Greetings from IRAGreetings from IRA

Patricia A. Edwards, Ph.D.Patricia A. Edwards, Ph.D.

Michigan State UniversityMichigan State University

President-Elect, International Reading President-Elect, International Reading AssociationAssociation

Thailand Reading AssociationThailand Reading Association

Sukhothai Thamathirat Open UniversitySukhothai Thamathirat Open University

October 1, 2009October 1, 2009

twinkle twinkle.wmatwinkle twinkle.wma

Board of Directors 2009-10Board of Directors 2009-10Board of Directors 2009-10Board of Directors 2009-10

Kathryn H. AuKathryn H. Au

Patricia A. EdwardsPatricia A. Edwards

Victoria RiskoVictoria Risko

William HarveyExecutive Director

IRAIRA Is an organization that has Is an organization that has

more than 75,000 members more than 75,000 members worldwide.worldwide.

Is comprised of Is comprised of classroom teachers, reading classroom teachers, reading

specialists, reading supervisors, specialists, reading supervisors, reading coordinators, curriculum reading coordinators, curriculum

directors, school administrators, directors, school administrators, literacy coaches, teacher educators, literacy coaches, teacher educators, literacy researchers, parents, and literacy researchers, parents, and undergraduate and graduate studentsundergraduate and graduate students..

I am IRA member #49450.I am IRA member #49450.

When IRA says…When IRA says…

““WWe teach the world to read.”e teach the world to read.”

We hope that you feel that you are part of We hope that you feel that you are part of the “we.” the “we.”

And, by the way, if you are not yet a And, by the way, if you are not yet a member of the IRA, you can join at member of the IRA, you can join at

www.reading.org!www.reading.org!

Date: July 12-15, 2010Place: Auckland, New Zealand

Proposals Due: August 6, 2009 (paper submissions)August 13, 2009 (electronic submissions)

We Are The WorldWe Are The WorldThere comes a timeWhen we head a certain callWhen the world must come together as oneThere are people dyingAnd it's time to lend a hand to lifeThe greatest gift of allWe can't go onPretending day by dayThat someone, somewhere will soon make a changeWe are all a part ofGod's great big familyAnd the truth, you know love is all we need[Chorus]We are the worldWe are the childrenWe are the ones who make a brighter daySo let's start givingThere's a choice we're makingWe're saving our own livesIt's true we'll make a better dayJust you and me

Send them your heartSo they'll know that someone caresAnd their lives will be stronger and freeAs God has shown us by turning stone to breadSo we all must lend a helping hand [Chorus]We are the worldWe are the childrenWe are the ones who make a brighter daySo let's start givingThere's a choice we're makingWe're saving our own livesIt's true we'll make a better dayJust you and me 

When you're down and outThere seems no hope at allBut if you just believeThere's no way we can fallWell, well, well, well, let us realizeThat a change will only comeWhen we stand together as one[Chorus]We are the worldWe are the childrenWe are the ones who make a brighter daySo let's start givingThere's a choice we're makingWe're saving our own livesIt's true we'll make a better dayJust you and me

When you're down and outThere seems no hope at allBut if you just believeThere's no way we can fallWell, well, well, well, let us realizeThat a change will only comeWhen we stand together as one [Chorus]We are the worldWe are the childrenWe are the ones who make a brighter daySo let's start givingThere's a choice we're making There comes a timeWhen we head a certain callWhen the world must come together as oneThere are people dyingAnd it's time to lend a hand to lifeThe greatest gift of all

 

Reading for All: The Quality ImperativeReading for All: The Quality Imperative

An Overview the Six Goals of DakarAn Overview the Six Goals of DakarThe Importance of Youth EducationThe Importance of Youth EducationA Brief History of the Reading Crisis in the A Brief History of the Reading Crisis in the

U.S.U.S.A Brief Overview of Teacher QualityA Brief Overview of Teacher QualitySome Closing ThoughtsSome Closing Thoughts

The Global SituationThe Global Situation

Nearly 800 million people worldwide over Nearly 800 million people worldwide over the age of 15 can neither read nor write.the age of 15 can neither read nor write.

Women and girls account for about 64 Women and girls account for about 64 percent of this group.percent of this group.

Nearly half of all children in Africa will not Nearly half of all children in Africa will not complete secondary school. complete secondary school.

Adult Illiteracy Rates by RegionAdult Illiteracy Rates by Region

0

100

200

300

400

500

600

700

800

900

World Regions

MaleFemaleTotal

Nu

mb

er o

f P

eop

le

(in

mill

ion

s)

Why Literacy?

A Human Right: Literacy is a basic human right (Atricle 26 of

Universal Declaration of Human Rights -1948)

A basis for learning: Literacy is a foundation for all further

learning

A public ‘good’: individual and social benefits, reduces

conservatism and intolerance, connects individuals to the global trends

and thinking

A key part of Poverty Reduction strategy : an important

indicator of Human Development Index (HDI)

Literacy Is ImportantLiteracy Is Important

Literacy empowers Literacy empowers people and is essential people and is essential for community for community development. Literate development. Literate populations are more populations are more likely tolikely to Develop Develop economicallyeconomically Live healthier livesLive healthier lives Be more peacefulBe more peaceful

Literacy is a Civil RightLiteracy is a Civil Right

Six Goals of Dakar - EFA

1. ECCE - Early Childhood care and

education.

2. UPE - Free and compulsory basic

education .

3. Learning opportunities for Young &

Adults.

4. Literacy Rate (50% improvement).

5. Gender equality - elimination of

gender disparities.

6. Quality of education - Learning

achievement.

1717

THE QUALITY IMPERATIVE

Education for All

0.0 0.2 0.4 0.6 0.8 1.0 1.2

World

South/West Asia

Arab States

Sub-Saharan Africa

East Asia/Pacif ic

Centr/East. Europe

Latin America/ Caribbean

N. America/West. Europe

Central Asia

Gender

parity

Gender parity index (F/M), 2002

771 million adults without literacy, 75% live in 12 countries, 64% are women

Literacy and adult learningLiteracy and adult learning

D. R. Congo1.2%

Morocco1.3%

Brazil1.9%

Nigeria2.9%

Bangladesh6.8%

China11.3%

India34.6%

Pakistan6.2%

Rest of the world

25.0%

Iran, Isl. Rep.1.4%

Ethiopia2.8%

Indonesia2.4%

Egypt2.2%

• Slow global progress: in the majority of countries, GER in pre-primary education is still below 50%

• Children from disadvantaged backgrounds more likely to be excluded

• Attendance rates considerably higher for urban children than those living in rural areas

• Theme of 2007 EFA Global Monitoring Report

A strong influence on future

school performance, a positive

impact on girls’ enrolment in

primary

Early childhood care and Early childhood care and educationeducation

2020

Universal primary educationUniversal primary education• Sharp enrollment increases in Sub-Saharan Africa and South Asia

• About 100 million children still not enrolled in primary school -- 70% in Sub-Saharan Africa and South and West Asia

• 67 countries at risk of not achieving UPE by 2015 -- in 23 net enrolment ratios are declining

• Over 80 countries still charge fees

Out-of-primary school children by region (in millions), 2002

0

5

10

15

20

25

30

35

40

45

Central Asia Latin Americaand the

Caribbean

NorthAmerica and

WesternEurope

Central andEasternEurope

Arab States East Asiaand thePacif ic

South andWest Asia

Sub-SaharanAfrica

• Considerable progress in countries with lowest gender parity index

• 94 countries will miss 2005 gender parity target

• Disparities at primary level in over 60 countries are nearly always at the expense of girls

• At secondary level, boys under represented in 56 countries

Gender ParityGender Parity

Gender parity index (F/M), 2002

0.00

0.20

0.40

0.60

0.80

1.00

1.20

Sub-Saharan Africa

Arab States South/WestAsia

Central /EasternEurope

Latin America/Caribbean

Central Asia

East Asia/Pacific

N. America/ W. Europe

primary

secondary

Gender parity

Clear frameworks: Coordinate public, private and civil society Clear frameworks: Coordinate public, private and civil society

programsprograms

Literacy educators: Adequate pay, professional status and trainingLiteracy educators: Adequate pay, professional status and training

Budget for youth and adult literacy programs: integrate literacy into Budget for youth and adult literacy programs: integrate literacy into

education sector planningeducation sector planning

Curricula that build on learners’ motivations and demandsCurricula that build on learners’ motivations and demands

Language policy: start in mother tongue, smooth transition to learning Language policy: start in mother tongue, smooth transition to learning

in regional and official languagesin regional and official languages

Literacy: A three-pronged approachLiteracy: A three-pronged approach

1.1. Universal quality Universal quality

basic education for basic education for

girls and boysgirls and boys

2. Scale up youth and adult literacy programs

3. Develop rich literate environments

• Drop-out: in 41 out of 133 countries with data, less than two-thirds of primary school pupils reach the last grade

• Large classrooms: pupil-teacher ratios on the rise in countries where education has expanded rapidly.

• Lack of teacher training and poor teacher conditions of service hinder learning in many low-income countries.

• Instructional time: few countries reach recommended 850-1,000 hours/year

In many low-income countries more than one third of children have limited reading skills even after

four to six years in school

Education qualityEducation quality

• 60% bilateral aid still going to post-secondary education.

• Total estimated annual external aid to education required to reach

UPE of reasonable quality by 2015: $7 billion

• Bilateral and multilateral aid to basic education = $2.1 billion.

• New pledges could increase aid to $3.3 billion. A large funding gap

remains.

• Aid is not going to regions where EFA challenge is greatest and

countries with lowest EDI index.

• Fast Track Initiative: a key coordinating mechanism endorsed by G8

but resources so far raised are very small compared with

requirements.

International commitmentsInternational commitments

The Dakar Pledge: No country seriously committed to

education will be thwarted by lack of resources

Why is YE so important?Why is YE so important?

Youth is a period of transition and Youth is a period of transition and vulnerabilityvulnerability

Vulnerability appears to increase with Vulnerability appears to increase with globalization and increased competition, globalization and increased competition, everywhereeverywhere

Long periods of unemployment have a lasting Long periods of unemployment have a lasting impact on youth: impact on youth: Individual level: self-esteem, respect, sense of Individual level: self-esteem, respect, sense of

achievementachievement Societal: integration, cohesiveness, citizenshipSocietal: integration, cohesiveness, citizenship

The PresentThe Present

88 million young people out of work88 million young people out of work59 million kids (17-19) in hazardous 59 million kids (17-19) in hazardous

workworkYouth are 41 percent of all unemployedYouth are 41 percent of all unemployedYouth unemployment 2-3 times higher Youth unemployment 2-3 times higher

than average unemploymentthan average unemployment

Source: ILO Key Indicators of the Labour Market, Source: ILO Key Indicators of the Labour Market, www.ilo.org/kilm. Figures . Figures for 2004.for 2004.

The Best-Educated Generation The Best-Educated Generation Ever!*Ever!*

Yet… still large differences globally:Yet… still large differences globally:

130 million children not in school130 million children not in school133 million youth are illiterate133 million youth are illiterateLarge gender differencesLarge gender differencesLarge differences between groups of Large differences between groups of

countriescountries*(And healthiest ever too.)

Education in developing countriesEducation in developing countries%% Reach Grade 5Reach Grade 5 Enrolment in Enrolment in

secondary secondary school, M-Fschool, M-F

Adult literacy Adult literacy rate, M-Frate, M-F

Sub-Saharan Sub-Saharan AfricaAfrica

6161 26-2226-22 69-5469-54

Middle East / Middle East / North AfricaNorth Africa

9191 67-6267-62 75-5475-54

South AsiaSouth Asia 5959 57-4057-40 66-4066-40

World averageWorld average 7777 66-6166-61 85-7485-74

An educational achievement league of 24 An educational achievement league of 24 rich countriesrich countries

The Top 5The Top 5 Other countriesOther countries1 Republic of Korea1 Republic of Korea 1.41.4 12 France12 France 12.612.6

2 Japan2 Japan 2.22.2 18 USA18 USA 16.216.2

3 Finland3 Finland 4.44.4 19 Germany19 Germany 17.017.0

4 Canada4 Canada 5.05.0 21 Spain21 Spain 18.618.6

5 Australia5 Australia 6.26.2 22 Italy22 Italy 20.220.2

The table shows average ranks of all five measures. Source: UNICEF Innocenti Report Card No 4, November 2002.

The FutureThe Future

Over 1 billion young people in need of jobs Over 1 billion young people in need of jobs every 10 years = 100 million jobs a yearevery 10 years = 100 million jobs a year

130 million kids not in school now -> what 130 million kids not in school now -> what will they be in 10 years?will they be in 10 years?

(Importance of MDGs)(Importance of MDGs)

MoreMore unemployed young people in unemployed young people in urbanurban areas with little hope for decent workareas with little hope for decent work

Globalization –> increased competition Globalization –> increased competition between young people in more countries?between young people in more countries?

The Reading CrisisThe Reading Crisis

How Did We Get Here?How Did We Get Here?

Horace Mann: 1830’s:Horace Mann: 1830’s:Alphabetic Method (letter names)Alphabetic Method (letter names)Phonics (letter sounds)Phonics (letter sounds)

How Did We Get Here (cont.)How Did We Get Here (cont.)

Phonics Revolt: 1930’sPhonics Revolt: 1930’sLook-Say Sight Words (restricted vocabulary)Look-Say Sight Words (restricted vocabulary)Language Experience (non-restricted Language Experience (non-restricted

vocabulary)vocabulary)

Phonics Re-Introduction: 1940’sPhonics Re-Introduction: 1940’sAddition of Multi-Sensory Pedagogy and Addition of Multi-Sensory Pedagogy and

Remedial Reading Approaches (Fernald, Remedial Reading Approaches (Fernald, Orton, etc.)Orton, etc.)

How Did We Get Here (cont.)How Did We Get Here (cont.)

Whole Language: 1970’s – 1980’sWhole Language: 1970’s – 1980’sReading, a psycho-linguistic guessing game;Reading, a psycho-linguistic guessing game;Written language is naturally acquiredWritten language is naturally acquired

A Balanced Approach: 1990’sA Balanced Approach: 1990’sWhole languageWhole languagePhonicsPhonics

Standards and Accountability MovementStandards and Accountability MovementFocus on student resultsFocus on student resultsReturn on investmentReturn on investment

Convergence of scientifically based Convergence of scientifically based reading research – 2000’sreading research – 2000’s

How Did We Get Here (cont.)How Did We Get Here (cont.)

What is SBRR?What is SBRR?

Scientifically Based Reading ResearchScientifically Based Reading ResearchRelies on experimental or quasi-experimental Relies on experimental or quasi-experimental

studies (control/comparison and experimental studies (control/comparison and experimental groups)groups)

Uses dependent measures that directly Uses dependent measures that directly assess reading proficiencyassess reading proficiency

Published in peer-reviewed journalsPublished in peer-reviewed journals

Dynamic Professional Development Process

ResearchResearch

• Access to most current scientifically-based reading research; instructional practices, and continuous networking with other professionals, organizations and schools

Professional DevelopmentProfessional Development

• Participate in state, regional, and local professional development opportunities with national/ state experts and mentors

Data-driven Decision Data-driven Decision MakingMaking

• Collect student data to make informed decisions for instruction and meet accountability standards

Classroom ImplementationClassroom Implementation

• IImplement the most effective SBRR instructional practices in classroom through coaching, mentoring, and use of data tools and reports

http://www.nifl.gov/partnershipforreading/publications/science_research.pdf

Explicit, Systematic Explicit, Systematic InstructionInstruction

T

E

A

C

H

E

R

SS

TT

UU

DD

EE

NN

TT

Model

Guided Practice

Supported Application

Independent Practice

Explicit InstructionExplicit Instruction Teacher Teacher modelsmodels and and explainsexplains;;

Teacher provides Teacher provides Guided PracticeGuided Practice;; Students practice what the teacher modeled Students practice what the teacher modeled and the teacher provides prompts and and the teacher provides prompts and feedback.feedback.

Teacher provides Teacher provides supported applicationsupported application;;Students apply the skill as the teacher Students apply the skill as the teacher scaffolds instruction.scaffolds instruction.

Teacher provides appropriate Teacher provides appropriate independent independent practicepractice..

Ample Practice OpportunitiesAmple Practice Opportunities

Students are Students are provided opportunitiesprovided opportunities to apply what to apply what they have been taught in order to accomplish they have been taught in order to accomplish specific reading tasks;specific reading tasks;

Opportunities should Opportunities should follow in a logical follow in a logical progressionprogression with what has been previously taught; with what has been previously taught;

Once skills are internalized, students are provided Once skills are internalized, students are provided with with opportunities to independently applyopportunities to independently apply previously learned information. Their work is previously learned information. Their work is carefully monitoredcarefully monitored by the teacher. by the teacher.

Scientifically Based Reading Research Scientifically Based Reading Research FindingsFindings

Essential components of reading instruction:Essential components of reading instruction: Phonemic awareness,Phonemic awareness, Phonics, Phonics, Fluency,Fluency, Vocabulary, and Vocabulary, and Text comprehension Text comprehension

Instructional characteristics:Instructional characteristics: Systematic, Systematic, Explicit instruction, Explicit instruction, Based on student data, Based on student data, In the 5 components of reading, and In the 5 components of reading, and The relationships among these 5 componentsThe relationships among these 5 components

Kame’enui, Simmons, Coyne, & Harn, 2003

Reading in an Alphabetic Language

Accuracy and Fluency with Connected Text

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Five Components of ReadingFive Components of Reading

Phonemic Awareness: The ability to manipulate sounds.

Phonological Awareness: An awareness of the structures of spoken language, sentences, words, rhymes and sounds.

Oral Level

Phonics: The letter/sound relationshipPrint Level

Orthographic Knowledge: Spelling patterns of a language

Oral and Written RelationshipOral and Written Relationship

The oral rendition of : The oral rendition of :

/a/ /s/ /k/ /t//a/ /s/ /k/ /t/

The written equivalent:The written equivalent:

A S K E DA S K E D

Reading FluencyReading FluencyReading FluencyReading Fluency

Fluency

A consequence of fluency

rather than a component

Synonyms

Examples/Non-

ExamplesFeatures

Antonyms

VocabularyVocabulary

Beauty

Preview/Predict Summarize

Monitor/Clarify Evaluate

Generate Questions

Strategies

Skills

ComprehensionComprehension

Main IdeaNoting Details

Sequence

Drawing Conclusions

Changing Emphasis of Big IdeasChanging Emphasis of Big Ideas

Comprehension

Vocabulary

Automaticity and Fluency with the

Code

Phonics

Phonemic Awareness

321K

ListeningReading

ListeningReading

MultisyllablesLetter Sounds & Combinations

Instructional characteristicsInstructional characteristics

Systematic, Systematic, Explicit instruction, Explicit instruction, Based on student data, Based on student data, In the 5 components of reading, and In the 5 components of reading, and The relationships among these 5 The relationships among these 5

componentscomponents

Teaching Reading is URGENTTeaching Reading is URGENT““The probability of remaining a poor reader at the The probability of remaining a poor reader at the end of 4end of 4thth grade, given a child was a poor reader at grade, given a child was a poor reader at the end of 1the end of 1stst grade was 88%.” (Juel, 1994) grade was 88%.” (Juel, 1994)

““Research shows that of the children who are Research shows that of the children who are reading disabled in the 3rd grade, 74% remain reading disabled in the 3rd grade, 74% remain disabled in the 9th grade! (National Institute of disabled in the 9th grade! (National Institute of Child Health & Human Development) Child Health & Human Development)

Therefore, we need to be sure instructional time is spent using the most effective practices.

Teacher QualityTeacher Quality

A Personal MilestoneA Personal Milestone

First Lady Barbara Bush & Patricia A. Edwards

Envisioning the Great DivideEnvisioning the Great Divide

SchoolHome

Did You Know?Did You Know? Families send children to school, where they Families send children to school, where they

hope their children will become learners with the hope their children will become learners with the tools they need to succeed in life. Schools take tools they need to succeed in life. Schools take children from and send them back to their children from and send them back to their families, where they assume the families will families, where they assume the families will provide the support that children need to grow provide the support that children need to grow and learn. This circle, in which home and school and learn. This circle, in which home and school share the resource of children, is one that has share the resource of children, is one that has been the focus of development and debate.been the focus of development and debate.

((Representing Relationships Between Parents Representing Relationships Between Parents and Schools: Making Visible the Force of and Schools: Making Visible the Force of Theory,Theory, M. Elizabeth Graue) M. Elizabeth Graue)

Family InfluencesFamily Influences

Ray Charles “Robinson”Born September 23, 1930Albany, Georgia

Callie “Robinson” Plummer (my grandmother). Her brother Bailey Robinson was Ray Charles’ father

Joseph R. Plummer, first in my family to graduate from college and the first black principal in Milwaukee, WI

Albany State UniversityAlbany State University

Home-School ConnectionsHome-School Connections

John and Annie Kate Edwards Erasmus Dent, my elementary school principal

Highly Qualified Teachers & Paraprofessionals

No Child Left Behind

Archived Information

President George W. BushPresident George W. Bush

Reading FirstEarly Reading First

Because of No Child Left Behind, closing the achievement gap is now a national priority.

TEACHER QUALITYTEACHER QUALITYDoes It Really Matter?Does It Really Matter?

Good teaching lasts a lifetime - and bad teaching limits dreams and opportunities. Compelling evidence confirms what parents have always known: A teacher’s mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence.

For example, students in Tennessee with “highly qualified” teachers for three years in a row scored 50 percentage points higher on a test of math skills than those who had ineffective teachers

SOURCE: W.L. Sanders & J.C. Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement (Knoxville: University of Tennessee, 1996); and H. Jordan, R. Mendro & D. Weerasinghe, Teacher Effects on Longitudinal Student Achievement (paper presented at the CREATE annual meeting, 1997).

THE GOALTHE GOALA Quality Teacher In Every ClassroomA Quality Teacher In Every Classroom

“This administration is committed to a goal that we'll have a quality teacher in every classroom in America.  

We have backed that commitment, thanks to the work of members of both political parties, with the greatest federal investment ever in quality teachers and principals.”  

-President George W. Bush-

TITLE ITITLE IDefining A Highly Qualified TeacherDefining A Highly Qualified Teacher

1.1. A Highly Qualified TeacherA Highly Qualified Teacher holds a minimum holds a minimum of a bachelor’s degreeof a bachelor’s degree

2. A Highly Qualified Teacher has obtained full state certification or licensure

3. A Highly Qualified Teacher has demonstrated as demonstrated subject area competence in each of the academic subject area competence in each of the academic subjects in which the teacher teachessubjects in which the teacher teaches

TITLE ITITLE IDefining A Highly Qualified TeacherDefining A Highly Qualified Teacher

Highly Qualified Requirements for NEW Highly Qualified Requirements for NEW Elementary School Teachers Elementary School Teachers

1. A Highly Qualified Teacher has obtained full state certification or licensure

3. A Highly Qualified Teacher has demonstrated by passing a rigorous State test, as demonstrated by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, passing a State-required certification or licensing test or tests in reading, writing, mathematics, and others areas of basic elementary school curriculum.)writing, mathematics, and others areas of basic elementary school curriculum.)

2. A Highly Qualified Teacher holds at least a bachelors degree, and

TITLE ITITLE IDefining A Highly Qualified TeacherDefining A Highly Qualified Teacher

Highly Qualified Requirements for NEW Middle Highly Qualified Requirements for NEW Middle and Secondary School Teachers and Secondary School Teachers

1. A Highly Qualified Teacher has obtained full state certification or licensure, holds at least a bachelor’s degree, and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by:

3. Successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.

2. Passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches; or

HIGHLY QUALIFIED TEACHERSHIGHLY QUALIFIED TEACHERSTimelines For ImplementationTimelines For Implementation

2002-2003:2002-2003: All teachers teaching core subjects in All teachers teaching core subjects in Title I schools hired after the first day of the 2002-Title I schools hired after the first day of the 2002-2003 school year must be “highly qualified.”2003 school year must be “highly qualified.”

2005-2006:2005-2006: All teachers teaching in core academic All teachers teaching in core academic subjects, including Charter, VocEd and JROTC subjects, including Charter, VocEd and JROTC teachers, must be highly qualified by the end of the teachers, must be highly qualified by the end of the 2005-2006 school year.2005-2006 school year.

SEA’s & LEA’s must establish annual SEA’s & LEA’s must establish annual measurable objectives that demonstrate progress measurable objectives that demonstrate progress in meeting 2005-2006 goal.in meeting 2005-2006 goal.

TITLE ITITLE IDefining Core Academic SubjectsDefining Core Academic Subjects

EnglishReading/Language Arts

MathematicsScience

Foreign LanguagesCivics & Government

EconomicsArts

HistoryGeography

“We trust parents to make the right decisions for their children…We do not want children trapped in schools that will not change and will not teach.”

““The quality of a school as a The quality of a school as a learning community can be learning community can be measured by how effectively it measured by how effectively it addresses the needs of struggling addresses the needs of struggling students.”students.”--Wright (2005)--Wright (2005)

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

Discussion: Read the quote below:

Do you agree or disagree with this statement? Why?

If we can really understand the problem, the answer will comeout of it, because the answer is not separate from the problem.

-Krishnamurti

SABAI SABAISABAI SABAI

http://www.youtube.com/watch?http://www.youtube.com/watch?v=tCBn6oZybPM v=tCBn6oZybPM

Love TrainLove Train

For More Information...For More Information...

Contact:Contact:Patricia A. Edwards, Ph.D.Patricia A. Edwards, Ph.D.

Michigan State UniversityMichigan State University

Teacher Education DepartmentTeacher Education Department

304 Erickson Hall304 Erickson Hall

East Lansing, MI 48824-1034East Lansing, MI 48824-1034

Phone: 517 432-0858Phone: 517 432-0858

E-mail: edwards6@msu.eduE-mail: edwards6@msu.edu