Teachers are advising the State, working with colleagues, and designing a model curriculum aligned with college- and career-ready standards.
Elizabeth Johnson has taught mathematics for 10 years in Ironton, Ohio, a town of about 11,000 people along the Ohio River. She also serves on the teacher leadership team at Ironton High School, as well as the building and district leadership teams.
Given all of her experiences as a leader, it wasn’t surprising that she also was one of about 50 educators who the Ohio Department of Education (ODE) asked in 2013 to join the State’s Network of Regional Leaders (NRL) for mathematics. The mathematics network is one of five in the State that were convened by the ODE to help lead teachers and school districts through the transition to new, more rigorous college- and career-ready standards and new assessments to go along with them.
Like other States, Ohio is using part of its grant from the U.S. Department of Education’s Race to the Top program to support the writing of model curricula for mathematics and English language arts aligned with those standards, develop formative assessments, train teachers and redesign teacher evaluation and feedback systems.
In doing so, the State has made it a priority to ensure that frontline educators such as Johnson—teachers, coaches, mentors and curriculum developers—are taking the lead in these activities. They advise the State on how its policies are affecting their schools and classrooms and also help their colleagues understand and adjust to the changes that lie ahead of them.
Promising practices and lessons learned from four Race to the Top – District grantees released.
The traditional model of education has been based on a teacher delivering a fixed curriculum at a fixed pace. Educators across the country have increasingly been adopting a personalized learning approach that will prepare students to succeed in a 21st century, globally competitive society. Through this approach, educators can customize lessons based on the pace and learning style of each student and can actively engage the student by centering learning on student interests, progress, and mastery.
The U.S. Department of Education’s Office of Innovation and Improvement (OII) supports school districts’ efforts to personalize and enhance student learning through Race to the Top – District (RTT-D) grants. The RTT-D program supports bold, locally directed improvements in learning and teaching that will directly improve student achievement. RTT-D districts serve as innovation laboratories, advancing new ways to educate students. OII recently released a report that highlights some of these districts’ initial experiences, which is intended to serve as a resource for school leaders pursuing a path to personalizing student learning.
Personalized Learning in Progress: Case Studies of Four Race to the Top-District Grantees’ Early Implementation shares the experiences of four diverse school districts as they adopt personalized learning approaches. The four districts — Iredell-Statesville Schools (N.C.), Miami-Dade County Public Schools (Fla.), New Haven Unified School District (Calif.), and Metropolitan School District of Warren Township (Ind.) — represent a range of geographies, student populations, academic content areas, and approaches to personalized learning.
Each district developed its own strategy catered to its students’ unique needs. For example, Miami-Dade County Public Schools focused its personalized learning efforts on a single subject area with a demonstrated need for reform — middle school mathematics. The district expanded their iPrep Academy concept that had been in operation in one high school since 2010. With the RTT-D support, iPrep Math learning centers were created at each of the district’s 49 middle schools starting in the 2013-2014 school year. This involved transforming the physical classroom environments and changing teaching methods to better support personalized learning. The new centers and personalized learning approach, for instance, fostered settings in which three teachers could work collaboratively with a class of 60 students at the same time.
Read more about the case studies and the four school districts through this post on the OII home page. Or click here to read and download Personalized Learning in Progress: Case Studies of Four Race to the Top-District Grantees’ Early Implementation.
New teachers in New York are becoming better prepared to help students meet college- and career- ready standards.
Nichole Mantas felt her first year as a high school biology teacher at Lansingburgh High School in Troy, New York was far smoother than she had anticipated. “It was like I was already a mile into this yearlong race, whereas other teachers I worked with were entering at the starting line,” she said of her experiences in school year (SY) 2013-1014.
Mantas said she knew just what to expect, and how to set herself up for success because she had already spent a full year as an intern co-teaching science with a seasoned educator. One month into that internship, she had begun leading an Advanced Placement biology course, designing lab experiments and creating lesson plans—all while benefiting from expert guidance and coaching.
The combination of the teaching experience and mentoring during the internship helped her hone her craft quickly, she said. “My mentor gave me a lot of freedom to try new things, but she was always there to give me feedback and we were constantly bouncing ideas off of each other,” she said.
The internship was a key component of Mantas’ ‘Clinically Rich’ Master’s program at Union Graduate College, one of 12 institutions across New York State awarded pilot grants from the New York State Education Department. Supported through the State’s Race to the Top grant, the program aims to strengthen teacher preparation programs and establish partnerships with high- needs schools to help them address perennial shortages of candidates in areas such as mathematics, science, and special education.
The internships offered by the Clinically Rich programs last for an average of 10 months, during which the teacher candidates spend five days a week in classrooms. Research shows that this approach familiarizes novices with the realities of classrooms and makes it less likely that they will leave teaching after only a few years. Research by Richard Ingersoll, Professor of Sociology and Education at the University of Pennsylvania, and the Consortium on Chicago School Research shows that an estimated 50 percent of new teachers in high needs schools leave within the first five years.
Class assignments in the pilot programs are grounded in the internship experiences, strengthening the connection between theory and practice. As a result, it is hoped, new teachers in high-need schools will be more effective and more likely to stay on the job.
When Kit Carson International Academy (Kit Carson), an elementary school serving grades PK-5, in Las Vegas, Nevada was identified as one of the lowest-performing schools in the state in 2009, only 30-34% of the students were proficient in English language arts and 40-44% of students were proficient in math. Kit Carson and Clark County School District staff knew that they had to make dramatic changes. To improve instruction and raise student achievement, they needed a place to start, so although math scores at Kit Carson weren’t particularly high, the leadership team decided to focus their efforts on building students’ reading skills. The good news: Those efforts are paying off. Kit Carson increased reading proficiency by over 30 percentage points in just the first three years.
In 2010, with assistance from a grant from the U.S. Department of Education’s School Improvement Grants (SIG) program, Kit Carson began making some of the changes that would be necessary to improve student achievement. Students needed more time to focus on reading, and teachers needed support for efforts to make reading instruction consistent across the school as well as to meet students’ needs. That led to the school’s decision to overhaul its program by investing in additional learning time focused on reading and providing a common schoolwide approach to target reading instruction and support for teachers.
Time was added to the school day to offer additional literacy support, instruction was refocused, and teachers received coaching and collaborated to help students get the results they knew they could produce. Building teachers’ literacy instruction skills, providing support for lesson planning, and implementing a new walk-through monitoring process to ensure effective use of literacy strategies in the classroom became the focus of their teachers’ training and expectations. According to Kit Carson’s principal, “reflecting on the alignment between expectations, monitoring and feedback for teachers is ongoing and critical to minimizing variation in the quality of reading instruction.”
The outcomes are noteworthy and exciting. By the end of the first year alone, student proficiency in reading skyrocketed by more than 10 percentage points, and the focus on reading influenced student performance in math as well, with math proficiency increasing by more than 15 percentage points. Kit Carson’s thoughtful planning, targeted interventions, continuous adaptation, and relentless focus on improving reading instruction offer a useful example and promising practice for schools and districts across the country. To learn more about Kit Carson’s strategies for increasing learning time for literacy instruction, read the Kit Carson International Academy practice profile.
The Office of State Support is highlighting promising practices from the implementation of the School Improvement Grant (SIG) program in schools, districts, and states across the country. For more profiles, visit: http://www.ed.gov/programs/sif/sigprofiles/index.html
States and districts are investing in technology to support students’ progress towards college and career readiness.
Citrus County School District in rural central Florida is among a growing number of school districts across the country giving students opportunities to take control of their own learning, collaborate with others, and explore entire digital libraries of content by providing them with iPads or laptops. These “one-to-one” initiatives allow teachers to customize students’ lessons to their needs, blend outside of school and in-class learning, and monitor students’ progress in real time.
Citrus County is earning high marks from State officials, students, and teachers for ensuring that technology is actually transforming teaching and learning. In school year (SY) 2011-2012 the district used a Race to the Top grant to put high-speed wireless Internet in all of its schools. The iPads came a year later, but only for students in grade seven in one school. The following year the pilot was expanded to various grades and schools. Through the pilot, school leaders and educators gained insight on how to use the technology to improve instruction, ways in which teachers can benefit from related professional development, and ways to encourage responsible use of the iPads, such as with a terms-of-use agreement.
After the initial investment, Citrus County has used local funds to provide iPads for about 30 percent of its students; the district plans to expand the program to all 15,000 students by 2018 using local funds. As the program grew, administrators heard from teachers about the kind of professional development they wanted, and tried to meet those needs with targeted training and time.
“We didn’t want these to simply be used for things like note taking or as a place to go for electronic worksheets,” said Kathy Androski, a media specialist at Citrus Springs Middle School who coaches her fellow teachers on how to use the technology. “We wanted the students using technology to really ratchet up their learning experience.” Citrus County educators say that might mean students going outdoors for a science lesson and using the iPad’s camera, video camera, or audio recorder to document their observations. Then, they might come inside and use the same iPad to create a PowerPoint or a spreadsheet, or make a movie about what they learned and observed.
Many of the projects focus on boosting students’ interest in careers in science, technology, engineering and mathematics (STEM).
Last year at Rockdale 21st Century Academy of Environmental Studies, eighth grader Yasin learned about magnetism, electricity and circuits in his Energy and Sustainable Technology course. His classmates, Imani and Max, figured out how to create solar power through wind turbines and solar panels. These hands-on learning experiences are part of a rigorous sequence of courses (others include biomedical engineering, meteorology and forensics) at Rockdale, one of only two STEM-focused middle school programs in Georgia.
The goal of the middle school, located east of Atlanta in Rockdale County, is to encourage students to enter a rigorous STEM-focused high school and ultimately go into science-based careers. That is just what Max, Yasin and Imani want to do: Max, a medical professional; Yasin, an engineer; and Imani, a pediatric neurosurgeon.
The students spoke about their school and their plans in a video that describes the academy’s program and its founding.
The academy is one of 23 projects launched or expanded since 2011 with financial support from Georgia’s Innovation Fund, which was in turn underwritten by the State’s Federal Race to the Top grant. Projects include the opening of four new public charter schools with a STEM focus, the development of new STEM curricula, the recruitment of STEM educators to teach in rural areas and new approaches to teacher and principal preparation and support. While not all of the projects were STEM-focused, all of them were designed to increase college and career readiness.
It is still too early to fully assess the impact of the programs, but initial indicators are positive. A survey of 928 students who participated in innovation fund projects found significant increases in self-management skills and motivation to pursue STEM-related careers. Some of the programs are reporting notable gains in on-time graduation rates and the number of college credits earned by participants.
Through technology, more teachers have the tools and resources they need to help them prepare more students to succeed in college and careers.
Mathematics coach Lori MacDonald has spent a lot of time getting to know the material available on EngageNY, a comprehensive website for New York State’s educators, parents, and other interested stakeholders run by the New York State Education Department. The thing is, MacDonald lives and works in Berkeley, California, 2,922 miles away from Albany, New York’s capital.
“In our district, we are using exactly what schools are using in New York, and we’re using it for free,” MacDonald said. “A lot of what we need is on EngageNY.”
MacDonald is not alone in looking to the New York website for resources she can use to support the kindergarten through fifth grade teachers in her district. Across the country, educators and school leaders are turning to EngageNY as a source for comprehensive classroom materials aligned to new college- and career-ready standards adopted by most States. The website also is home to both free high-quality professional development resources, such as a library of instructional videos for teachers, and practical tools for parents including suggestions for educational activities they can do with their children.
New York State launched the site in 2011 with funding from Race to the Top, as well as other sources. Since then, the site has become a national resource and has attracted more than 6 million unique visitors from every State in the nation, averaging 22,000 each week. Not surprisingly, after New York, the State that had generated the most visitors as of August 2014 was California. Louisiana, which ranks 25th in population, generated the third highest number of visits, followed by Illinois, Washington and Arizona.
More schools are using survey data to identify barriers to school improvement and increased student learning.
When Kenneth Scott became principal of Mae Jemison Elementary School in Hazel Crest four years ago, there was little parent involvement and few after school activities for children. To change that, he started a basketball team and cheerleading squad. But, because the school only had 15 uniforms for each, not many students could participate.
Scott knew he needed to do more. That recognition was strengthened by data from a first-ever survey about the school’s culture and learning environment, administered in spring 2013 to the school’s students, teachers and parents. “The parents wanted their children to be part of the school culture and community even if they didn’t have a great jump shot,” he said. He started clubs for art, chess and computers as well as groups to mentor girls and boys. The response was gratifying. Thirty-one of the school’s 400 students signed up for the chess club alone, and whereas he had previously set up 250 chairs for parents and students attending the school’s Christmas or Black History presentations, he now needed more than 600. The growth in parent involvement was “exponential,” he said.
“The survey results made me really put my foot on the gas and get things going,” Scott said.
The Essentials of School Success
The survey Scott is referring to is the Illinois 5Essentials Survey that asks teachers and sixth- through twelfth-grade students about their perceptions of school leadership, safety, teacher collaboration, family involvement and instruction. Although not required, some districts, such as Prairie Hills School District 144, where Scott is principal, chose to survey parents as well.
Versions of the survey of learning conditions have been used for 20 years in Chicago. An in-depth analysis conducted by the University of Chicago Consortium for School Research found that schools with strong showings in just three of those five areas are 10 times more likely to see growth in student achievement than similar schools with weaker results; such schools also are 30 times less likely to see student achievement stay the same or decline.
Recent Illinois legislation required all public schools in the State to survey teachers and students every other year beginning in 2013 to provide teachers and leaders with data to help them create a school environment conducive to teaching and learning. The State is covering the survey’s cost for three years with funds from its Race to the Top grant and requiring the 32 Race to the Top partner districts to conduct the survey annually.
Teachers helped develop model curriculum aligned to college- and career-ready standards.
When beginning a lesson on area and perimeter earlier this year with her students, third-grade teacher Michele Elliott turned to New Jersey’s model curriculum for guidance on how to teach what students should know and be able to do under new, more-rigorous college- and career-ready standards. Then she set about having some fun.
Elliott, who teaches at Green-Fields Elementary School in West Deptford, New Jersey, and her students, applied masking tape to the tiled floor of their classroom to make rectangles of various sizes. The children then used the rectangles as the starting point for discussions about perimeter and its relationship to area.
This is just one example of how New Jersey teachers are using the State’s model curriculum, which the State’s teachers helped develop.
“The model curriculum guides you by expanding on the standards, but you have a lot of freedom with it in how you teach,” Elliott said. “It gives you a goal, but how you get there is based on whatever you think will work best for your students.”
The State’s Race to the Top grant helped support the development of the model curriculum, which covers English language arts and mathematics. An estimated 300 teachers volunteered to work with the State to create the model curriculum in 2012.
“They were very excited about putting something together that was coherent and made sense, that reflected what they wanted good instruction to look like,” said Meghan Snow, who helped lead the effort in mathematics for the New Jersey Department of Education.
Elliott’s district, which is just across the Delaware River from Philadelphia, opted to use the mathematics model curriculum in all five of its schools because of its high quality.
New Jersey’s 75 Priority Schools, which have student outcomes that put them in the bottom five percent of the schools in the State, are required by the State to use the curricula unless they can show they have other alternatives that are also aligned to the new standards.
The State’s Regional Achievement Centers provide teachers at Priority Schools with coaching and professional development opportunities. The Priority Schools also benefit from a technology system provided to them by the State that allows teachers to view and analyze student performance data in real time throughout the school year using formative assessments embedded in the model curriculum.