extraordinary Multiracial Americans contains 16 easy-to-read biographies, each including extension activities, background notes, a vocabulary list, references, and more. They're known as "hi-lo readers" -- high content, low readability level. As American society becomes more multiracial and more diverse, titles such as these help strugling readers understand the value and promise of our changing demographic landscape. (Oh and by the way, they're fun to read!)
Bio This, Bio That
We have a double-barreled "Bio" introduction at Walch this month.
First of all, we've just released our new Hands-On Science: Introduction to Biotechnology title. It's pretty remarkable -- 20 lessons that get middle or high school students deep into the worlds of cloning, natural antibiotics, jobs in biotech, much more. When you think "21st century careers," biotechnology is right up there, and we think this new title goes a long way in helping students understand and think about the field's potential.
Second, we have a new free download in our Teachable Moments series. It's called Fly Eyes and Whale Hearts, and it zeroes in on biomimicry. That's a whole new field in which man-made design looks to natural solutions and ideas. Neat stuff, and it ties in nicely with the biotechnology title, above.
Take a look, and let us know if there are other contemporary scientific topics you think we should explore!
Thursday, December 10, 2009
I went to a school board meeting this week to listen in on a discussion regarding budgets cuts and the impact on class sizes.
I should say, as background, that our schools are both excellent and small. That said, the issues they are struggling with are widespread.
Our schools are facing a state budget curtailment of $326 per K-12 student this year. In ‘10/11 they are facing a curtailment of $697 per student, and in ‘11/12 anticipate a curtailment of $557 per student. And, of course, when the stimulus $ dry up who knows what the budget will be.
I was astonished by the magnitude of these cuts. We live in tough times, and we all are being forced to cut back. Most districts are facing tough decisions and have very limited resources.
That said, I respectfully asked our school board to maintain a focus on resources in the classroom. It’s of paramount importance that we fund education sufficiently, and the top priority must be to ensure that teachers and students get what they need to teach and learn.
I hope that districts everywhere place student learning first. And I also hope that Walch can continue to help them save with targeted, research based curriculum delivered at a fraction of the cost of traditional “one size fits all” materials. We can help a district do a lot more with a lot less. That seems to be particularly relevant these days!
-Al.
I should say, as background, that our schools are both excellent and small. That said, the issues they are struggling with are widespread.
Our schools are facing a state budget curtailment of $326 per K-12 student this year. In ‘10/11 they are facing a curtailment of $697 per student, and in ‘11/12 anticipate a curtailment of $557 per student. And, of course, when the stimulus $ dry up who knows what the budget will be.
I was astonished by the magnitude of these cuts. We live in tough times, and we all are being forced to cut back. Most districts are facing tough decisions and have very limited resources.
That said, I respectfully asked our school board to maintain a focus on resources in the classroom. It’s of paramount importance that we fund education sufficiently, and the top priority must be to ensure that teachers and students get what they need to teach and learn.
I hope that districts everywhere place student learning first. And I also hope that Walch can continue to help them save with targeted, research based curriculum delivered at a fraction of the cost of traditional “one size fits all” materials. We can help a district do a lot more with a lot less. That seems to be particularly relevant these days!
-Al.
Thursday, December 3, 2009
More Math in Maryland?
Tuesday's edition of The Baltimore Sun had an intriguing article about the (possible) future of high school mathematics education in Maryland: http://www.baltimoresun.com/news/education/bal-md.regents01dec01,0,408359.story
The gist of the story is that the University of Maryland's Board of Regents is considering requiring students to take four years of high school mathematics -- not three -- when applying to the university system. Even if a student completes algebra II by the end of 11th grade, he/she would still need to continue with another math course in 12th grade.
The article notes that "The requirements would align with a national trend toward toughening math standards, part of a larger quest to produce more science, technology, math and engineering, or STEM, professionals. The National Governors Association is leading an effort to develop core standards for high schools across the nation and those standards might include similar math requirements."
Walch Education's programs in Maryland align well with this "toughening math standards" approach, especially version 2.0 of our Maryland Algebra/Data Analysis and our Building Math program, which develops STEM skills.
The gist of the story is that the University of Maryland's Board of Regents is considering requiring students to take four years of high school mathematics -- not three -- when applying to the university system. Even if a student completes algebra II by the end of 11th grade, he/she would still need to continue with another math course in 12th grade.
The article notes that "The requirements would align with a national trend toward toughening math standards, part of a larger quest to produce more science, technology, math and engineering, or STEM, professionals. The National Governors Association is leading an effort to develop core standards for high schools across the nation and those standards might include similar math requirements."
Walch Education's programs in Maryland align well with this "toughening math standards" approach, especially version 2.0 of our Maryland Algebra/Data Analysis and our Building Math program, which develops STEM skills.
Wednesday, December 2, 2009
25% off all titles at Walch.com thru December 31st!
Well, that headline pretty much says it all. If you go to www.walch.com, you'll see that we're running a site-wide sale on each and every title we carry -- well over a thousand. The sale is for 25% off, for all orders shipped by December 31st, and you have to order on the site. It's just our way of thanking custoemrs at the end of the year.
Enjoy!
Enjoy!
Friday, November 20, 2009
I read with interest the news (Washington Post, Nov. 20, 2009) about The Bill & Melinda Gates Foundation’s $335 million grants to improve teacher effectiveness.
The article cites a conference call in which, Melinda Gates, co-chair of the foundation, said she and Microsoft founder Bill Gates had discovered that innovation takes long-term commitment because school systems are often "entrenched" in their ways and teachers "siloed in their classrooms."
"We have been in this work for almost a decade" she said. "We've learned a lot about what works. . . . Let's focus on the thing that actually matters the most, which is the teacher." (Gates serves on the board of the Washington Post Co.)
Of course, we all agree that the individual teacher is critical. What we lose sight of, however, is the importance of foundational systemic changes which can raise the performance of teachers as a group.
The Frameworks Institute just published some very important research on the perception of the general public with respect to education.
"Teachers were seen as having the ability to motivate students and informants saw teacher caring as a particularly important trait. For a majority of informants, the focus on caring teachers being good teachers overwhelmed, overshadowed, and obscured the importance of teacher knowledge and training, characteristics that were not frequently connected with being a “good teacher.” Also missing from the interviews were discussions and explanations of the importance of school leadership, organizations, and other factors related to the school setting and environment".
It’s critical that we not lose sight of the needs for tools and systems that give teachers the resources and guidance they need to succeed with our children. Even (or perhaps especially) the best teacher is overworked and over-tasked these days. At Walch, by uniquely providing teachers with targeted materials that improve their efficiency and focus, we help remove some of these burdens, and help them spend time on what they are best at- teaching.
-Al.
The article cites a conference call in which, Melinda Gates, co-chair of the foundation, said she and Microsoft founder Bill Gates had discovered that innovation takes long-term commitment because school systems are often "entrenched" in their ways and teachers "siloed in their classrooms."
"We have been in this work for almost a decade" she said. "We've learned a lot about what works. . . . Let's focus on the thing that actually matters the most, which is the teacher." (Gates serves on the board of the Washington Post Co.)
Of course, we all agree that the individual teacher is critical. What we lose sight of, however, is the importance of foundational systemic changes which can raise the performance of teachers as a group.
The Frameworks Institute just published some very important research on the perception of the general public with respect to education.
"Teachers were seen as having the ability to motivate students and informants saw teacher caring as a particularly important trait. For a majority of informants, the focus on caring teachers being good teachers overwhelmed, overshadowed, and obscured the importance of teacher knowledge and training, characteristics that were not frequently connected with being a “good teacher.” Also missing from the interviews were discussions and explanations of the importance of school leadership, organizations, and other factors related to the school setting and environment".
It’s critical that we not lose sight of the needs for tools and systems that give teachers the resources and guidance they need to succeed with our children. Even (or perhaps especially) the best teacher is overworked and over-tasked these days. At Walch, by uniquely providing teachers with targeted materials that improve their efficiency and focus, we help remove some of these burdens, and help them spend time on what they are best at- teaching.
-Al.
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