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The Common Core Math Standards: Content and Controversy

Students will still spend time memorizing math formulas, but thanks to Common Core they will also be required to model the concepts they’re learning.

FE_PR_080725edublog_math.jpgThe Common Core math standards require students to spend equal time on memorization and modeling.

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A Guide to Common Core

When the “math wars” began in the 1990s, on one side were those who argued for a new focus on concepts and reasoning rather than drilling students on their times-tables. On the other were the traditionalists, who said the progressive approach allowed students to become unmoored from the building blocks of the subject, leaving them unprepared for more advanced mathematics.

The writers of the Common Core math standards have sought a middle ground.

“There are explicit expectations for knowing the times-table from memory, and that’s going to take dedicated work toward that end. So this isn’t fuzzy math,” said Jason Zimba, a professor of physics and math at Bennington College in Vermont and lead writer of the math standards. “On the other hand, some of the curricula we have are weak on applications, so kids don’t ever get to see what it’s good for, or what it’s used for.”

Students will spend time memorizing and practicing formulas in Common Core classrooms. And they’ll spend an equal amount of time modeling to understand concepts they’re learning about—using the seasons or a business cycle to understand trigonometry, for example.

“I think we’ve had curricula that swing too far to one side or the other on these things,” Zimba said. “The notion of rigor in Common Core involves equal intensity about conceptual understanding, procedural skill, and fluency and application.”

The creation of the math standards was in large part an editing process. Experts have mostly agreed that previously, American math classes tried to cover too much ground, leaving students without the deeper grasp of central concepts that would serve them best in more advanced mathematics. So the Common Core math standards tackle fewer topics, and also move students more slowly through arithmetic, subtraction, multiplication and the other operations that build up to more complex math, particularly algebra.

“These standards are focused in a way that we didn’t have before in the sense that they really try to say in each grade-level, this is what you need to learn so you can move on,” said William McCallum, math department chair at the University of Arizona and a member of the work team for the Common Core math standards. “A lot of curricula tend to keep teaching the same thing over and over again, and never doing it in a particularly deep way.”

Even critics have praised the focus, and also the way that the Common Core math standards address some of these basic areas, especially fractions.

“It’s based on pretty solid research on what is done in high-achieving countries,” said Milgram. “Mathematically, it’s summed up in one little phrase: Fractions are numbers. And it’s made emphatically clear in the Common Core standards.”

“They are not pieces of pizza and they are not little blocks, and they are not a certain number of dots in a bigger set of dots,” he added.

Using pizza to teach fractions isn’t banned, Zimba said. But the idea that fractions are actual numbers that fall on the number line—rather than pieces of something larger—is emphasized.

Other aspects of the Common Core math standards—mostly at the secondary level—have raised concerns among a handful of mathematicians, however.

For one, experts have worried that the standards are encouraging a way of teaching geometry that may not only be above the heads of students, but also hard to grasp for teachers. The standards start with transformational geometry, a way of visualizing congruence by, for example, transposing figures over one another or flipping them into mirror shapes. The authors of the standards say it’s a way to help students grasp fundamental concepts in geometry. Mathematicians, though, worry that what may seem like a simple way of teaching students is actually a highly complex approach more appropriate for college math majors that could reduce the emphasis on the rules and formulas of geometry.

“It’s true that the transformations are the beginning of geometry,” said McCallum. But, he added, “They’re exaggerating what’s in the standards.”

The main critique of the math standards, however, is that they don’t include a full course of Algebra I until high school.

William Schmidt, the Michigan State researcher, has found that “internationally, the focus of eighth grade for all students in virtually all of the TIMSS countries—except the United States—is algebra and geometry.” A National Center for Education Statistics report in 1999 found that 40 percent of U.S. eighth-grade mathematics lessons included arithmetic topics such as whole number operations, fractions and decimals. These topics were much less common in Germany and Japan, where eighth-grade lessons were more likely to cover algebra and geometry.

Algebra in eighth grade prepares students to take more advanced classes in high school, which in turn better prepares them for college and a possible career in science, technology, engineering or math (what are known as the STEM fields).

Research has found that black, Hispanic and economically disadvantaged students are much less likely than their peers to take algebra in eighth grade. Those groups are also less likely to enroll in advanced math classes later in high school. The disparities have turned access to algebra into a civil-rights issue. In the last decade, more states have pushed eighth-graders to take algebra in order to close the gaps and also to meet demands that they better prepare students for STEM careers.

“If you do algebra in grade 8, then you have four years—and if you need to repeat, you can repeat, or you can reach calculus by grade 12. It’s not mandatory for being accepted to colleges, but selective colleges expect it,” said Ze’ev Wurman, a former U.S. Department of Education official under George W. Bush who participated in the creation of California’s highly regarded math standards. (In adopting the Common Core math standards, California rescinded its previous requirement that students take Algebra I by eighth grade.)

“If you don’t prepare everyone, then essentially you only have the privileged kids who are prepared to take [advanced math],” he added.

Research suggests teaching algebra to all students by eighth grade may be ineffective, however. Many students fail because they are unprepared, and even fall further behind. And Zimba says the standards include “an awful lot of algebra before eighth grade,” even if they don’t technically include an Algebra I course. “By the time you’re in eighth grade, you’re solving two equations and two unknowns. It’s highly rigorous,” he said.

McCallum said the eighth-grade standards, though not called Algebra I, cover “what happens in normal Algebra I in high school.”

But Zimba also acknowledges that ending with the Common Core standards in math could preclude students from attending elite colleges or pursuing STEM careers.

“If you’re a young person who wants to become an engineer, or who wants admission … to an elite university, you would be advised to take mathematics beyond the college- and career-level,” he said. “If you want to take calculus your freshman year in college, you will need to take more mathematics than is in the Common Core.”

He argued that it isn’t the role of the standards to close racial and socioeconomic gaps between those who go down that path and those who don’t. “You can simply graduate from high school, you can graduate college- and career-ready [via the Common Core], or you can graduate STEM-ready,” Zimba said. “It would be great if policymakers would make sure underprivileged communities were aware of these distinctions.”

McCallum said the standards make it easier to help students who want to push ahead, however. The Common Core includes directions for alternative pathways that are more advanced than the regular pathway, and which allow a student to complete courses in calculus or something equally rigorous, like statistics, by the end of high school. “It’s always been the case that you need to take more math if you want to be ready for a STEM career,” he said. “There’s always going to be differentiation in high school. So this is not a new thing.”

The main challenge with the new standards, McCallum said, will be ensuring teachers are ready to handle a tougher set of requirements for their students. “A lot of teachers who are used to teaching math as a sort of ‘do-the-math’ subject, they’re going to be called on to have a deeper understanding of what the math is all about,” he said. “For many states, these are simply higher standards than they had before. That in itself is a hard thing.”

This story was produced by The Hechinger Report, a nonprofit, nonpartisan news outlet based at Teachers College, Columbia University. It was written by Sarah Garland for the Hechinger Report’snational reporting project on the Common Core.

Blended learning models taking hold in California schools

Elementary schools using different model than are high schools

Blended learning is becoming entrenched in California schools, but elementary schools and high schools are taking different approaches whenintegrating learning technology.

Elementary schools are using the “station rotation” model, in which students in small groups may spend 20 minutes in a reading center, followed by 20 minutes at a computer using an online learning program, and an additional 20 minutes of small group instruction with the teacher.

Elementary schools throughout the country are now adding the online component to the rotating classroom models that have been used for decades, says Heather Staker, a senior education research fellow at the Clayton Christensen Institute, a nonprofit dedicated in part to researching and promoting blended learning.

Fast Facts

  • Some 66% of school leaders say they use a blended learning model, compared to 34% who say they primarily use a fully online learning model. And 81% of schools now offer online courses, compared to 66% in 2012. Source: K12 Inc. 2013 Benchmark Study
  • Only 33% of middle school students can collect and analyze online data to identify solutions and make informed decisions on school work. Source: Learning.com “21st Century Skills Assessment

“The real attraction to these models is they greatly improve a teacher’s ability to deliver differentiated instruction to small groups,” Staker says.

Though just 19 percent of California’s elementary schools are using blended learning, another 20 percent are planning implementation, according to 2013 research from the California Learning Resource Network, a statewide education technology service of the Department of Education. And of those using blended learning, some 80 percent employ a rotation model.

On the other end of the education spectrum, 73 percent of California districts use online learning at the high school level. Almost half of those districts are using the “a la carte” model in which students take one or more courses entirely online while continuing to take traditional classes at school. Many districts are increasingly requiring students to take an online course before graduation.

“It’s a natural fit for elementary schools to use the station rotation model, since they aren’t quite ready to take complete ownership of their learning,” says Allison Powell, vice president for state and district services at the International Association for K12 Online Learning. “The older a student gets, the more flexible they get and the better the learning choices they can make.”

The Clayton Christensen Institute predicts that by 2019, 50 percent of all high school courses nationwide will be delivered online. However, elementary schools are likely to continue with the blended model because students don’t need the specialized AP or advanced language classes that will only be offered online in some districts.

Schools can improve traditional classrooms by exploring blended learning options that personalize instruction, Staker says. Middle school and high school administrators can also identify content areas that are missing in their schools, such as AP courses, and try to find online learning solutions. “We’re remiss if we don’t embrace the rapid pace of innovation that is presenting itself to the K12 sector,” Staker says.

Learn How BrainCore Therapy with ADD/ADHD/Autism…

“Neurofeedback should play a major therapeutic role in many difficult areas.
In my opinion, if any medication had demonstrated such a wide spectrum
of efficacy it would be universally accepted and widely used.”

– Dr. Frank H. Duffy, Professor and Pediatric Neurologist at Harvard Medical School.

How Does Neurofeedback Work?

Picture of brainwave patterns and neurofeedback.The theory of neurofeedback is based on a simple concept – When you have information on what your brainwaves are doing, your brain can use that information to change how it works BrainCore Neurofeedback is also known as EEG Biofeedback. Neurofeedback is guided exercise for the brain. It is actually a learning modality designed to retrain dysregulated brainwave patterns. The goal of all neurofeedback is to transform an unhealthy, dysregulated brainwave pattern into a normal, healthy, organized pattern. By doing this, the brain becomes more stable and is able to operate optimally and efficiently. It is completely noninvasive and is considered by the Food and Drug Administration to be safe. In fact the Food and Drug Administration recognizes that neurofeedback has NEVER produced a serious side effect since it was first discovered over 40 years ago. Published scientific research has demonstrated neurofeedback’s efficacy in managing many neurological conditions such as ADHD, Migraine and Tension Headache, Insomnia, Chronic Pain, Post Stroke Syndrome, Anxiety and Panic Attacks as well as many others.

BrainCore Neurofeedback Training

Drugless Alternative TreatmentsBefore training sessions begin, a comprehensive assessment is performed. This assessment procedure allows the doctor to determine, in a scientifically objective manner whether a client’s brainwave patterns are different from normal. The assessment provides the doctor with the neurofeedback training protocols that will be used during the training sessions. These protocols are designed to retrain the brainwave patterns toward normal. As the brainwave patterns normalize, the brain is able to operate more optimally and efficiently. Once the protocols are determined the individual is hooked up to a computer using wires and sensors and the computer records their brainwave activity. These sensors are noninvasive, as no electrical current is put into the brain. The sensors simply record the brainwaves coming from the brain. Information about these brainwaves is displayed on the doctor’s monitor.

The software automatically detects when the brainwaves are properly ordered and it feeds that information back to the patient. This feedback appears in the form of a game, movie, or sound which signals the patient that the brainwaves are becoming more ordered. For example, in the image above, the patient is watching a puzzle of a picture that is being filled in piece by piece. As long as the patient’s brain waves are moving in an orderly direction, the puzzle pieces are filled in and the patient hears a tone. If the brainwave patterns move away from an orderly pattern, then the puzzle does not get filled in and no tone is produced. The patient is actually controlling the completion of the puzzle with their brain and by doing so; the brain is learning how to regulate itself.

how does neurofeedback work?In another design, the patient performs the training while watching a movie. In this case the patient may watch a DVD movie that is being controlled by their ability to regulate their brainwaves. The movie will get brighter as the brain waves normalize and become darker when they become dysregulated. The brain’s natural desire to watch the movie clearly will drive those neurological circuits that normalize the brainwaves and allow the picture to be visualized. The more those circuits are driven and used – the more neuroplastic changes take hold. The patient learns how to use those new circuits during the demands of everyday life.

http://www.braincoretherapy.com

How to Treat Panic Attacks in Children
A Brief History of PTSD
Alternative Medication For Autism
Natural Remedies for Insomnia
4 Foods That Improve Memory
Copyright © 2013 Brain Core Therapy, All rights reserved.

Check California College Courses that will transfer – Great Tool!

Assist.org

ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.

There are two ways to look up information in ASSIST.

 

Explore Transfer Information

If you have already chosen a major or know what kind of information you want to see, select the transfer information you want to display by choosing an institution below. You can select the institution you are transferring from or to.

 

Explore Majors

If you want to find out about a specific major, search for majors that interest you, or explore majors available at university campuses in California, click Explore Majors below.

Click to explore majors

ASSIST does not take the place of a counselor on your campus. It is intended to help students and counselors work together to establish an appropriate path toward transferring from a public California community college to a public California university.

 

Vermont public schools invited to compete in $2 million solve for tomorrow contest

Samsung and its partners doubled the total prize value to more than $2 million as compared to last year and ensured that every state in the nation will benefit in this year’s Solve for Tomorrow by awarding finalists and winners from each of the 50 states and DC. The winners will receive products, software and programming for their schools from Samsung and program partners DirecTV and Adobe.

There are huge technology packages up for grabs and this is what Vermont schools can win if they participate: 5Vermont state finalists will each receive two Samsung tablets — then 1 Vermont state winner will receive a technology package worth $20,000 (estimated retail value) with potential to win more the further along they progress in the contest.

“Lack of proficiency in Science, Technology, Engineering and Math (STEM) has become a barrier for American children and future US competitiveness abroad,” said David Steel, Executive Vice President of Corporate Strategy for Samsung Electronics North America. “Samsung recognizes our responsibility as a technology leader to not only spark enthusiasm for STEM education, but publicly commit to advancing this critical issue.”

Since 2004, Samsung’s education programs have contributed more than $13 million* in technology to more than 500 public schools in the United States. Samsung continues to support children’s education by providing tools that empower young people to learn through a variety of STEM initiatives, including the company’s Summer Science Camps, Mobile Application Academies and a partnership with the National Environmental Education Foundation (NEEF).

Samsung created Solve for Tomorrow in 2010 to foster sustainable innovation and address the technology gap in classrooms across the country to help the United States maintain its economic and technological global leadership for years to come. This year, Solve for Tomorrow’s scope has expanded not only in total prizing but in the challenge contest participants are asked to answer. The focus on prior years was on improving the environment in the students’ local communities but now the challenge is inclusive of the environment as well as any other way STEM can help improve their communities.

Last year, more than 1,600 classrooms from across the country entered the contest, and 75 semi-finalists received a technology kit – a Samsung camcorder, laptop, and Adobe editing software – to compete in the contest’s video phase. Fifteen finalists selected from that pool won additional prizes in technology as well as the opportunity to be chosen as one of five winners who were celebrated at an event in Washington, D.C.

This year, 255 state finalists will each receive two Samsung tablets and 51 state winners (representing all 50 U.S. states plus Washington, D.C.) will each receive technology packages worth $20,000*. From that pool of 51, the public will have an opportunity to choose the 15 national finalists (receiving technology packages worth $30,000*) from February 14 – March 13, 2014. The five national winners will each receive a prize package valued at $146,000* and will be honored at an awards ceremony in Washington, D.C. A special prize called the Environmental Innovation Award, valued at $50,000*, will be chosen by NEEF and also awarded to one of the 51 state winners. Teachers can enter online through October 31, 2013.

“I would strongly encourage teachers to make the incredibly easy first steps and enter the Samsung Solve for Tomorrow contest,” said Michael Lampert, the teacher from West Salem High School in Oregon who led his students to win the grand prize in 2011. “It is a powerful vehicle to launch your kids into the rapidly changing world of STEM.”

To learn more about the contest, past winners, or to enter, please visit samsung.com/solvefortomorrow.

To download the official Solve for Tomorrow program video, go tohttps://silo.mediasilo.com/quicklink/0869915FC52F8A72DB5E6ADD109F6FAA or visit Samsung’s YouTube channel athttp://youtu.be/ePyWGxUkabc.

RIDGEFIELD PARK, N.J., September 12, 2013 – Samsung

What Schools Can Do to Help Boys Succeed

Education

If boys are restive and unfocused, we must look for ways to help them do better. Here are three suggestions

What Schools Can do to Help Boys
Getty Images

Being a boy can be a serious liability in today’s classroom. As a group, boys are noisy, rowdy and hard to manage. Many are messy, disorganized and won’t sit still. Young male rambunctiousness, according to a recent study, leads teachers to underestimate their intellectual and academic abilities. “Girl behavior is the gold standard in schools,” says psychologist Michael Thompson. “Boys are treated like defective girls.”

(MOREBoys Love Making Rainbow Loom Bracelets, Defying Stereotype and Delighting Moms Everywhere)

These “defective girls” are not faring well academically. Compared with girls, boys earn lower grades, win fewer honors and are less likely to go to college. One education expert has quipped that if current trends continue, the last male will graduate from college in 2068. In today’s knowledge-based economy, success in the classroom has never been more crucial to a young person’s life prospects. Women are adapting; men are not.

Some may say, “Too bad for the boys.” The ability to regulate one’s impulses, sit still and pay attention are building blocks of success in school and in life. As one critic told me, the classroom is no more rigged against boys than workplaces are rigged against lazy or unfocused workers. That is absurd: unproductive workers are adults — not 5- and 6-year-old children who depend on us to learn how to become adults. If boys are restive and unfocused, we must look for ways to help them do better.

Here are three modest proposals for reform:1. Bring Back Recess
Schools everywhere have cut back on breaks. Recess, in many schools, may soon be a thing of the past. According to a research summary by Science Daily, since the 1970s, schoolchildren have lost close to 50% of their unstructured outdoor playtime. Thirty-nine percent of first-graders today get 20 minutes of recess each day — or less. (By contrast, children in Japan get 10 minutes of play each hour.)

Prolonged confinement in classrooms diminishes children’s concentration and leads to squirming and restlessness. And boys appear to be more seriously affected by recess deprivation than girls. “Parents should be aware,” warn two university researchers, “that classroom organization may be responsible for their sons’ inattention and fidgeting and that breaks may be a better remedy than Ritalin.”

(MORE: Do Teachers Really Discriminate Against Boys?)

2. Turn Boys Into Readers
A few years ago, novelist Ian McEwan found he had many duplicate books in his library. So he and his son went to a nearby park during the lunch hour and tried to give them away. Young women eagerly accepted them. The guys, says McEwan, “frowned in suspicion, or distaste. When they were assured they would not have to part with their money, they still could not be persuaded. ‘Nah, nah. Not for me.’ ”

“Not for me,” is a common male reaction to reading, and it shows up in test scores. Year after year, in all age groups, across all ethnic lines, in every state in the union, boys score lower than girls on national reading tests. Good reading skills are — need I say? — critical to academic and workplace success. The British, faced with a similar literacy gap, launched a national campaign to engage boys with the written word.

In a major report released last year by the British Parliament’s Boys’ Reading Commission, the authors openly acknowledge sex differences and use a color-coded chart to illustrate boys’ and girls’ different reading preferences: girls prefer fiction, magazines, blogs and poetry; boys like comics, nonfiction and newspapers.

It is hard to imagine the U.S. Department of Education producing such a report. So far, the plight of boys is nowhere on its agenda. But if American parents and educators adopted the British commission’s top three recommendations, it is likely we would significantly narrow the gender gap in reading:

  • Every teacher should have an up-to-date knowledge of reading materials that will appeal to disengaged boys.
  • Every boy should have weekly support from a male reading role model.
  • Parents need access to information on how successful schools are in supporting boys’ literacy.

Boys will read when they find material they like. Guysread.com is the place to go for lists of books that have proved irresistible to boys.

(MORE: When Homework Is a Waste of Time)

3. Work With the Young Male Imagination
In his delightful Boy Writers: Reclaiming their Voices, celebrated author and writing instructor Ralph Fletcher advises teachers to consider their assignments from the point of view of boys. Too many writing teachers, he says, take the “confessional poet” as the classroom ideal. Personal narratives full of emotion and self-disclosure are prized; stories describing video games, skateboard competitions or a monster devouring a city are not.

Peg Tyre’s The Trouble With Boys illustrates the point. She tells the story of a third-grader in Southern California named Justin who loved Star Wars, pirates, wars and weapons. An alarmed teacher summoned his parents to school to discuss a picture the 8-year-old had drawn of a sword fight — which included several decapitated heads. The teacher expressed “concern” about Justin’s “values.” The father, astonished by the teacher’s repugnance for a typical boy drawing, wondered if his son could ever win the approval of someone who had so little sympathy for the child’s imagination.

Teachers have to come to terms with the young male spirit. As Fletcher urges, if we want boys to flourish, we are going to have to encourage their distinctive reading, writing, drawing and even joke-telling propensities. Along with personal “reflection journals,” Fletcher suggests teachers permit fantasy, horror, spoofs, humor, war, conflict and, yes, even lurid sword fights.

If boys are constantly subject to disapproval for their interests and enthusiasms, they are likely to become disengaged and lag further behind. Our schools need to work with, not against, the kinetic imaginations of boys to move them toward becoming educated young men.

MORE: Read Christina Hoff Sommers on School Has Become Too Hostile to Boys

Read more: http://ideas.time.com/2013/10/28/what-schools-can-do-to-help-boys-succeed/#ixzz2j8SMPNcA

Don’t Let Google Drive Leave Tire Marks on Your Lesson Plans

Posted by  on Oct 8, 2013 in The How of 21st Century TeachingVoicesWeb Tools That Deepen Learning | 31 comments

Google-car-409

As the word gets out about the many advantages of using Google docs, lots of teachers are becoming experts at creating and sharing documents in Google Drive – as well as exercising the “comments” and “see revision history” tools to provide student feedback on writing assignments (as I described inmy first Google Drive article).

If you’ve rolled out Google Drive in your classes, either via individual accounts or throughGoogle Apps for Education, then you know you can effectively employ it to share and collect assignments from your students. However, to save yourself from being inundated with electronic documents, you need to be sure that part of your lesson preparation includes effective workflow planning. Otherwise, you may find some tire marks on those carefully constructed lessons as Google Drive’s powerful features careen out of control.

Here are a few tips that have worked for me in the classroom.

Distributing Material to Students

If you are having your students work on an electronic assignment, then Google Drive can be an effective and efficient method of distributing instructions, worksheets, and other documents for students to use. But to assure a good flow, you must first assess a few key elements. Do you want students to be able to modify the document? And, if so, for the class as a whole or just individually?

Google Drive allows you to share content in several ways. If you want to distribute instructions to the group (but not allow them to inadvertently change them), then be sure that when you click on “share,” you select the appropriate access. The choices:

 “Can view” will allow students to see the document only.

 “Can comment” means they can view the document and leave comments but not change the document at all.

 “Can edit” means they can edit the document in its entirety but not delete it.

In my classes, I have found it useful to post instructions as “view only” and encourage students to ask follow up questions in class or via email. Some teachers may find the comments feature effective for questions and follow up.

Sometimes you create a document that you want students to modify—for example, a series of questions about a reading assignment or data from a lab exercise. If it is a document that you would like the class or a group to modify together, then the share feature offering “can edit” privileges will suffice.

However, if it is an individual assignment, then you need to add an extra step to make sure that the original document doesn’t accidently get modified improperly for and by everyone. For individual assignments, share the document with your students offering “view only” privileges and instruct students to then make a copy that they can then modify. (They do this by opening the document and clicking File > Make a Copy.)

This copying step will ensure they have the document you would like them to use but limit the editing to an individual user. If you have students working in small groups, you can assign a group leader who is responsible for this step and sharing with his or her classmates.

Turning in Assignments

homework-folder-sqThe next crucial area for students working in Google Drive is a protocol for turning in assignments. Trust me, you do not want 80 “untitled” assignments showing up. Nor do you want to try and figure out who “swimluver@gmail.com” is in your classroom. A well-planned protocol can save you time and headache. There are a myriad of methods you can employ to keep assignments labeled and organized. Here are a few that worked for me.

Shared Class Folder – I create a shared folder for each one of my classes. This is the default repository for all class assignments. For larger projects, I create a sub-folder (e.g. “Research Essay” or “Video Project”). I do this in anticipation of multiple assignments on the same topic.

Consistent Naming – The next element I tackle is how I want students to name their file. I have gotten 85 documents titled “homework” and it is crazy-making! The title should identify the assignment as well as the student (in that order); for example: “pg18 – Jones” or “Video Script – Doe”. This allows me, at a glance, to see who has turned in what. If it is a project that requires multiple steps, like a research paper, I may include a draft number: “Essay Draft 1 – Jones” and “Essay Draft 2 – Jones”.

Reinforce the Naming Rules – An effective naming protocol can keep both you and your students sane and organized. Keep in mind that students can be quick to forget to use the naming protocol, especially if they are rushing to finish an assignment. I have found the need to assess some penalties to ensure that they follow this essential procedure. Currently, if my students forget to properly name their assignment, they are assessed an immediate 50% penalty on their grade. I do tend to give them 12 hours to fix the naming to get those points back. I will tell you: most students don’t forget more than once!

Plan ahead and reap the benefits

Google Drive is a great tool to distribute content to your students and to have them return assignments in all media (the Drive repository allows students to submit not only traditional documents, but video, mind-maps, images, and more). By effectively planning your distribution and return protocol, you cannot only be more efficient but save a great deal of time in the mundane but essential logistics of lesson planning and rollout. These are ideas that have worked in my classroom, but I encourage you to explore protocols that meet your individual needs.

Get Involved In Creating the New Standardized Testing!

Smarter Balanced Testing and Business Leaders: Preparing Students to Perform in Your Company

Smarter Balanced is a state-led consortium creating new student tests for the 2014-2015 school year and beyond. With nearly two-thirds of all jobs requiring at least some post-high school education, the business community can play a critical role in encouraging the change needed to ensure that students are graduating high school prepared for college and employment. Schools and districts across the country are working now to prepare for the full scale implementation of the new test system. 

What Gets Measured Gets Managed

• Our current testing system in the U.S. is composed mainly of multiple choice questions and rewards our future workforce for basic rote memorization of facts.

• The Consortium is creating a new generation of performance tests that require students to apply knowledge, get things done and demonstrate an ability to solve complex problems.

Preparing Students to Meet Workplace Goals Business leaders need employees who can put skills and knowledge to work to solve problems. Research has proven that when students are required to apply knowledge, their understanding and retention is deepened. To compete in the global market, we must better prepare students to excel professionally and contribute to our economy. Smarter Balanced tests will measure progress toward college and career readiness, providing information for teachers and parents about where students are excelling and where they need more development.

Raising the Bar for our Future Workforce Until recently, each state developed its own education standards and tests. Today, 45 states are implementing updated standards, which define the knowledge and skills students need in order to succeed in college and best perform in your company. Smarter Balanced tests are aligned to these updated standards in English language arts/literacy and mathematics. The tests will be administered online for students in grades 3-8 and 11 to ensure they’re on track to become valuable employees for your company. For the first time, all students will be held to the same high standards and we will have achievement results that will be comparable nationwide.

Get Involved:

• Learn more about the Common Core State Standards: http://www.corestandards.org/.

• Learn more about Smarter Balanced and sign up for a monthly eNewsletter: http://www.smarterbalanced.org/.

• Learn more about California’s implementation of Smarter Balanced: http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp.

• Invite local school leaders to speak at your next chamber meeting about their efforts to help students graduate college- and career-ready.

• Publicly support college- and career-ready standards and assessments in newsletters, letters to the editor and speeches.

Now is the Time to Get Involved There is much work to be done before the full scale implementation of the test system in 2014–2015. By getting involved now, business leaders have the opportunity to work in partnership with schools and districts and shape new policies and practices that are being put into place. smarterbalanced.org acce.org