1. Equity and Deeper Learning:
Making high standards and powerful learning
opportunities available to ALL students

2. What is Deeper Learning?
Opportunity to utilize higher order thinking skills
Analysis, evaluation, application, creativity
To undertake and learn through complex tasks and challenging texts
To acquire skills needed for college
Independent research
Critical/analytical thinking
To produce high-quality work that can serve as a reflection and proof of what a student has learned — mastery

4. Pervasive inequality makes the pursuit of equity difficult but essential
Equity is:
Addressing the needs of all students
Academic, psychological, emotional, social
Recognizing differences, compensating for disadvantages, and responding to the needs of all students
Staying focused on outcomes – academic and developmental

5. Access to high standards is an equity issue
We have used assessment to rationalize sorting/tracking students
We have traditionally “dumbed down” the curriculum for those we thought were not “college material”
We have confused academic performance with intellectual ability and potential
We have not given teachers sufficient guidance in how to teach in heterogeneous classrooms

6. Accountability based on testing has distorted teaching and learning
Led to more scripted teaching aligned to “packaged” curricula
Greater emphasis placed on low level “testable” skills, rather than higher order thinking in low-income schools
Limited opportunities for “deeper learning” and product- oriented learning (writing)
Distorted the use of testing - used to measure and monitor achievement, rather than to improve teaching and learning
Overlooked importance of delivering high quality instruction, particularly for vulnerable groups

7. A Framework for Pursuing Equity
Child Development – a holistic approach to learning (social and emotional factors) and the need for differentiation
Neuroscience – elasticity of brain requires the use of strategies to promote cognitive development and mitigate harmful factors in the environment
A Framework for Pursuing Equity
Relationships – Understanding and responding to the way students are affected by family, peers, community, and society

8. Language Arts Standards
Language Arts - Students are expected to both develop their skills and apply them to more complex texts.
The standards require students to systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening.
English teachers will teach students literature and nonfiction texts that they choose. Standards also ensure that students are being prepared to read, write, and research across the curriculum, including in history and science.
See: Common Core, Culture and Argumentation in the Disciplines by Carol Lee

9. 2015 Adams Scholarship Winners
Brockton High School

10. Math Standards
The standards are designed to support a student's ability to learn and apply more demanding math concepts and procedures
Practice applying mathematical ways of thinking to real-world issues and challenges
Problem-solving, collaboration, communication, and critical-thinking skills are interwoven into the standards

11. Students in Control of Learning
Hollenbeck Middle School, LA

12. English Learners (EL) and Students with Learning Disabilities
In order for ELs and students with disabilities to meet high academic standards, they must acquire conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking, and listening. For this to occur, their instruction must include:
— Support services designed to meet their unique needs.
— Fidelity in the implementation of the Individualized Education Plan (IEP). This must include annual goals aligned with grade-level academic standards.
— Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

13. Bronx Academy of Language and Technology
New York

14. We Must Focus on Engagement
Behavioral Engagement
Preparation
Persistence
Instrumental Help Seeking
Cognitive Engagement
Deep Processing
Meta-Cognition
We Must Focus on Engagement
Affective Engagement
Interest
Value

15. Teachers Focus on Evidence of Learning
Make expectations clear and standards explicit
Model and expose students to high-quality work
Utilize diagnostic tools to check for understanding
Learn about their students’ interests in order to make lessons culturally relevant
Expect students to revise and resubmit work
Solicit feedback and questions from students
Analyze student work with a focus on evidence of competence and mastery, and with a willingness to reflect on efficacy of methods

16. Align the Skills of Teachers with the Needs of Students
Differentiate professional development – content, pedagogy and relationships
Align PD to student needs
Provide access to mentors and content area coaches – selected based upon a record of effectiveness and an ability to work well with colleagues
Provide time for observation and feedback – from veteran teachers and knowledgeable administrators
Provide time to plan and collaborate with colleagues and learn from student work
Don’t assign new teachers to teach the most challenging classes

17. A Holistic Vision to Achieve Equity in Outcomes
Teaching and Learning
Extended Learning
Safety, mentors
Community partners-Universities
Family
engagement
Health and Nutrition