Aligned by Design.Venegoni.9.22.09 - Monona Grove...averages at Northtown and nearly exceed at Ralph Ellison Northtown has been in the TOP 10 of all CPS schools in ACT, and it has

Aligned By DesignAligned By Design

Monona Grove, Wisconsin

Tuesday, September 22, 2009

Venegoni (2009)

Presenter:

Charles Venegoni, Ph.D.

OverviewOverview

� The Problem & The Context

� Understanding the Data We Have

� The Alignment Principles

�What We Don’t Need & What We Do Need: The Most Effective “Disruptive Innovation”

Venegoni (2009)

� From A Nation at Risk to NCLB: A quarter-century of questionable progress

� The Manufactured Crisis as Response: Good News and Bad News

�What the flat-line tells us: The SES Imperative

Venegoni (2009)

Providing a Correlation Variable

Curriculum Instructional Variable

Curriculum Instructional Variable

Student Population(n Pool)

Student Population(n Pool)

Assessment Variable

Assessment Variable

AA BB CC

•If A & C are made dependent, then C’s

application to B will produce the effects of A.

•If A & C are left independent, then C’s

application to B will produce the characteristics

of B.

Venegoni (2009)

� The ACT as a Critical Skills Test

� College Readiness Standards: ESSENTIAL SKILLS

� The Problematic Place of Skills in the American High School

Venegoni (2009)

� “The Test”

� Lockstep, Top-Down, and Deskilling

� The teacher as independent contractor or artiste

� Intellectual Freedom and Creativity

� The Meaning of Collaboration and Professionalism

� SITUATED FREEDOM

� The Purpose of Structure

Venegoni (2009)

� “Disruptive Innovation”= Doing it Right

� The Student and the Instructional Decision Making Process

� “High Stakes” (Normative) Assessment

� Reactions: Justifiable and NOT

Venegoni (2009)

� The Legacy of NCLB

� Not all tests are made equal

� Prairie State Achievement Exam as Object Lesson

� ACT (four good, and one not)

� Day #2 Tests and What’s Wrong with Testing

Venegoni (2009)

The Irony:The Irony:

Testing, the Testing, the ““Test,Test,”” and Defining the and Defining the

ProblemProblem

� Test Performance – Indicates the problem

� The “Test” – Subjected to debate

� The Problem – becomes “the test”

� The Irony – pursuing everything but the performance indicator upon which the diagnosis of the problem was based

� “Solutions” based on the above defer and do not address the problem (original)

Venegoni (2009)

� Interventions, Reinventions and Reforms: Conservative and Progressive

� The Standards & Assessment Industry

� “No Child Left Behind” and the Baby in the Bathwater

Venegoni (2009)

� Sociological and Pedagogical Problems and The Ends of Education

� Dealing with what we know

� Inputs and Outcomes

Venegoni (2009)

� University of Chicago Consortium Study, 2008

� Context is Crucial

� Skills Mastery and Student Capacities

Venegoni (2009)

• Students

• Parents

• Community

• Skills Development Today

• Skills acquisition is an effect of a cause that has many other worthy effects.

Venegoni (2009)

� Aligning by Design

� Professionalizing Education as a Collaborative Enterprise

� Doing it “On Purpose”

Venegoni (2009)

� Vertical

� Horizontal

� Diagonal

Venegoni (2009)

� Content and Critical Thinking

� Principles as Principal

� Critical Thinking as Primary Goal

Venegoni (2009)

� Common Matrix

� College Readiness Standards

� College Board’s Advanced Placement “Standards”

� Customizing per Site

� Seamless Integration of Delivery

Venegoni (2009)

� Scope and Sequence

� Spiraling and Recursion

� Reinforcement

Venegoni (2009)

� Vehicle for Skills Instruction

� Multiple Modalities

� Pedagogical Value Inherent in ACT

� Formative Assessment

� Data Evaluation and Learning

Venegoni (2009)

� Not a Factoid on the Test

� Discrimination and Test Construction

� Metacognition

� Distracter Analysis

� Readiness for A.P. Exams

Venegoni (2009)

•Assessment

• Instruction

•Curriculum

Venegoni (2009)

Assessment

Venegoni (2009)

• Students

• Parents

• Community

• Skills Development Today

• Skills acquisition is an effect of a cause that has many other worthy effects.

Venegoni (2009)

The ACT & Making Sense of the DataThe ACT & Making Sense of the Data

� The “Test” is valuable IF it is:

◦ Meaningful to students and the public

◦ Valid and reliable

◦ Data useful for instructional component & evaluation

◦ Transparently referenced to standards (ACT College Readiness Standards)

� Should be scoped and sequenced in standards and tests per the matrix

� Standards that are:

� Useful to teachers in addressing student needs

◦ Sequenced tests for measuring growth

Venegoni (2009)

The ACT & Using the Test for LearningThe ACT & Using the Test for Learning

� Any test with these qualities will do

� The ACT fits all but one characteristic

◦ The ACT’s weakness: Lack of internal coherence

� Science and Reading vs. Math and English

� Growth per entry per tests

Venegoni (2009)

Student Capacities and the ACTStudent Capacities and the ACT

16 vs. 20

20vs.

24

28vs.

32

Venegoni (2009)

““AverageAverage”” Gains: By Subject & YearGains: By Subject & Year

Venegoni (2009)

Average Gains per Subject

English 4.5

Math 4.5

Reading 5.5

Science 3.5

Composite 4.5

Typical Gains Per Year

Frosh 1/3 (2)

Sophomore 1/6 (1)

Junior 1/2 (3)

Using the NumbersUsing the Numbers

� Data needed in secondary education (EPAS)

Venegoni (2009)

The Case of Chicago v.s. The Nation

ENTRY EXPLORE

EXIT ACT GROWTH

Chicago Nonselective Average (ACT)

13.5 to 14 approx. 16.5 2.5 to 3.0

National EXPLORE Entry Average*

16.5 21 4.5

*NOTE: national average includes urban populations

Venegoni (2009)

Projections & PotentialProjections & Potential

The Middle Kid(16.5) 21 to 22.5-23

(15.5) 19.5 to 22-23

15% - 25%

Potential Value Added Moves the Middle Kid from the 50th% to the 67th% :

2 of 3 vs. 1 of 2 at current “average”Venegoni (2009)


Venegoni (2009)

The Most Challenged Urban Nonselectives

16.5 to 19 - immediately

20 % on the middle of the cohort

Quadruple the number of scores 20+


Venegoni (2009)

At the Top

Entries of 21.5 to ACTs of 27.5 can become ACTs of 29.3

Middle from 90% - 96+%

The Case of University of Illinois

Value Added EvaluationValue Added Evaluation

� Useful to educators for evaluation and driving instruction

� Most emphasis on growth

� Reconsidering the “Achievement Gap”

� Need for finer and more granular analysis

Venegoni (2009)

Value Added Growth &Value Added Growth &

Growth from Entry Metrics (GEM)Growth from Entry Metrics (GEM)

�Evaluate growth from entry with value = % of entry

�Refined through application of GEM

Venegoni (2009)

Growth from Entry Metrics (GEM)Growth from Entry Metrics (GEM)

� EPAS composites allow for growth comparisons but ignore performance gains from variantentries.

� The GEM Quotient

◦ Isolates populations (by entry) caught at the bottom, middle and top of the achievement gap.

◦ Measures growth for students starting at – and by –entry score levels

◦ Quotient considers effect of bias to higher entry

Venegoni (2009)

Venegoni (2009)

Growth in Composites by Entry: District 214Growth in Composites by Entry: District 214

Venegoni (2009)

Growth in Composites by Entry: HerseyGrowth in Composites by Entry: Hersey

Venegoni (2009)

Realistic GoalsRealistic Goals

Venegoni (2009)

School Type Current Potential

Magnet Urban 27.5 29.5

5-6 (gains) 7.8 (gains)

Selective Urban 22.3 25.5

3.7 (gains) 7 (gains)

Nonselective Urban

16.5 19

Suburban 4.5 (gains) 6.5 (gains)

Metro Suburban 18.5 21

Chicago Public EPAS Growth Chicago Public EPAS Growth (2006)(2006)

Venegoni (2009)

School Entry EXPLORE

Exit ACT Growth

All Selective Schools 18.5 22.3 3.7

Selective School #1 21.4 27.5 6.1

Selective School #2 20.3 25.8 5.5

All Nonselective Schools 13.5 16.1 2.6

Charter School #1 13.7 15.8 2.1





Northtown Academy 14.4 19.5 5.1

Ralph Ellison High School (2009)

13.8 18.8 5

Civitas (CICS) in Summary: 2004Civitas (CICS) in Summary: 2004-- 20092009

� Northtown: Highest ACT score EVER recorded by a “neighborhood school” (non-selective admissions) in the history of CPS: 19.1- 19.5 in 2004, 2005, 2006, 2008, and 2009; and 20 in 2007 (all years include SPED students)

� ACT scores in English and Reading already exceed state averages at Northtown and nearly exceed at Ralph Ellison

� Northtown has been in the TOP 10 of all CPS schools in ACT, and it has surpassed some magnate and other selective admit schools.

� Ellison: 18.7 ACT – possibly highest GEM in Chicago

Venegoni (2009)

Venegoni (2008)

CPSCPS--Chicago CharterChicago Charter--Northtown Northtown

Comparatives (Catalyst, 2008)Comparatives (Catalyst, 2008)

# OF STUDENTS WITH SCORES OF 20 AND HIGHER

TOTAL # OF TESTED STUDENTS

COMPOSITE ACT SCORE

1) Northtown Academy 82 160 (1:1) 20

2) Simeon College Prep

52 400 16.9

3) Chicago Military Academy

20 120 17.7

4) North Lawndale Charter

6 50 16.9

TOTALS FOR SCHOOLS 2-4

78 570 (1:7.5)

*NOTE: Only school 4 is nonselective

Chicago Reader Study of Chicago Chicago Reader Study of Chicago

Valedictorians, 2007Valedictorians, 2007

� Typical non-selective CPS valedictorian scores a 20 on the ACT

� As many as ¼ of all non-selective school valedictorians have scores of 18 on the ACT

� Scores of 24 or above are very rare in these schools

� Fewer than 5% of class score 20 or above on the ACT in most cases

Venegoni (2009)

Civitas at 20 or aboveCivitas at 20 or above

� Northtown typically has 40-50% of students in this category

� Ellison (2009) places over 1/3 of its students in this category

� More scores over 24 than comparable schools have scores over 20– usually by 2, 3, or 4 times more

� “College Readiness”: by the numbers

Venegoni (2009)

Hersey in the Larger Context: Inter-

District Growth (Recent CADCA Study)

Venegoni (2009)

Hersey ACT Growth RecordsHersey ACT Growth Records

� 7.3 Composite

� 9.0 English: Highest anywhere on record

� 8.1 Reading: Highest ever in 214 (among 2 highest on record)

� 6.4 Science: First over 6 in 214

Venegoni (2009)

Charles Venegoni 47Venegoni (2009)

Hersey's Achievement in PerspectiveHersey's Achievement in Perspective

� Pre- 2000: Typical performance placed JHHS with its SES counterparts in ACT rankings (scores 21.5- 22.3)

� Pre-2000: Typical ACT score JHHS was 21.8 (ranging from 21.5 to 22.3)

◦ Typical state ranking increased by 40 places or more since 2000

� Pre-2000 to 2009: Advanced Placement Exams given have increased by MORE THAN 300%, with an increased average score.

� 24.9 ACT score in 2008 exceeds 21.8 by over 3 points

◦ adds @15-20% in achievement to the middle student

*ACT figures are taken from available data from the Daily Herald

District 214 in 2009: CADCA StudiesDistrict 214 in 2009: CADCA Studies

� Highest ACT Growth for Districts

� Two Highest ACT Growth Schools: John Hersey and Prospect

� Highest ACT based on SES formula College Graduates in Community and “At Risk” Students

Venegoni (2009)

July 2, 2007 Charles Venegoni 49

Growth in Number of AP Examinations Taken

Venegoni (2009)

Venegoni (2009)

EPAS Gains per GEMEPAS Gains per GEM.44Highest projected

.424 Highest known (Hersey, 2008 PSAE)

.4152 Hersey (214-1, 2009 PSAE)

.4 Excellent- High

.3931 214- 2

.3818 214- 3

.3809 District 214 average (2009 PSAE)

.38Excellent- Mid

.3750 214- 4

.3636 Excellent- Entry

Venegoni (2009)

.355 Highest CPS Non-selective

.35 Very Good

.333 Good

.3333 214- 5

.3214 214- 6

.3 Fair

.29 Highest CPS selective

.2727 National average

.25 Marginal

.2 Near Failing

.2 CPS Selective

Below .2 Failing

.19 CPS Non-selective

Hersey Lower Entry Growth (Each Hersey Lower Entry Growth (Each

Entry = Entry = ““ExcellentExcellent””))

Venegoni (2009)

Test and Range

Growth National Difference Hersey GEM

English (9-15)

7.2 3.3 2.9 .6

Math(10-12)

5.5 3.0 2.5 .5

Reading (10-15)

6.9 4.2 2.7 .55

Science (12-14)

4.6 2.8 1.8 .35

Composite(11-15)

5.2 2.8 2.6 .4

Growth from 17 Explore and GEMGrowth from 17 Explore and GEM

Venegoni (2009)

School Composite Percentile GEM

Hersey 24.1 76% .418

Civitas 23 69% .355

National 21.6 58% .273

CPS Stronger 20.7 53% .218

CPS Weaker 18.4 36% .083

CPS Explore % Chance for 20 vs. JHHS CPS Explore % Chance for 20 vs. JHHS

ACT from EntryACT from Entry

Venegoni (2009)

Entry # of CPS students likely to make 20

Realistic ACT Score

% ile Realistic ACT Score for JH Student

% ile Diff.

15 Virtually None

@ 17.9 32% 20.9 54% +22%

16 30% @ 19.0 40% 22.5 66% +26%

18-25 Virtually All

@ 22.8 68% @ 28.1 92% +26%

ISAT to ACTISAT to ACT

Venegoni (2009)

ISAT Score % Reaching 20 on the ACT*

267 (“Meets” Median) 26%

246 (Low “Meets”) 3%

288 (“Exceeds Standards”) 62%

* Math scores used as “most typical”

Middle School CRS AlignmentMiddle School CRS Alignment

Venegoni (2009)

Grade Secondary Primary Review

8th H 24-27 20-23 16-19

8th A 20-23 16-19 13-15

8th B 16-19 13-15 0-12

7th H 20-23 16-19 13-15

7th A 16-19 13-15 0-12

7th B 13-15 9-12 5-8

6th H 16-19 13-15 0-12 (Dev. I-III)

6th A 13-15 Dev CRS III Dev CRS II

6th B Dev CRS III Dev CRS II Dev CRS I

� AssessmentAssessment

�� InstructionInstruction

�� CurriculumCurriculum

Venegoni (2009)

““The ScoreThe Score”” (The (The AAIC Nexus)IC Nexus)

� An indicator of one dimension (the most measurable) of effects produced by a purposeful cause

� Not attained in isolation

Venegoni (2009)

Internal AssessmentInternal Assessment

� Referenced to other dimensions of the principles: Content and Critical Thinking

� Includes MUCH non-objective

� Continued focus on skills

� Should also have some reference to external assessment

◦ Quarter Tests

◦ Finals

◦ Skills tests in courses

Venegoni (2009)

““Formative AssessmentFormative Assessment””: referenced to : referenced to

External AssessmentExternal Assessment-- ACT/EPASACT/EPAS

� EPAS system as “Formative Assessment”

� Alignment with Internal assessment

�Within course

◦ See previous slide for alignment to internal assessment

�Within Program

◦ Practice ACT

◦ Interim Assessment Project

� Many other

Venegoni (2009)

Why Accountability MattersWhy Accountability Matters

� All stakeholders – especially educators –benefit

◦ Education and its public role/image

◦ Students essential skills development

◦ Value to students, parents and community

◦ Civic value – Intellectual Capital

Venegoni (2009)

Pedagogical Value of AssessmentPedagogical Value of Assessment

� Analysis of growth

� Skills orientation

� Discrimination and Critical Thinking

◦ Teaching techniques

Venegoni (2009)

Instruction (The AInstruction (The AIIC Nexus)C Nexus)

� Skills

� Content

� Interdisciplinarity

� Critical Thinking

� Collaborative

� Community Experiences

Venegoni (2009)

Curriculum (The AICurriculum (The AICC Nexus)Nexus)

� Common Core

� Alignment Principles

� Defined Purpose

◦ Designed intent of principles

Venegoni (2009)

The Eight Essential PrinciplesThe Eight Essential Principles1. ALL STUDENTS TAKE A RIGOROUS, COMMON CORE, COURSE OF STUDIES.

2. THE STUDENT IS AT THE CENTER OF THE INSTRUCTIONAL DESIGN, FRAMED BY THE ALIGNMENT PRINCIPLES.

3. OUR CURRICULUM IS CONTENT-BASED AND INTERDISCIPLINARY, BOTH CONTEMPORARY AND HISTORICAL IN SCOPE, AND REFERENCED TO THE CANON AS AN OBJECT OF ANALYSIS AND CRITIQUE.

4. SKILLS DEVELOPMENT IS GIVEN CROSS-CURRICULAR EMPHASIS AND IS REFERENCED TO ACCOUNTABILITY MEASURES, ENSURING ALL STUDENTS’ COLLEGE AND CAREER READINESS AS THEY ENHANCE THEIR CAPACITIES FOR SUCCEEDING ON NORMATIVE EXAMINATIONS USED FOR COLLEGE ADMISSIONS, PLACEMENT, CREDIT AND SCHOLARSHIPS, AS WELL AS FOR THE EVALUATION OF SCHOOL PERFORMANCE. BASIC SKILLS IN ENGLISH, WRITING, READING, MATHEMATICS, AND SCIENTIFIC REASONING, AS WELL AS ESSENTIAL SKILLS IN TECHNOLOGY, ARE PRACTICED AND DEVELOPED ACROSS ALL RELEVANT CONTENT AREAS.

5. WE DEVELOP STUDENTS' CRITICAL THINKING SKILLS THROUGH AN EMPHASIS ON TEACHING CONFLICTING INTERPRETATIONS, AN ORIENTATION TO CONTROVERSY, AND THE USE OF OTHER EXPLICIT METHODS DESIGNED TO DEVELOP CRITICAL SKILLS.

6. OUR MISSION IS IN OUR COMMITMENT TO THE CIVIC PURPOSES OF EDUCATION: EDUCATING CITIZENS FOR ECONOMIC AND PERSONAL EFFICACY THOUGH A COURSE OF STUDIES FEATURING RELEVANT CONTENT WHICH INITIATES THEM TO CIVIC DEBATE IN A PARTICIPATORY SETTING.

7. A HIGH SCHOOL IS OPERATED BY A COLLABORATIVE STAFF PURPOSEFULLY FOCUSED ON STUDENT ACHIEVEMENT, WITH DECISIONS INFORMED BY DATA AND QUALITATIVE MEASUREMENTS.

8. A HIGH SCHOOL IS A LEARNING COMMUNITY: ONE IN, WHICH STUDENTS LEARN AS A COMMUNITY, AND ONE IN, WHICH STUDENTS LEARN ABOUT COMMUNITY.

Venegoni (2009)

Principles AbstractedPrinciples Abstracted� ALL STUDENTS TAKE A RIGOROUS COURSE OF STUDIES.

� THE STUDENT IS AT THE CENTER OF THE INSTRUCTIONAL DESIGN, FRAMED BY THE ALIGNMENT PRINCIPLES.

� CURRICULUM HAS A PURPOSEFUL CONTENT ORIENTATION AND STRUCTURE

� SKILLS DEVELOPMENT IS GIVEN CROSS-CURRICULAR EMPHASIS AND IS REFERENCED TO ACCOUNTABILITY MEASURES, ENSURING ALL STUDENTS’ COLLEGE READINESS AS THEY ENHANCE THEIR CAPACITIES FOR SUCCEEDING ON NORMATIVE EXAMINATIONS USED FOR COLLEGE

ADMISSIONS AND SCHOLARSHIPS, AS WELL AS FOR THE EVALUATION OF SCHOOL PERFORMANCE. BASIC SKILLS IN WRITING, READING, MATHEMATICS, AND SCIENTIFIC REASONING, AS WELL AS

ESSENTIAL SKILLS IN TECHNOLOGY, ARE PRACTICED AND DEVELOPED ACROSS ALL RELEVANT CONTENT AREAS.

� SPECIFIC AND EXPLICIT STRATEGIES FOR DEVELOP STUDENTS' CRITICAL THINKING SKILLS ARE PERVASIVE IN THE CURRICULUM.

� A MISSION SHOULD DETERMINE THE PURPOSIVE ORIENTATION OF THE SCHOOL.

� A HIGHSCHOOL IS OPERATED BY A COLLABORATIVE STAFF, PURPOSEFULLY FOCUSED ON STUDENT ACHIEVEMENT, WITH DECISIONS INFORMED BY DATA AND QUALITATIVE MEASUREMENTS.

� A HIGH SCHOOL IS A LEARNING COMMUNITY: ONE IN WHICH STUDENTS LEARN AS A

COMMUNITY, AND ONE IN WHICH STUDENTS LEARN ABOUT COMMUNITY.

Venegoni (2009)

Principles per Theme School (e.g., STEM)Principles per Theme School (e.g., STEM)

� ALL STUDENTS TAKE A RIGOROUS COURSE OF STUDIES.

� THE STUDENT IS AT THE CENTER OF THE INSTRUCTIONAL DESIGN, FRAMED BY THE ALIGNMENT PRINCIPLES.

� SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ARE THE PRIMARY SUBJECTS EXAMINED. INTRUCTIONAL TIME AND STRUCTURE IS CUSTOMIZED TO THE NEEDS OF THOSE DISCIPLINES.

� SKILLS DEVELOPMENT IS GIVEN CROSS-CURRICULAR EMPHASIS AND IS REFERENCED TO ACCOUNTABILITY MEASURES, ENSURING ALL STUDENTS’ COLLEGE READINESS AS THEY ENHANCE THEIR CAPACITIES FOR SUCCEEDING ON NORMATIVE EXAMINATIONS USED FOR COLLEGE

ADMISSIONS AND SCHOLARSHIPS, AS WELL AS FOR THE EVALUATION OF SCHOOL PERFORMANCE. BASIC SKILLS IN WRITING, READING, MATHEMATICS, AND SCIENTIFIC REASONING, AS WELL AS

ESSENTIAL SKILLS IN TECHNOLOGY, ARE PRACTICED AND DEVELOPED ACROSS ALL RELEVANT CONTENT AREAS.

� SPECIFIC AND EXPLICIT STRATEGIES FOR DEVELOP STUDENTS' CRITICAL THINKING SKILLS , ESPECIALLY I N THE AREAS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS ARE

PERVASIVE IN THE CURRICULUM.

� OUR MISSION IS TO PREPARE STUDENTS FOR COLLEGE AND CAREERS INVOLVING SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS AND TO PROVIDE STUDENTSWITH EDUCATIONAL EXPERIENCES THAT WILL FOSTER AND ENHANCE THAT GOAL.

� A HIGH SCHOOL IS OPERATED BY A COLLABORATIVE STAFF, PURPOSEFULLY FOCUSED ON STUDENT ACHIEVEMENT, WITH DECISIONS INFORMED BY DATA AND QUALITATIVE MEASUREMENTS.

� A HIGH SCHOOL IS A LEARNING COMMUNITY: ONE IN WHICH STUDENTS LEARN AS A COMMUNITY, AND ONE IN WHICH STUDENTS LEARN ABOUT COMMUNITY.

Venegoni (2009)

ALL STUDENTS TAKE A RIGOROUS, COMMON CORE, COURSE OF STUDIES.

• This course of study shall include a rigorous and appropriate course of study for all four years of high school.

Venegoni (2009)

Common Core CurriculumCommon Core Curriculum

� “Guaranteed and Viable Curriculum”

� Essential Skills, Content, and Literacies

� Equity though Access

� “Democratic ‘Tracking’”

� Common matrices

Venegoni (2009)

THE STUDENT IS AT THE CENTER OF THE INSTRUCTIONAL DESIGN, FRAMED BY THE

ALIGNMENT PRINCIPLES.

• Student learning be at the center of the instructional design.

• Vertical, horizontal, and diagonal: systematically develop students’ basic skills, critical thinking ability, and content knowledge.• Vertical: spiraled scope and sequence for skills and content acquisition and mastery from year to year

• Horizontal: links course across academic years.

• Diagonal: facilitates skills development and movement into courses at higher academic levels

• Across the curricular program, focus on coordinated interdisciplinary curriculum

and instruction builds multiple literacies: textual, cultural, visual, and technological.Venegoni (2009)

� AssessmentAssessment

�� InstructionInstruction

�� CurriculumCurriculum

Venegoni (2009)

Venegoni (2009)

• Vertical

• Horizontal

• Diagonal

Conceptual Outline:

Vertical/Horizontal Alignment

Conceptual Outline:

Vertical/Horizontal Alignment

Department A Department B Other Department

9th Grade English 9th Grade Social Science 9th Grade Other SubjectH H H

A A A

B B B


A A A

B B B


A A A

B B B

Department A Department B Other Department


A A A

B B B


A A A

B B B


A A A

B B B

HorizontalHorizontal

H

A

B

All with SAME

Content Topics,

Skills Matrix and

Interdisciplinary

Structure

H

A

B

All with SAME

Content Topics,

Skills Matrix and

Interdisciplinary

Structure

Venegoni (2009)

Conceptual Outline: Vertical-Diagonal Alignment

Conceptual Outline: Vertical-Diagonal Alignment

Basic 11th GradeGeneral 11th GradeHonors 11th Grade






Venegoni (2009)

• College Readiness Standards skills are explicitly and systematically (per vertical, horizontal, and diagonal alignment) integrated into a course’s delivery of skills instruction.

• College Readiness Standards skills are integrated and emphasized within the context of course content.

• College Readiness Standards skills are presented and practiced in multiple modalities, including normative assessment formats.

• Core course content is vertically scoped and sequenced: within ayear (level), and from year to year (grade). This is essential to diagonal alignment.

• Horizontal sharing of skills instruction occurs wherever possible and relevant (per systematic application of alignment principles). Overt interdisciplinary connections and activities enhance horizontal instruction and opportunities for students and staff.

Venegoni (2009)

OUR CURRICULUM IS CONTENT-BASED AND INTERDISCIPLINARY, BOTH CONTEMPORARY AND HISTORICAL IN SCOPE, AND REFERENCED TO

THE CANON AS AN OBJECT OF ANALYSIS AND CRITIQUE.

• A content-based, print rich curriculum characterizes our high school.

• Freshmen: students study contemporary topics and issues in a closely aligned program. There are four distinct integrated units:• Current Issues in American Politics, Economics, and Public Health

• Belief: Morality and Values, Law, Crime and Punishment

• Identity: Race, Class, Sex, Gender, and Genetics

• Current Global Issues and Ecology

• Sophomores and Juniors: students take a sequence of English and history courses that chronologically examine world and American history and cultures. Each quarter will be structured around an integrated unit.• Integrated units designed around topics of study for common learning experiences that transcend academic levels

• Instructional activities of integrated units shall be highly varied

• Critical cultural texts will be studied throughout the curriculum.

• Interdisciplinary focus of English and social science is supported by a parallel interdisciplinary coordination across all disciplines.

Venegoni (2009)

• Content

• Skills

• Interdisciplinary

Curriculum PropertiesCurriculum Properties

Venegoni (2009)

Venegoni (2009)

• English & Social Science

• Contemporary

• World

• American

• Three Years of Sequenced Math and Science

*Common content and skills matrices for all students

Content

• Core: Common Content for all Students

• Scoped & Sequenced

• The Context for Skills Development

• Disciplines ConnectedVenegoni (2009)

1. Structured by HORIZONTAL ALIGNMENT

2. Content-Based per Course

3. Four Yearly (one per quarter)

4. Each 3 weeks in length: If 15 days= 3 weeks, then Direct Integration per course is @ 0-10 days

� Integrated unit is USUALLY in the middle of a quarter� Integrated unit activities seldom take place daily in any

course� Skills and content instruction continue during integrated

units

Venegoni (2009)

5. Products (essays, exams) often based on integrated units

6. Math, Science, and the Integrated Unit

7. Teacher created: individual integrations are supposed to change from year to year through teacher collaboration

Venegoni (2009)

COLLABORATIVE INSTRUCTIONCOLLABORATIVE INSTRUCTION

� The Integrated Unit

� Curricular and Instructional Integration


� Horizontal Alignment

� Implicit and Explicit in ALL Principles

Aligned by Design (2009)

8 Principles and Collaborative Instruction8 Principles and Collaborative Instruction

1. Common Core

2. Alignment Principles

3. Content and Interdisciplinarity

4. Skills across the curriculum

5. Critical Thinking

6. Civic Purpose

7. Collaborative Staff

8. Community


The Integrated UnitThe Integrated Unit

� Timing Templates:

◦ 3 Week Unit

◦ Across the Quarter

� Activities:

◦ Forums

◦ Lecture Series

◦ Other Activities


• Varied instructional delivery models are common:• Group activities/ processes: The Forum• Teacher created materials (e.g. multimedia presentations)• Students at center of activity (e.g. debates, panels, etc.)• Project-based• Use of technology: research and production• Field Trips• Guest Speakers/ Panels/ Events (e.g. plays)• Problem-based learning activities• Interactive and participatory• Divergent rather than convergent ends are more emphasized• Students often grouped heterogeneously for activities


Integrated Units (some)Integrated Units (some)

� The Freedom Box

� Political Advertising

� The Creationist Controversy and Evolution (multiple formats)

� Race and Language

� Global Research

� Hero Iconography: past and present

� Greek Art and Architecture

� Medieval and Renaissance Art: cultural transitions Aligned by Design (2009)

Integrated UnitsIntegrated Units

� Bach, Mozart, and Beethoven

� The Anti-Hero and Individualism: Romanticism and the Present

� The French Revolution

� Imperialism

� Human Nature and the L. 20th century

� The Constitution: past and present debates (multiple formats)



� The Classical Legacy of the Founders

� American Art (multiple formats)

� Reform in the mid-19th century U.S.

� The West (multiple formats)

� Jazz Age (multiple formats)

� John Hersey, Hiroshima, and the 50’s

� The American South

� Interpreting Inherit the Wind



� Election 2004 and 2008 (multiple formats for all classes)

� The Blues and American History

� Stem Cell Research Controversy

� The Science of Forensics

� Lecture Series on Skills

◦Writing Program

◦ Reading Across the Curriculum

◦ Reviews of “Formative Assessments”


Distinguishing PracticesDistinguishing Practices

� Fora Activities – for content and skills

◦ Forum

◦ Expert Lecture

� Extra-Classroom

◦ Content related presentations available to all students

◦ Election 2008: opportunities for guest speakers available to all students


The Integrated UnitThe Integrated Unit

� Planned Direct Integration of Courses

� Skills integration may be intensified, but it exist across the quarter in all courses.

◦ Reading

◦Writing (English)

� The Role of Math and Science


Freshman Integrated UnitsFreshman Integrated Units

Biology (Health optional) English and Social Studies

Q1 Biology and Public Health Political Spectrum

Q2 Evolution Belief: Morality, Religion, Law, Crime and Punishment

Q3 Genetics Identity: Race, Class, Sex, and Gender

Q4 Ecology Current Global Issues


Science IntegrationScience Integration

� From a biological standpoint, the concept of identity relates directly to genetic inheritance, a cornerstone of modern biology.

�Content is enriched when students can utilize their knowledge outside of the biology classroom.




Science IntegrationScience Integration

� It is also critical that, within the integrated unit, the role of science as the methodical search for answers is not compromised.

� This being said, there is an important place in biology for rich discussions of (1) how knowledge has changed and (2) how knowledge can and should be applied culturally.




Integration English and Social Science: Integration English and Social Science:

a Freshman Identity Unita Freshman Identity Unit

Identity: What Is It And Where Does It Come From?Identity: What Is It And Where Does It Come From?


How Are Our Identities Shaped?How Are Our Identities Shaped?

�Our identities begin to form the moment we are born.

� As soon as we start to learn our language, it becomes much more complex.

�Our identities are shaped by a variety of social forces.


How Does Identity Relate to How Does Identity Relate to

Communication?Communication?

� Perceptions

◦ The way we view the world influences how we view ourselves and other people.

� Language

◦ The way we distinguish between things that are like usand not like us is the root of identity formation.

◦ Subjectivity of Language: “I” and “not I.”

◦ Our own words both give us unique identity and alienates us.


IdeologyIdeology

� Ideology: a set of values, right v.s. wrong

�Our ideologies come from our identities and also help to shape our identities.

�We have different ideologies for our different identities.

� Hegemony: Our CORE set of ideologies.


What Social Forces Influence Our What Social Forces Influence Our

Identities?Identities?

�Many social forces influence our identities:

◦ Race

◦ Gender/Sex

◦ Cultural (American, multicultural, Chicago, etc)

◦ Class


What Kinds of Identities Do We Have?What Kinds of Identities Do We Have?

�We have many identities depending on the context/situation.

◦ Race Identity

◦ Cultural Identity

◦ Sex/Gender Identity

◦ Class Identity

◦ Other Identities?


The Link to Human Geography & BiologyThe Link to Human Geography & Biology

� Continuum of Identity Implications

Positive:unity

Negativeexclusion,

discrimination, oppression


Venegoni (2009)

Venegoni (2009)




Human Geography: The ContentHuman Geography: The Content--Skills LinkSkills Link


Human Geography: The ContentHuman Geography: The Content--Skills LinkSkills Link

English: The ContentEnglish: The Content--Skills LinkSkills Link

+

PLENTY of skills-specific content reading in ALL core courses.


Human Geo: The ContentHuman Geo: The Content--Skills LinkSkills Link


COLLABORATIVE INSTRUCTIONCOLLABORATIVE INSTRUCTION

� The Integrated Unit

� Curricular and Instructional Integration


� Horizontal Alignment

� Implicit and Explicit in ALL Principles


8 Principles and Collaborative Instruction8 Principles and Collaborative Instruction

1. Common Core

2. Alignment Principles

3. Content and Interdisciplinarity

4. Skills across the curriculum

5. Critical Thinking

6. Civic Purpose

7. Collaborative Staff

8. Community


• Varied instructional delivery models are common:• Group activities/ processes: The Forum• Teacher created materials (e.g. multimedia presentations)• Students at center of activity (e.g. debates, panels, etc.)• Project-based• Use of technology: research and production• Field Trips• Guest Speakers/ Panels/ Events (e.g. plays)• Problem-based learning activities• Interactive and participatory• Divergent rather than convergent ends are more emphasized• Students often grouped heterogeneously for activities

Venegoni (2009)

Distinguishing PracticesDistinguishing Practices

� Fora Activities – for content and skills

◦ Forum

◦ Expert Lecture

� Extra-Classroom

◦ Content related presentations available to all students

◦ Election 2008: opportunities for guest speakers available to all students

Venegoni (2009)

• Teacher collaboration on the scoping and sequencing of content.

• Background Knowledge: Marzano

• Cultural Literacy: E.D. Hirsch

• Necessary Contexts for Reading

• Site Customized Content

Venegoni (2009)

SKILLS DEVELOPMENT IS GIVEN CROSS-CURRICULAR EMPHASIS AND IS REFERENCED TO ACCOUNTABILITY MEASURES, ENSURING ALL STUDENTS’ COLLEGE AND CAREER

READINESS AS THEY ENHANCE THEIR CAPACITIES FOR SUCCEEDING ON NORMATIVE EXAMINATIONS USED FOR COLLEGE ADMISSIONS, PLACEMENT, CREDIT AND

SCHOLARSHIPS, AS WELL AS FOR THE EVALUATION OF SCHOOL PERFORMANCE. BASIC SKILLS IN ENGLISH, WRITING, READING, MATHEMATICS, AND SCIENTIFIC REASONING, AS WELL AS ESSENTIAL SKILLS IN TECHNOLOGY, ARE PRACTICED AND DEVELOPED ACROSS

ALL RELEVANT CONTENT AREAS.

• External normative measures central to refinement of curriculum and instruction

• Practice of basic skills implemented across all content areas, and assessed according to building and departmental standards

• Development of reading, writing, math, and reasoning skills imbedded across the curriculum

Venegoni (2009)

� Skills Instruction and the AIC Nexus

Venegoni (2009)

Assessment

CurriculumInstruction

Theory to Practice: SkillsTheory to Practice: Skills

� Regularize instruction and assessment

◦ Sequential instruction of skills (per CRS)

◦ Common writing rubrics (per sequence)

◦ Skills-calibrated passages (per sequence)

◦ Skills-specific instructional materials

� Per sequence

� Multimodal

� Metacognitive

Venegoni (2009)

Scope & SequenceScope & Sequence

� Alignment is established by designed and fueled by scope and sequence.

� Scope & Sequence: The depth and breadth of the skills instruction, as well as the progression of skills over periods of quarters and years, is all determined by the ACT College Readiness Standards Score Ranges.

Venegoni (2009)

Horizontal Skills Alignment

Skills:•Reading- Across the curriculum, at skill level

•Prose Fiction

•Humanities

•Social Sciences

•Natural Sciences

•English- Support in all courses requiring writing•Math- Projects outside math class/or with math class

•Science- Science and technology classes•Writing- Across the curriculum

Venegoni (2009)

Basic General Honors

6 (32-36)

5 (28-32)Secondary Focus

4 (24-27)Secondary Focus Primary Focus


2 (16-19)Primary Focus

1 (1-15)Review Focus

Review FocusReview Focus


6 (32-36)





1 (1-15)Review Focus


Skills Standards: 9th

Venegoni (2009)






2 (16-19)

1 (1-15)

Review Focus







2 (16-19)

1 (1-15)

Review Focus


9th grade Basic students whoMoved up to General





Venegoni (2009)





3 (20-23)

2 (16-19)

1 (1-15)


Review Focus





3 (20-23)

2 (16-19)

1 (1-15)


Review Focus

9th & 10th grade Basic students Who moved up to General

9th & 10th grade Basic students Who moved up to General

9th & 10th grade Basic students Who moved up to Honors

9th & 10th grade Basic students Who moved up to Honors


Venegoni (2009)

• Multiple-choice questions• Analyzed in-class• Homework• Assessment

• Exercises: per skill standard multiple modalities• Distracter analysis• Metacognitive exercises• Standards-based rubrics• Questioning based on standards• Paired Passages• Passages adapted to purpose• Teacher written passages: purpose specific

Venegoni (2009)

WE DEVELOP STUDENTS' CRITICAL THINKING SKILLS THROUGH AN EMPHASIS ON TEACHING CONFLICTING INTERPRETATIONS, AN ORIENTATION TO CONTROVERSY, AND THE USE OF OTHER EXPLICIT METHODS DESIGNED TO DEVELOP CRITICAL SKILLS.

• Core courses designed to engage students in:• consideration of conflicting viewpoints

• debates on issues

• the interpretations of ideas and texts from both historical and current perspectives

• Critical thinking and decision-making skills nurturedVenegoni (2009)

Quarter 1Quarter 2Quarter 3Quarter 4

English

Writing and

Speech Non-

fiction prose,

Debate

Writing and

Speech Non-

fiction prose,

Inherit the Wind

Writing and

Speech Non-fiction

prose, To Kill a

Mocking Bird

Writing and

Speech Non-

fiction prose,

Research

Social

Science

Current Social

Issues & the

American Political

Spectrum

Belief IdentityCurrent

Global Issues

SciencePublic HealthEvolutionGenetics Ecology

Technology Across the Curriculum

Quarter 1Quarter 2Quarter 3Quarter 4

English

Writing and

Speech Non-

fiction prose,

Debate

Writing and

Speech Non-

fiction prose,

Inherit the Wind

Writing and

Speech Non-fiction

prose, To Kill a

Mocking Bird

Writing and

Speech Non-

fiction prose,

Research

Social

Science

Current Social

Issues & the

American Political

Spectrum

Belief IdentityCurrent

Global Issues

SciencePublic HealthEvolutionGenetics Ecology

Technology Across the Curriculum

Freshman Integrations

Venegoni (2009)

•Juniors:

•Conflicting Interpretations of American Culture

•Sophomores:

•The Humanities and The “Inhumanities”

•Freshman:

•Contemporary Society and the World

*There are 4 integrated units each year, one for 3 weeks each nine to ten

week quarter.

Core Horizontal Integrations

Venegoni (2009)

� Beyond Context for Skills Instruction

� “Cultural Literacy” and “Building Background Knowledge”

� Critical Thinking and the Design of Principles

� Interdisciplinarity, Conflict and Controversy, and Activities

Venegoni (2009)

Content and Critical ThinkingContent and Critical Thinking

� “Then and Now”

� Thinking by Analogy

� Metacognition and Frameworks

� Metacognition and Theory

� Assimilation of Disciplinary Methods

� Critical Thinking and Content enhanced through skills development

• Teacher collaboration on the scoping and sequencing of critical thinking skills.

• Stephen Toulmin Model of Argumentation

• Richard Paul

• Site Customized Critical Thinking Program

Venegoni (2009)

Principle #6Principle #6

OUR MISSION IS IN OUR COMMITMENT TO THE CIVIC PURPOSES OF

EDUCATION: EDUCATING CITIZENS FOR ECONOMIC AND PERSONAL EFFICACY THOUGH A COURSE OF STUDIES FEATURING RELEVANT

CONTENT WHICH INITIATES THEM TO CIVIC DEBATE IN A

PARTICIPATORY SETTING.

Venegoni (2009)

� Education and Aristotle’s Polis

� Zoon Politikon

� The Formative Project

� Positive Liberty

� Civic Virtue

� Active Citizenship◦ Personal

◦ Economic

◦ Civic (subsumes the above)

Venegoni (2009)

Civic PurposeCivic Purpose

� Common school structure

� Develop capacities: potential to actual

� Educated citizenry ideal

Venegoni (2009)

““Freedom BoxFreedom Box”” Project: District 214Project: District 214

� Defining “Liberty” as a Value thru Integrated Core

◦ American Political Spectrum

◦ Bellah’s Four Original Value Traditions

◦ Berlin’s Two Concepts of Liberty

◦ Critique of Positive Liberty as Contradictory

◦ Critique of Negative Liberty: The Cost of Liberty

Venegoni (2009)

““Freedom BoxFreedom Box”” Project: District 214Project: District 214

� Development of Content, Critical Thinking, and Integrated Activities Contemporary and Historical

� Development of Passages (Content and Skills Inherent)

� Development of Skills Exercises and Assessments (per Content)

◦ Skills Scoped and Sequenced per model alignment

Venegoni (2009)

Engagement and Relevance: Making Engagement and Relevance: Making

ConnectionsConnections

� Scoped Core: Contemporary, World Historical, American Culture

� Integrated Units and Activities: Connecting and Providing Experience

� Critical Thinking: Controversy, Interpretive Conflict, Analogies to the Present

� Community of Learners: Realized through Principles

Venegoni (2009)

A HIGH SCHOOL IS OPERATED BY A COLLABORATIVE STAFF PURPOSEFULLY FOCUSED ON STUDENT ACHIEVEMENT, WITH DECISIONS INFORMED BY DATA AND QUALITATIVE MEASUREMENTS.

• Faculty and staff:

• Make decisions informed by both quantitative and qualitative data

• Develop curriculum, instruction and assessment

• Support student learning at the classroom/course level.

• Programs subject to constant evaluation and revision in response to data.

Venegoni (2009)

••Validity and ReliabilityValidity and Reliability

••Understanding the PURPOSE of DataUnderstanding the PURPOSE of Data

••Accountability & Reality Accountability & Reality -- Public DemandPublic Demand

••Demonstration of Institutional EfficacyDemonstration of Institutional Efficacy

•Analytical Tool

Significance of Increases in A SPECIFIC

TEST (e.g. ACT)

Dealing With the Data

Venegoni (2009)

Dealing With the Data

BEYOND THE NUMBERS

••Other Tests (e.g. AP)Other Tests (e.g. AP)

••Higher Order ThinkingHigher Order Thinking

••Achievement as an Indication of STUDENTAchievement as an Indication of STUDENT

••LEARNINGLEARNING

••Common EffectCommon Effect

Venegoni (2009)

Against the myth of “teaching to the test”

•Content

•Creativity

•Collaboration

•Content

•Creativity

•Collaboration

Three C’s

Venegoni (2009)

• Lockstep

• Test prep

• Deskilling of Teachers

• “Top Down”

• “One size fits all”

Venegoni (2009)

• Many variants exist within the structural design

• Structural features invite adaptation at both the macro and micro levels

• Collaborative nature of the enterprise makes teacher leadership essential

• Emphasis on sophisticated understanding of content and highly technical professional knowledge.

• integration of skills into instruction can hardly be called “deskilling” for teachers

• Spaces for creativity structured within the design

Venegoni (2009)

A HIGH SCHOOL IS A LEARNING COMMUNITY: ONE IN, WHICH STUDENTS LEARN AS A COMMUNITY, AND ONE IN, WHICH

STUDENTS LEARN ABOUT COMMUNITY.

• Our mission will be rooted in our commitment to the civic purposes of education:• prepare students for intellectual, economic and personal independence and citizenship

• course of study includes relevant content• introduce students to participation in civic debate and discourse

• We learn about community, as as a community.

Venegoni (2009)

Venegoni (2009)

• Content has more continuity and coherence for student learning.

• Environment for authentic collaboration.

• Scope and sequence.

• Teacher creativity through varied activities.• e.g. forums and lecture series presentations

• Depth and breadth of content acquisition enhanced.

• Critical thinking inherent in interdisciplinary connections.

• Learning Community

Public Recognition

Student ResponseStudent Response

Anecdotal EvidenceAnecdotal Evidence

Staff CollaborationStaff Collaboration

Reports from Reports from ““at homeat home””

Awareness of CommunityAwareness of Community

CIVIC FOCUS

Learning as a Community

Venegoni (2009)

Forums

Shared Experiences

Common Core

High Expectations for All

Inclusion

Motivation

AFFECTIVE GAINS

Achievement as a value

Professional Development

Alignment Principles

Curriculum Properties

AIC Nexus Materials

Time Vertical Content Assessment Passages

Collaboration Horizontal Skills Instruction Exercises

Support Diagonal Interdisciplinary

Curriculum Content Texts

Venegoni (2009)

Common Core Alignment Principles

Social Science Vertical

English

Math Horizontal

Science

Diagonal

Housing & Managing Educational MaterialsHousing & Managing Educational Materials

Venegoni (2009)9:37 AM

Alignment Writ LargeAlignment Writ Large

� Assessment System

� Standards (transparent and useful)

� Teacher preparation: implications for Schools of Education

� Instructional Material: implications for the educational publishing industry

� Curriculum

� Instruction

Venegoni (2009)

Effects of Skills AlignmentEffects of Skills Alignment

� Myths about teaching skills (sic: “to the test”)

� Meta-Myths

◦ Drill & Kill

◦ Factoids for Rote Memorization

◦ Not “Real World”

◦ Test Prep

◦ Deskilling

Effects of Skills Alignment: Effects of Skills Alignment:

EnglishEnglish� Strong correlation to good writing instruction and to good student writing

� Editing skills

� Fosters and enhances metacognition

� Think structurally

� Distracter analysis

� Deep engagement with multiple structural characteristics and uses of writing skills

Effects of Skills Alignment: ReadingEffects of Skills Alignment: Reading

� Critical reading test

� Reading across the curriculum


� Metacognition

� Student capacity to access a text

� Relationship to other critical reading

◦ For class

◦ For other tests (e.g., AP – closely related)

� Application in multiple modalities

Effects of Skills Alignment: ScienceEffects of Skills Alignment: Science

� Essential scientific literacies – scientific texts and “reading the lab”

� Scientific Method: used and understood by students as a way of “doing science”

� Provides focus for *exploratory pedagogy* *Common to science instruction in American High Schools

Effects of Skills Alignment: MathEffects of Skills Alignment: Math

� Increases problem solving capacity and opportunities

� Forces students to think of problem rather than just the answer

� Builds mathematical literacy


� Develops reasoning skills

� Multiple modalities (teacher and students work in different contexts)

The Big 3 from The Big 3 from ““The ResearchThe Research””(Bill Gates Endorsed)(Bill Gates Endorsed)

1. Teacher Capacity

◦ Capacity to align skills to critical context

� Measurable/accountable – demonstrated efficacy

◦ Adds dimension lacking in teacher preparation

◦ Collaboration/systemic enhancements

◦ “Professionalized” through greater clarity in Theory to Practice Nexus

◦ No longer defined by “Teacher as Independent Contractor” paradigm

The Big 3 from The Big 3 from ““The ResearchThe Research””

2. Principal Leadership

◦ Capacity to get the job done

� Brings theory to practice

◦ Needs to go against the grain of human resources management mode of leadership

◦ It’s not about being liked – it’s about student results

◦ Redeploy staff as a SYSTEM that is purposeful and goal directed

The Big 3 from The Big 3 from ““The ResearchThe Research””

� Curriculum

◦ Align it by design

◦ Viable for all students

� Access to common standards and content matrices

◦ Systematic and Purposeful

◦ Student needs determines what is taught –the paradigm shift

◦ Antithetical to “typical” American high school curriculum – course/teacher-centric

Educational Performance & Educational Performance & ““The TestThe Test””

� Tony Bryk for Gates (2006)

◦ It’s not “the test”

� “Distracter”: We need another test

◦ The analogue: We need “world class standards”

◦ Can actually deter or defer real reform

� University of Chicago Consortium on Chicago ACT

◦ Limitations of teaching to the test and of test prep

◦ Strongest correlation to success found in what the model calls “skills through content”

Educational Performance & Educational Performance & ““The TestThe Test””

� “Distracter”: “Teaching to the test”will discourage good instruction

◦ The truth: good results can’t be achieved through just “teaching to the test.”

� Comparison of Public vs. Charter

◦ From Brookings to the present:

� Results are more related to what a school does

� NOT who runs the school

� “Distracter”: Innovation through opening governance

Teaching and LearningTeaching and Learning

� Forgotten focus in Educational Reform

�Often obscured in the emphases on:

◦ Making a “better” test

◦ “World Class Standards”

◦ School Choice and Governance Debates

◦ Merit Pay

◦ “INNOVATION”: Disruptive and other

◦ Technology

◦ Data abstracted from pragmatics

Venegoni (2009)

DOING IT RIGHTDOING IT RIGHT

� Education is still about TEACHING and LEARNING

� Doing it “ON PURPOSE”

� Strength in a SYSTEM

� Affecting a PARADIGM SHIFT

� Alignment

� Do what can be done TODAY, and take it from there. There’s more to be done, but we can start right now.

Venegoni (2009)

CONTACTCONTACT

� Chuck Venegoni

� [email protected]

� 847-975-5187

Venegoni (2009)

Documents

Aligned by Design.Venegoni.9.22.09 - Monona Grove...averages at Northtown and nearly exceed at Ralph Ellison Northtown has been in the TOP 10 of all CPS schools in ACT, and it has