Remembering Mitchell Chester
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Our Commissioner passed away on Tuesday. He was a tireless advocate for all students as well as a steady, thoughtful, and innovative leader. We are heartbroken.
If you would like to send a card to his family, please send them to us and we will forward them. Please address them to:
Family of Commissioner Mitchell Chester
75 Pleasant Street
Malden, MA 02148
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2017 Curriculum Frameworks Released
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We are excited to announce that the 2017 curriculum frameworks for English Language Arts and Literacy and for Mathematics are now available in their final form! They have not changed substantively since the Board of Elementary and Secondary Education adopted them in March - they were proofread for typographical errors, copy edited for clarity and consistency, and reformatted to make them as easy to read as possible.
Each framework is accompanied by a document highlighting the more substantive differences between the 2011 and 2017 standards. We will release additional resources to support implementation throughout the upcoming academic year.
The frameworks are designed to be used easily on computer screens; for pricing of printed copies, please contact the state bookstore.
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Mixed-Reality Simulations Improve Teacher Preparation
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Do your first-year teachers struggle to run parent-teacher conferences and manage classrooms? Do you wish they had more experience with English Learners and students with disabilities? New mixed-reality simulation technology is giving teacher candidates valuable skill-building experiences that address Massachusetts' equity gaps.
For readers unfamiliar with mixed reality, candidates stand in front of a virtual classroom filled with avatars (characters) who are played remotely by trained improvisational actors. The avatars respond differently depending on lesson objectives and the pre-set difficulty levels. For example, if the candidate is learning classroom management skills, the avatars will interrupt constantly, lose focus, and play with their phones.
“Mixed reality offers an accelerated view of a candidate,” says Dr. Misti Neutzling, Assistant Professor of Movement Arts at Bridgewater State. “With the simulations, I find my candidates' strengths and weaknesses very early. In five minutes, you see right away where they need to grow and areas where they have strengths. Then we have a good year and a half [in the program] to improve. That’s the biggest benefit as a faculty member.”
Through our EPIC initiative, in addition to supporting eleven preparation providers in the use of mixed-reality simulations, we have developed four Massachusetts-specific avatars. From our Massachusetts State Equity Plan, we know that our first-year teachers disproportionally teach students of color and English Learners. First-year teachers also need experience teaching students with disabilities and running parent-teacher conferences. By tailoring the simulations to the needs of our classrooms, candidates can now work with:
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Davy Keo thrives with a combination of auditory and visual learning. She is from Cambodia and is an English Learner (WIDA Level 3). She appreciates a patient approach and the use of visual aids like flashcards, charts, graphic organizers, and puzzles. She is most comfortable working independently.
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Harrison Reed has above average intellectual ability with a specific learning disability which manifests in his verbal communication. He has difficulty processing complex language and directions with multiple steps. He appreciates individualized attention and patience.
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Nate Pittman is a strong visual learner and responds well to engaging via screens and technology. He has been diagnosed with high-functioning Autism Spectrum Disorder. He responds well to concrete language, visual support strategies and repetition.
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Bennett Reed plays two roles: a supervising practitioner or Harrison’s father at a parent-teacher conference. As a supervisor, he keeps kids at the center of decisions. As a parent, he has specific concerns about his son’s classroom experience.
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“One of the most powerful things is getting to watch my students’ confidence increase,” says Dr. Kristin Murphy, Assistant Professor of Special Education at UMass-Boston. “[Candidates] are so nervous, and then afterwards they say, ‘I’m so glad I did that! I had never had an opportunity to speak to a parent of a child with disabilities yet. That was really hard and I was really glad that I was able to practice it.’”
“The simulations allow candidates to take risks,” says Dr. Neutzling. “We knew that our candidates were struggling the most with classroom management, so that’s what we focused on. We pause the simulation [for coaching and feedback] as often as necessary.”
Mixed-reality technology is reasonably priced for the estimated impact. We encourage districts to contact their preparation partners to inquire about using mixed-reality prior to or during student teaching. If you have any questions, please contact edprep@doe.mass.edu.
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District Spotlights
We are committed to featuring innovative work that is making an impact. This month, we are spotlighting Cambridge and Brockton. If you know of exemplary practices that we should know about, please email us!
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STE Standards Implementation:
Cambridge Public Schools
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Massachusetts’ 2016 Science and Technology/Engineering Standards state that “all students…must have an engaging, relevant, rigorous, and coherent pre-K–12 STE education to be prepared for citizenship, continuing education, and careers.” Cambridge Public Schools (CPS) is using the standards as an opportunity to establish a shared vision for science education, engage educators at all grade levels, and collaboratively improve the coherence of its curriculum.
“You have to start with the vision,” says Lisa Scolaro, CPS’ JrK-12 Science Curriculum Coordinator. “We updated our Vision Statement because it needs to be a living document - it can’t just sit up on a shelf. It makes sure that everyone who is doing the work is going in the same direction. For example, we clarified the phrase ‘hands on’ because we were inadvertently advocating an activity-based approach. As a check, it holds us accountable.”
From the beginning, CPS involved as many educators as possible. The “swath of perspectives” not only included educators from all grade levels but also special education, student services, dual language immersion, instructional technology and other areas.
“We brought everyone together in one physical space because we want to have a JrK-12 curriculum that has through lines,” Scolaro explains. “We wanted to make sure that we could see students building their knowledge over time.”
Using the Understanding by Design approach, educators backwards-planned developing Understandings (Big Ideas), Essential Questions to hang those Understandings on, and Transfer Goals that would help reach the vision. To start the process, CPS decided on Essential Questions organized by Disciplinary Core Idea. Working to answer these questions built a coherent progression of understanding for all students.
Essential Questions (First Pass)
- District-Wide: How does where you live matter?
- Lower Elementary: How does where you live matter?
- Upper Elementary: Why is balance within an ecosystem essential for its sustainability?
- Middle School: How have human activities impacted the balance of the ecosystem in which we live?
In the beginning of the process, CPS was strategic about using professional development to establish a common understanding and skill set. All participants received PD in Understanding by Design around vision for instruction and assessment. Additionally, the science department led professional development for new practices and content. The PD allowed all participants to take a meaningful role in the implementation process. For example, CPS divided into small teams that each were assigned a practice; each team developed PD materials to train the larger JrK-12 team. Since the teachers were divided, they came back to their grade band group as an expert in one practice and as a team they understood all of the practices.
By dividing time between horizontal and vertical work, CPS used the standards to streamline and enhance student learning. For example, students are introduced to the particulate nature of matter in fifth grade. However, CPS was also covering it in middle school. By working across grade levels, CPS anchored the concept in fifth grade so that students are building on their understanding in middle school. Many districts are similarly taking inventory of their existing curriculum materials and re-aligning them to the standards instead of starting from scratch.
Finding time to do the work, of course, is a challenge; making the best of it was a continuous conversation at CPS. Scolaro recommends that districts “think about your structures you have in place that bring people together that you can leverage instead of adding new meetings.”
After writing the curriculum, CPS used a “pioneering process” to pressure test the work.
“We picked out teachers to try it out on a small scale,” Scolaro explains. Teacher teams first made sure their principals were supportive and then committed to trying out the lessons, providing feedback, and then attending an all-day and after school PD. By doing this, CPS was able to get feedback from different people with varied levels of participation in the project.
CPS continues to focus on science education in order to boost overall student achievement.
“We want to build the skillset, content, and practices for scientific thinking at a young age,” Scolaro says. “But - we also want to build your love and ability to see yourself as a scientist. It becomes harder and harder to see yourself as a scientist if your entry point into real science feels impossible. These are the kinds of skills students need throughout their education and adulthood. This is content that people need in order to be successful adults.”
Cambridge students at all grade levels are excited about science. To districts who are trying to find the right balance of class time, remember - science engages students in what they are naturally curious and excited about. For suggestions on how to build a high-quality science program, please download the Quick Reference Guide in our Curriculum Planning Tools.
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English Language Learner Programming:
Brockton Public Schools
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Massachusetts requires districts to implement programs of study for their English Learners (ELs) that are current and based on research. Brockton Public Schools is using several innovative strategies to meet the needs of their ELs.
At the elementary level:
- ELs receive sheltered instruction in sheltered English immersion classrooms. All curriculum materials and instruction are in English but native languages are used to help clarify concepts and skills when necessary. Teachers use specific teaching techniques to assist students in learning English and content skills and concepts. Classrooms are available with native speaking teachers in Cape Verdean Creole, Haitian Creole, Portuguese, and Spanish. In low incidence English immersion classrooms or classrooms where the teacher does not speak the student's native language, teacher aides or liaison personnel provide native language support.
- Brockton offers two-way immersion programs in both Spanish and English. Last fall, Brockton piloted a Portuguese two-way immersion program, as well. All two-way immersion programs begin in kindergarten via a lottery; families may enter the lottery when they register their student(s) for kindergarten in the spring.
- English as a second language instruction concentrates on the development of English language skills.
At the junior high and high school levels, Brockton offers a variety of courses to ELs, including:
- Sheltered English immersion classes with instruction and instructional materials in English. Native languages are used to help clarify concepts and skills when necessary.
- Transitional bilingual education classes taught by instructors who speak the students' native languages and use native language materials to support the attainment subject matter and English language competencies.
- Students performing at levels 1, 2, and 3 on the English proficiency assessment have two to three blocks of transitional bilingual education in a self-contained setting arranged by language groups (Cape Verdean Creole, Haitian Creole, Portuguese, and Spanish).
- An afternoon diploma granting school called Edison Academy. This program is designed for over-aged and under-credited students, and includes a Sheltered English Immersion program, with content provided by SEI Endorsed teachers and ESL instruction provided by licensed ESL teachers. This alternative program is a powerful option for older, newly arrived ELs; as a result, the district has reduced drop-out rates.
- A program to support the Limited or Interrupted Formal School students (SLIFE) at Edison. For ELs who have had interrupted formal education, the high school offers special courses such as literacy math, literacy social studies, and literacy science.
- The high school offers a medical interpretation program for students who are proficient in their home language.
- English as a second language that concentrates on the development of English language skills.
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Updated Plan for Equitable Access to Excellent Educators
On May 11, ESE published an update to the Massachusetts State Equity Plan. The plan includes strategies to address gaps in students’ access to strong educators, particularly, students who are economically disadvantaged, students of color, English Learners (ELs), and students with disabilities. In many cases, these students have lower rates of access to teachers who are experienced, effective, and teaching in their area of certification.
This report builds on the data and strategies of the 2015 Equity Plan and includes additional types of data on access to educators. Statewide data shows that:
- High-poverty and high-minority schools employ first-year teachers at more than twice the rate of low-poverty and low-minority schools.
- Hispanic/Latino and African-American/black students are more than three times as likely as white students to be assigned to an out-of-field teacher.
- Economically disadvantaged students are taught by teachers rated Needs Improvement or Unsatisfactory 71% more often than their peers who are not economically disadvantaged.
- competitive grants to encourage more systematic partnerships between districts and educator preparation programs,
- resources to prepare teachers to work with students with disabilities in inclusive classrooms,
- improved tools to support the use of data, and
- resources to help calibrate educator evaluations more consistently within a district.
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ESE's Simone Lynch recently spoke about Massachusetts' Equity Plan on Neighborhood Network News.
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New Focus Bulletins on English Learners with Disabilities
WIDA has just released two Focus Bulletins! Please download them below and consider sharing with your colleagues and educators:
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Updates On the Next Generation ESL Curriculum Project
- Registration is open for Summer 2017 sessions of the ESL MCU Facilitator Training (ESL MCU FacT)
- In development: Eight new videos of ESL MCUs in action!
- In development: an interactive guide to the Collaboration Tool. This is a multi-layered, multi-purpose tool designed to help curriculum writers operationalize WIDA Standards in conjunction with the Frameworks. The goal of the Collaboration Tool is to support curricular planning with the intentional, simultaneous development of language and the analytical practices embedded in the Frameworks. The tool highlights the need for collaboration between language and content educators and helps teachers prioritize and strategically plan around Key Uses of Academic Language in the context of key academic practices common across content area Frameworks.
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District Induction & Mentoring Reports
Your district has an opportunity to share your experiences in welcoming and supporting new educators. For the second year, we are collecting information about induction and mentoring practices in districts across the state (as required in 603 CMR 7.12(3)) and compiling that information into a statewide report. Each district’s induction and mentoring contact has received the link to an online survey which is due July 31. If you serve as a mentor leader/coordinator in your district and have not received this link, please contact us as soon as possible.
Interested in learning more about mentoring and induction? The 2015-16 statewide report included data on practices, district resources, and district advice on challenging topics such as finding time for mentors and mentees to meet. This year’s report will also focus on supporting new Specialized Instructional Support Personnel and retaining educators of color and educators in hard-to-staff roles. The Educator Development team looks forward to learning from your districts’ reports!
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English Learner Workshops
We are proud to offer WIDA professional development opportunities at no cost to districts!
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Engaging English Learners in Math
August 8-9 2017 from 8:30 to 3:30
Dean Technical High School in Holyoke
Register Today!
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Summer 2017 Facilitator's Retreat for the WIDA English Language Development Framework (Enhanced)
July 25-27 from 8:30 to 3:30
Best Western in Marlborough
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Leadership for English Learner Achievement
July 31-August 1
8:30 to 3:30
Devens Common Center in Devens
Register Today!
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Calibration Training Workshop Series - Join Us!
In the Candidate Assessment of Performance (CAP), teacher candidates must demonstrate proficiency in Six Essential Elements that embody performance across the Professional Standards for Teachers. The Elements are the high-priority skills that new teachers need to be effective on day one. In order to learn these skills, candidates need comprehensive preparation, modeling, and feedback aligned to these practices from their teacher educators – from the seminar to the classroom. We are inviting educators with supervisory or evaluative responsibilities, district faculty, educator preparation faculty and CAP supervisors to join our Calibration Training Workshop Series that will begin in the fall.
Teams of teacher educators will use video, real-time data analysis, and guided discussion to develop a shared understanding of proficient practice and the expectations for high-quality feedback. We will focus on four of the six essential elements: Well-Structured Lessons, High Expectations, Meeting Diverse Needs, and Safe Learning Environment. In teams, we will:
- Come to agreement around what high-quality practice looks like, resulting in more consistent and rigorous expectations for candidate performance;
- Collectively identify look-fors associated with proficient practice in four essential elements; and
- Practice drafting evidence-based, actionable feedback designed to reinforce high expectations for performance.
Participants will receive:
- New training resources, including train-the-trainer materials for subsequent professional development with teacher educators; and
- Progress monitoring and data tools to evaluate the impact of this calibration training.
Applications close on July 30th! The application is available here.
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Help to Improve our Communication!
ESE focused on improving our communication with school districts, parents, policymakers, and the general public. Please take two minutes to complete our survey that will inform our communication strategy. Thank you!
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