At long last…something to say

Time to blog. In the midst of a year where I felt like I little productive to add to the education community, I am now in a position to do so.

I just got off a Zoom chat with my niece who teaches in China. Here is some valuable information from our conversation.

Glimpse into our future first:

  • Temperature checks are the norm. They happen as you enter a grocery store, your apartment complex and your school building. This is still occurring three months into the situation in China.
  • After two months of isolation, they are now seeing people moving about the community, though most wear masks of some sort.
  • They never had the shortages we are experiencing. Call it what you will.
  • They have been told multiple times that the school will reopen, only to have it delayed week after week.
  • Plan no more than a week ahead.

Now for school issues:

  • Many parents at first were concerned that education was not really taking place online, but most have now come to grips with the reality of the situation and see and support remote learning for their children. Expect resistance and pushback from parents at first. It might not be as bad in the states since parents will have the benefit of seeing how the rest of the world is coping with education already.
  • Keeping regular school hours is important. Even if you teach the same course multiple times during the day, combining classes does not work because students will be attending other classes. To avoid coordination issues, you must see your classes at your regularly scheduled times online.
  • See your classes face to face via Zoom or some other such medium at least once a week if not daily. Students need that. The learning must be real. Seeing faces makes it more real.
  • Some parents may opt their children out of this learning platform. That is administration’s issue to deal with. Report it, but spend your time with the students who are signed in to learn. Be there for them rather than chasing students you cannot catch. It’s the same group you were have trouble reaching in the regular classroom.
  • There will be pleasant surprises. Some students who were tuned out at school now have a parent supervisor making certain they attend to their schooling. It will be so nice to have them being part of the learning process.
  • Set up assignments no more than a week at a time. Some students will go ahead and it will be impossible for you to keep ahead, current and play catch up all at the same time.
  • If students do not begin when the classes begin, it will be nearly impossible for them to catch up. Make certain the start times are sent out loud and clear!
  • With all that said, stay positive and flexible. Embrace the learning you are doing and celebrate the initiative your learners are taking.
  • Students who did not take action during class will not likely take action under these new circumstances. Teach those who are there to learn.
  • Begin with as much structure as you can and maintain that structure. Try not to make changes along the way if you can help it.
  • Teaching a course at the same time as teaching a learning platform is nearly impossible. Get the platform in place first. That should be easy for my students as their science and language arts teachers have done such a good job running their classes through Canvas for the past couple years. I hope you are similarly situated. If you are not in that position, get the platform set first so students know how to communicate and retrieve information.
  • Thought you weren’t a technology teacher? Think again.
  • Day by day changes will happen. Week by week changes will happen. My niece has seen reopening dates announced, reschedule and then cancelled. They play it week by week, but they have a routine and classes are in session. We can and will do likewise.

Now, with all that said, be safe. Love yourself.

I don’t know about you, but I am feeling overwhelmed and a bit depressed. I think this is probably normal — whatever that means these days. What I do know for certain is that we need one another. I can’t high-five you or give you a hug (not that I’m big on that under normal circumstances) or shake your hand, but please know, I want to help you and I want to help my learners. Be safe. Wash your hands. Don’t touch your face. Live, love, math — in that order!!

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Getting Real—the Five Practices

Sitting in a MVP (Mathematics Vision Project) Integrated Math 1 professional development (PD) class early this week, minding my own business, probably checking Twitter for any knowledge nuggets or notifications leading to that dopamine rush, when I hear a teacher proclaim her recommitment to popsicle sticks as a means to improve participation in her class come fall. I winced. I remember being praised by my principal for having a cup of popsicle sticks on my desk and the nod of approval he gave me when I used this revolutionary technique to call randomly on unsuspecting students.  About this time each summer I started eating popsicles with abandon hoping to have enough sticks saved by the end of August. Oh my goodness. How far we’ve come!

kari pops
Kari Vaughn, now FCAS; former princess popsicle eater

A dominant theme from PD a couple summers ago was the practice of acting intentionally in instruction and planning and assessment and in each and every teacher move except in calling on students. We were still rolling the roulette wheel hoping fate would carry us the rest of the way. We were upping participation, but not steering the learning ship in any particular direction.  At the close of many a class, we found ourselves on education’s version of Gilligan’s Island, floundering hopelessly for a solution to the wreck that just occurred in class. It never occurred to me there was a better way because fate served me well, much of the time. But not every time and my luck ran out.

How many times have you been burned by a student who boldly states the exact misconception you were saying to dispel; or a student who confidently states something totally and completely wrong? Having no idea what a student is going to say is a rookie mistake. What keeps sticking with me is a scene from L.A. Law  (1986-1994) where Corbin Bernsen, starring as divorce attorney Arnie Becker, has a woman, claiming abuse, on the witness stand. He pushes her to the breaking point about why she did not seek help from a neighbor on a particular occasion when she had been locked out of her house. She explains that she could not seek help from a neighbor because she was naked.  At that point, his whole case fell apart right before him. He was reminded that a divorce lawyer never asks a question to which he or she does not already know the answer. And so it is two decades into the 21stcentury in the mathematics classroom.

Now, at long last, the Five Practices for Orchestrating Productive Mathematical Discussions by Smith and Stein, affectionately referred to as “the five practices’’ is gaining traction and getting real.  When we, as teachers, invite a student to share insights with the class, we already know what they are going to say. It’s still organic, it’s just that we are sorting and selecting student insights in a planned way. And when I say we, I assume every teacher is now doing this or at least striving to take steps toward orchestrating classroom discussions in such a way. Just when I think that, I over hear the popsicle stick comment and I know, the work here is just starting.  I know I would not be where I am today if it weren’t for the training and experiences I have had using Open Up Resources 6-8 Math authored by Illustrative Mathematics.

At HIVE19 in Atlanta, Brooke Powers (@LBrookePowers) introduced us (Martin Joyce (@martinsean), Morgan Stipe (@mrsstipemath) and Jen Arberg (@JenArberg) to a video that we then showed during our Five Practices 6-8 breakout groups in session 3 in the Community Track. This video created by and starring Dr. K. Childs, set the stage nicely as we dug into a lesson specifically on the five practices. I am sharing it further by linking it here. I hope this makes an appearance in your back to school training sessions. I also hope this practice extends to other content areas because good practice is good practice.

Pot of Podcasts

A couple years ago I started randomly sampling podcasts for teachers. I think I was doing something boring in my kitchen and didn’t like the thought of wasting time so I decided to multi-task. I started with #Hacklearning, but didn’t stick with that one long because I felt like I was being asked to pay for tangental items continually and, well, I’m a teacher so I’m just not going to spend money without some unbiased recommendations from people I trust. Plus, many more became available that were math centric.

Podcasts in my rotation I have listened to while I am sweeting at the gym or am sorting papers or some other mundane tasks are listed:

  • The Cult of Pedagogy
  • Truth for Teachers (Angela Watson from 40 hour week fame)
  • The Numberphile Podcast
  • Math Ed Podcast
  • the Google Teacher Tribe Podcast
  • The Teacher Podcast
  • Mr. Barton Maths Podcast (one of my favorites–can get deep)
  • Making Math Moments the Matter (Fairly new but organic so I kind of like it–#MTBoSers Jon Orr and Kyle Pearce)
  • 10 Minute Teacher Podcast
  • My Bad (One of my earliest finds which I don’t listen to any more since I finely found content related Podcasts)

The list above in not sorted or rated in any way, shape or form. I welcome introductions into podcasts not listed. Share your favorite podcast!!

 

 

To Share or not to Share?

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After a major professional development event, I try to blog my takeaways as my way of reflecting and committing to action steps. But with #OURHive I’m hesitant. I know as an attendee of many jealously camps, I appreciate such blogs as a way to collect resources discovered and shared at the event I was not fortunate enough to attend. So why the hesitation? It may be because I don’t consider a session I facilitated a session that is worthy of comment. But of course it is. It’s just a private reflection for now. I do have a couple things I’m ready to share though.

When I attend a major PD, I tend to notice a main word or concept. I’m struggling with that too though. My immediate reaction is “organic” tying that to the ungroomed responses we want from students. That stands in contrast to formulated responses of years gone by expected from learners who are given formulas, aka recipes, into which numbers are plugged and answers are spat out. In our quest for conceptual understanding we expect raw, unfinished ideas, ripe with unfinished truths and misconceptions. Teachers are in search of organic “mather” that can be synthesized into understandings that form a platform from which the next concept can be launched. Words are simple. Actions are complex, intertwined and squishy as we persevere toward the learning goals of the day. Skillfully executed, lesson synthesis brings connections and closure to the day.

I have a problem though. #OURHive left me with more than one key word. Shiny has to be crowned the second key word. Because I missed the opening keynotes due to getting my room ready for my session, I picked up on the word late in the game. I heard it used frequently though and I interpreted it in my own way. I took it to mean teachers shine when they do well and they become even more shiny as they improve. I can’t help but be reminded of a time in a previous career when I was told I was a “diamond in the rough.” I was not shiny whatsoever. The comment made me feel as though they had told me I didn’t sweat much for a fat girl. This is different though. The pretext is that teachers are already shining. Their new work and new learnings just help them shine ever more. That’s a nice thought.

I will compile the nuggets of information and teaching tips I received in another post. Until then, don’t seek illusive perfection, but rather continual improvement. Teach on. Learn on. Love on.

 

I threw my line out and I got a nibble…subtitle: MVP may help me improve my Math 2 instruction next year

I am the first to admit, I am no expert on curriculum. I taught 8thgrade math for 10 years with no curriculum. I taught algebra 1 for 8 with no curriculum including my very first year in the classroom. Also, I taught Geometry for a couple years without any curriculum. Algebra 2 (the best ever!!!) I was without, but I did have access to a textbook, so maybe not truly without, it was just not aligned. Then there was Math 2, 1 and Math 8 under Common Core for several years with zero curriculum. I had to have the difference between standards and curriculum explained to me because I had no clue what curriculum actually was because I had never seen such. Standards are not curriculum. Resources are not curriculum. When you spend 20 hours preparing for 12 hours of class, you do not have a curriculum. Having multiple preps without any curriculum is nearly impossible. I did that the first year I taught geometry. I had Math 8 as well as algebra 1 that year. Once school was out, I went to bed and didn’t wake up until I heard fireworks on the fourth of July. I didn’t know there was a different/better way.

Finally, in late August of 2017, my school was asked to pilot the Open Up Resources 6-8 Math Curriculum authored by the geniuses at Illustrative Mathematics. I was amazed…and pissed. Why had I been put through 10 years of hell having to do everything myself via trial and error as I cobbled together resources to teach the standards for my classes. I knew I had found the silver bullet that educators have been looking for, or at least, I was much closer to it than ever before.

After using the Open Up Resources 6-8 Math curriculum for almost two years coupled with hearing noise about the Mathematics Vision Project (MVP) partnering with Open Up Resources to deliver a high school curriculum, it dawned on me that there had to be some Math 2 stuff hanging in a cloud somewhere so I went hunting. I knew I had limited time after spring break to cover the probability unit for Math 2. I found Module 9 for Math 2 from MVP. I looked it over. Checked it for alignment. Worked through the lessons then checked again for alignment. I decided to give it a try. I like it and here’s why.

Though I had no detailed how-to guide or training on how to actually implement this curriculum, I could see it was designed around a learning cycle that made sense. The first thing that made sense is that, unlike me, the authors of the curriculum realize that students actually come into the course with prior knowledge. Students are immediately held accountable for that knowledge. As students are working on the “ready” portion of their independent work, they are actually expected to go out and reacquire concepts on their own if they don’t recall them. I had spent weeks in the past reteaching prerequisite concepts rather than holding students accountable for regaining any lost knowledge themselves. With the MVP module, if students struggled, we spent a little time, but not a significant amount. I would then throw in a drill and kill exercise from my stash to make sure student understandings were solid a day later. We kept moving.

The next thing that sold me was the problem-based learning approach. It was clear that the five practices were part of the design from the page and a half alignment/teacher support page per lesson included in my find. It was also clear that discovery learning and collaboration were part of the process and those are my jam!

I realize through training with Open Up Resources and Illustrative Mathematics that I had to “launch” each lesson by laying down groundwork and making expectations clear up-front. I also circulate and prompt students who are stuck during the task of the day with instructional moves. What do you notice? What do you already know? What are you actually being asked? Can you use a different display to make the data more clear to you? The key is that the students are prompted to take action rather than waiting me or the rest of the class out.

I also like that the classroom projects/tasks are complex enough that students need to talk through what they are about and what learners are really being asked to do. The synergistic learning experience that students have is by design, not by accident. Students genuinely need one another more and me less.

Once students are mostly through with the problem or task, I choose students to present, always looking for varying approaches and insights. Because I am still learning to implement the five practices, I don’t always make the best choices and sometimes I revert to old habits of cold-calling that I get burned by, but we carry on. My students support my learning as much as I do theirs. It’s a wonderful relationship. I am very open with them about the fact that I am trying something new and they are very forgiving when I need a do-over and we rewind and try again.

My students have been frustrated for years about not having a curriculum—almost as much as their parents have been. They crave structure and who could blame them? What I want is quality structure. I’ve only tried this one module from MVP. I’ve not tried any other curriculums other than plucking lesson ideas from various places over the years with no sort of cohesive plan. So far, I see that the MVP curriculum adds both efficiency as well as depth to the learning that goes on in my classroom. Next year, I plan to experiment with MVP for Math 2 as my district launches MVP only for Math 1. I guess I am pre-piloting for Math 2 on my own. Since I am on my own, I can make adjustments as I go. I do wish I had access to some of the for-fee resources such as assessments and training, but I draw the line at having to pay for that sort of thing myself. I may attend the district MVP Math 1 summer training just to get a better understanding of the design.

 

 

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Wish me luck as I venture onward. If you have any suggestions, I’m all ears!!

Rising Out of #teacherfunk

I think quite a lot about professional development. Whether I’m preparing to give or receive, I want it to be worthwhile.

A while back I was deciding whether or not to give the PAEMST a third shot. Yes.  That’s right. My third shot. The first year I submitted, I was a finalist for the state of North Carolina. My lesson was terrible and my write up wasn’t much better. But there I was, a finalist. Two years later, I apply again. My score is double the score from the year I was a finalist, but it wasn’t in the cards. And oddly enough, I was totally ok with that. See, the growth I achieved during and after each of these processes has been the most growth I have ever made as a teacher. It is no less and no more than the personal growth I went through when I did my National Boards. (Note to the world—the most significant professional development a teacher can get is personal professional development through structured reflection. It should be recognized and recorded as such.)

So why am I applying again? I had to. Early this calendar year, I found myself in a terrible funk as a teacher. I had no confidence and my students sensed that and seized on it. That just made each day worse. I had to shake what was happening to me and in my classroom. I thought about when I was at my best and what made me my best and it all came back to serious, structured, self-reflection. Reflection on my foibles as well as my fabulousness. I knew I had to resubmit for PAEMST, so, on March 1st, I self-nominated. I am doing this for my self and for my students. They deserve my best and I was not at my best before I made this decision. I was an over burdened teacher who felt compelled to beat herself up over data. Data points that truly represent neither me nor my students. Data points that are valid in hindsight, but at the moment made me feel like a failure. I am now on a natural high that is propelling me forward as well as my learners.

For me data is emotional before it is informative. That is something every administrator needs to know about me, and probably about most other teachers. I take my job very seriously. Data is merely one dimension that defines me as well as my learners. We are so much more than one stinking data point. I could go on a whole diatribe about grades and end of grade scores and whatnot, but I won’t. People that don’t understand will not suddenly change their position on my rant.

If you are like me and need a structure to help you reflect and give yourself a significant career boost, then do some structured, self-refection. Use the National Board prompts or the PAEMST dimension prompts. It is so worth it for you and your students. While you’re at it, you might as well apply, right?

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Simplifying radicals? Who needs it?

There was a time I thought radicals should be simplified. A factor of a radicand should never be a perfect square. To do otherwise was just sloppy math—so I thought. Now, I think differently. You should consider it too.

image square roots
pic fromthemathlab.com

Making the square root of 40 look like 2 on the square root of 10 serves no real purpose in the mathematics of real life. You can readily estimate the square root of 45, but trying to do that with three square root 5 is a much more complicated task, and for what? If I am going to the fabric store and I am asked how much ribbon I want, I better not say, “4 root 2” and expect to get the correct amount. At the hardware store, I am far better reasoning that the square root of 32 feet would be a bit less than 6 feet, and a bit more than 5 and one-half feet and just say 2 yards. The lumber department does not want to hear this nonsense about radicals and square roots.  They want to cut my lumber and send me to the register to check out so they can help the next person also get a reasonable amount of lumber.

real square roots
Photograph by question_ev3rything on reddit

Now, I know, one needs to simplify radicals to combine radicals via addition, such as the square root of 27 plus the square root of 12, but seriously. This is not reality. This is a contrived problem that I have never seen come up in real life. Ever. And I sew and measure and do real life things with math—at home. It does not come up.  It’s clever, like a party trick, but not terribly useful.

I do make certain my Math 2 students can “simplify radials,” but just for the “man.” Not for real life. I used to “ding” my students (take off 1 point just to be mildly irritating to get them to conform to convention) for not simplifying radicals. I am totally rethinking that.

Reality says leave radicals as they are so they are easy to estimate to be useful and to check for reasonableness. Done.

Skirt and shirt made out of fabric that has root vegetables that are in the shapes of rectangular prisms.
Last spring’s project…square roots…get it?

 

year two–take two

Happy Saturday all! I’m supposed to be getting ready for a couple PD sessions that I am presenting over the next two weekends, but I can’t get a comment from @SAMSDrSapsara at @mrsstipemath’s Thursday night 7th grade zoom (time stamp 00:27:14) collaboration out of my mind. Dr. Jessica Sapsara said, “I feel like when I’m making my anchor charts for the things, it’s really coming…way…after the unit has passed and I’m like, alright, let’s get something up so when we’re referencing it later as units come through…let’s look at that one again…so we have better working language…visuals…” And I thought to myself, “self, that’s where you were last year, if you made them at all!” That got me thinking about even more exciting differences between years 1 and 2 of implementing Open Up Resources 6-8 Math Curriculum. I know I reflected on this earlier,  but there’s more. Here’s my summary so far:

  • Anchor charts—Like I said, year 1 I was lucky to make them at all. In fact, I did not understand their usefulness until it was too late. Year two, I am deliberate in their creation as well as in pointing to them during lessons and even as students present, intentionally connecting student ideas to the charts.
  • Lesson preparation—I was so tired last year that I would fall asleep as I was reading the lessons. I’d get up in the morning and get about half-way through the teacher guide and then my room was filled with kids that needed support for the other course I teach, so there went my preparation time for Math 8. Year two, I am seeing so much exciting mathematics and even more brilliance in the authoring of this curriculum. I am excited about reading it and doing it and energized by it, so much so, that I read it before I even go home the day or even two days before the lesson. I am copying and cutting my cool downs and black line masters for an entire unit at one time rather than daily. I am importing my slides for an entire unit into one Google slides presentation. I just edit daily to remove what was covered that day in preparation for the next. (Note to self…hide the slides rather than deleting them, thereby making the file useful for next year! Yep, here I am, learning through reflection!)
  • Student copies/student workbooks—Year 1 saw me rushing around daily or all day Sunday editing and copying student pages for the week ahead. Year 2, my district purchased student workbooks. That in and of itself has given me back part of my life. I am so fortunate that my district cared enough about its teachers and time and copying costs to purchase student workbooks.IMG_3565
  • Attention on student learning—this was a luxury rarely afforded in year 1 because I was so intent on my own learning. In year 2, student learning is what fuels me. Seeing the lesson by lesson progress and retention is reassuring that I am actually helping students become mathematicians.
  • Student engagement—what an improvement!. In year one, I had three students per class I felt were really with the program. In year two, I have all but three students demonstrating understanding and actively owning their learning. I need to remember that when I am beating myself up about those three students, but still, that’s 3 students too many.
  • Student results—What a difference! They are truly remarkable. When I review cool-downs I can see student thinking and reasoning and catch misconceptions so they can be addressed timely. Year one, I was lucky to get a cool-down in the same day as the lesson. Now when I pass out the cool-downs, I hear students say, “we’re done already?” Students self-assess daily as they turn their cool-down into the basket based on their level of understanding, thanks to @mrsstipemath.understanding
  • Supplemental activities—Year 1 had virtually zero supplemental activities for students. Year 2, they are actually part of the game plan. They include Desmos activities to further student learning and assess student understanding; Quizziz games so students can self-assess and develop fluency with concepts; Desmos graphing calculator sessions to quickly and easily make math visible; practice problems from the curriculum; review sessions using practice problems for unit assessment preparation. I am still trying to get to Khan Academy  exercises, but haven’t managed to get them worked in—yet.
  • Pacing—This is a non-issue in year 2. I attribute this to not over-teaching as well as to keeping moving even without 100% buy-in from students. I know the material and concepts are coming around again and both the students and I will get another crack at nailing down the standards. I also understand the learning goals more clearly and know that keeping them bite-sized is essential to student success. That my students were successful at all last year was truly a miracle.sample matrix for blog
  • Community support—In year 1, I felt like my blog was my only companion as I learned this new curriculum and relearned how to teach—or perhaps, finally learned how to teach. This year, there is so much community support. There are the organized supports such as the face book groups and Monday night twitter chats (#OpenUpMath) as well as monthly zoom sessions by the Gurus of Open Up Resources 6-8 Math. My district is also providing monthly professional development specifically for users of the Open Up Resources 6-8 Math curriculum. I also have a network of users across the country as my personal Professional Learning Community. I find it hard to believe I made it through last year without these committed educators.Chat.png
  • School-life balance—This did not exist in year one. I worked very hard, but not very smart and it took a physical toll on me. This year, I am more rested even though I am doing more each day. I manage to eat healthier, sleep more, exercise regularly, read for pleasure, find time to support my learning community and even spend time with my husband. These activities have all improved my mood and attitude and help me recover from slumps and meltdowns more quickly.Selfcareisnotselfish

Year two just keeps getting better too. I actually feel valued and appreciated by my colleagues across the country. I feel confident in my classroom and I am excited about the future. My community members experiencing year one now who are taking advantage of the support of the Open Up Resources 6-8 Math community are doing so many wonderful things for their students. I am grateful for them and want to support them as we move forward together, as a community of learners.

Here I Stand

I’ve heard it. I’ve said it. I’ve lived it. The equations section of Unit 4 of 8thgrade Open Up Resources 6-8 Math curriculum is a beast. It ramps up so quickly with little to no practice and students are lost. They are frustrated and giving up. So are teachers. So was I, until I got my head around it. Sheer conjecture, but this is my take on the whole thing.

This curriculum is designed for 8thgraders. All 8thgraders. We have three distinct levels of math classes in 8thgrade at my school. The Open Up curriculum is only being used for students who are currently at, barely at or below grade level. There is a narrow group of learners using this wide-ranging 8thgrade curriculum. Most of these learners have never truly been asked to perform work that is on-grade-level. This is the first time. They are lost and struggling and giving up.

We are taking a curriculum intended for acceleration, remediation and everything in between and using it exclusively for corrective and remedial instruction with enough access for on grade-level students to make progress. We are working hard to deliver the curriculum with fidelity. Our students are being challenged with grade-level material for, perhaps, the first time. They, in all likelihood, will not get it all. That’s ok. For many, this is their first exposure to grade-level material. Maybe they’ll get it the next time. We need to focus on the fact that students finally have access to grade-level material. We, as teachers, need to be careful not to let our well-intentioned actions take that away from them. When we take the opportunity for students to solve equations containing distribution and fractions and negative numbers and variables on both side and exchange it for 6thgrade-level equations, we are cheating our students.

And there I am, taking work that is at grade-level and breaking it down into bits and pieces that my students can understand and taking it off grade-level. I’m reading to them rather than having them read the problems themselves. I’m giving in. I’m using a curriculum designed to meet the needs of a diverse group of learners with a group of learners who, for the most part, don’t want to be there. I have got to do better so my students have a chance to do better. I’ve started giving out Life Savers to students for getting a good start on activities. Hopefully, only I catch the connection there.

Students do not know how to put in the sustained work required to do the learning that needs to be done to get on grade-level. They do not know how to reach longer-term goals on their own.  Rather than getting frustrated with the students and the curriculum, we as teachers, need to rise to the challenge and be the bridge that finally gets these students access to grade level work. Yes. It will take multiple years, but I would rather be the start of their access to grade-level work rather than the continuation of subpar standards.

There is so much immediate gratification in the lives of students that gets in the way of the time it takes to do the work required to reach longer-term goals.  None of these students fell behind in the last year or two. Fact is they were never caught up to start with. This is just the first time they have ever even had the chance to see and do work that is on grade-level. They are 13 and 14. Yes, they are going to struggle. Yes, we are going to struggle right along with them.  We owe it to them to finally challenge them with what they deserve. All students deserve access to grade level content. Period. Taking Martin Luther out of context, “Here I stand. I can do no other.”

martin luther at luther college

Tracking is the start of all this below grade-level activity. We say we want all students to succeed, but how can they? There is no way to “jump the track” they are assigned to if they do not have a crack at the actual expectations of the grade. At-grade-level progress needs to be accessed and assessed for all learners. Watering down standards and short-changing learners who have historically struggled will never get them where they should be. Please honor our students by honoring their access to grade-level material. It is probable that many may not get it, but some will. Chances are, the ones that don’t get it weren’t going to get the watered-down version either. At grade level material gives all students a chance to meet and exceed expectations. Expect great things from yourself and your students.

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