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

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

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

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

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

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

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 https://www.youtube.com/watch?v=qkxQ9VYP0Gs

2015 Adams Scholarship Winners Brockton High School

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

Students in Control of Learning Hollenbeck Middle School, LA

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.

Bronx Academy of Language and Technology New York

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

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

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

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