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  • 8 Steps to Structured Literacy Change in Our District

    8 Steps to Structured Literacy Change in Our District


    There are numerous steps that our district and school took to help implement Science of Reading strategies and ensure structured literacy was our approach in ELA instruction. These are our steps to structured literacy success.

    Before we begin, let’s define some terms. Science of Reading is the research behind how a child’s brain learns to read. Structured literacy is the application. Structure literacy applies the knowledge of Science of Reading to teach children to read in an evidence-based, explicit, and systematic way. Structured literacy approach incorporates skills including phonemic awareness, phonics, orthography, morphology, syntax (sentence structure), semantics.

    For more information, I highly suggest the book Structured Literacy Interventions.

    Our District’s 8 Steps to Structured Literacy Success

    structured literacy – 8 Steps to Structured Literacy Change in Our District

    To prepare our teachers for the shift from our previous balanced literacy with guided reading groups to a structured literacy approach with a new curriculum, we took some critical steps. Looking back I believe these 8 steps have helped our teachers and district be successful in implementing a structured literacy approach to our ELA block.

    1. Built the “Why”

    We all want to know “why” we are doing something. We want to see the reasons, the proof, and the theory behind our change. Education is constantly changing and like many things in education we didn’t want our teachers believing that science of reading was only a pendulum swing. We wanted to prove to teachers this is the best approach to teach our students to be successful readers. We provided short articles and a few videos to introduce our teachers to the Science of Reading. We also started various book study groups working through Natalie Wexler’s book The Knowledge Gap.

    2. Introduced Instructional Coaches

    This new position of an instructional coach was designed to support teachers in their shift from balanced literacy to structured literacy approach. We are lucky to have one instructional coach for each of our elementary buildings. During our first months in this new role, we devoured all the information about science of reading, structured literacy, explicit phonics, vocabulary, comprehension, etc.. We attended any professional development opportunities. We became “experts” so that we could better support teachers throughout this process.

    3. Demolished Guided Reading

    At the beginning of the year, we demolished our previous guided reading group method and rebuilt a stronger approach to this precious time within our day. We first changed the title to WIN (What I Need) time. We wanted a clean break, even in name, from our previous guided reading group structure and instruction. Instructional coaches research best practices and after looking at school data, we helped to create more meaningful groups and provided teachers with a new framework for teaching. Many of our students had phonics gaps, so our first year we targeted this area while addressing other components. We also introduced teachers to decodable readers instead of leveled readers.

    4. Pilot New ELA Programs

    Our district was already piloting many programs before COVID. Honestly, COVID saved us from making a wrong decision in curriculums since all curriculum pilots were on pause for a year. During this time, Science of Reading information was exploding and we used this time to reevaluate some of our pilots. We dropped a few programs that were not Science of Reading aligned. We focused all our attention to a very few select programs and dove into them deeply. Coaches were able to observe teachers in the different pilots and talk with students about what they were learning. We were able to see mid-year data and formative assessments. In the end, it was a no brainer. We had made our decision!

    5. Selected ELA Program & Celebrated!

    In January we decided on a curriculum and moved forward with board approval and budget. Our next district professional development day in March was our biggest day. We celebrated with teachers! I have never been to a PD that was more exciting. We were moving forward!  We were excited! We were ready to see our kids’ reading improve! During this day, we gave teachers a sneak peak at the new curriculum and our reps were there to answer questions. Pilot teachers provide the rest of the grade level teachers with a demonstration of a lesson so they could see the curriculum in action. We also had Natalie Wexler, author of The Knowledge Gap, as our Keynote speaker.

    6. Support!!

    As our new year started, instructional coaches, pilot teachers, and administration were available and ready to support teachers with the new curriculum. We knew it would be a heavy lift but we knew the key to success was to provide help and support along the way. Instructional coaches attended private coaching training with our curriculum reps to find ways to better support teachers and brought that knowledge back to grade level PLC meetings. We also helped with unit planning and attending meetings where teachers could ask questions, voice concerns, or seek feedback/help. All hands were on deck!

    7. Carefully Selected & Meaningful PD

    Our new curriculum was a heavy lift. We knew that leaving teachers to work independently was not going to be successful. Also we knew our teachers would be drowning and we wanted to have lifeboats, life vests, and the whole Coast Guard ready to help. Therefore, our administration built a district calendar based around carefully selected days that teachers would have time to work together with grade level teams, curriculum reps, and coaches to build capacity one or two units at a time. 

    During each PD, instructional coaches were providing various training along with our curriculum reps. Teachers were provided time to work through a unit with their district wide team and instructional coaches while curriculum reps guided them through the process. Teachers had time for collaboration and sharing. Our administration did a great job at chunking the professional development offered by our curriculum company so that teachers could digest a small amount of information and implement it in their classroom before learning something new. 

    8. Building PD

    Meaningful professional development is essential. There is nothing worse than leaving a meeting thinking- “That could have been an email” or “I didn’t learn anything”. One of our goals was to ensure that teachers learned something new and it was meaningful. In our district, instructional coaches are responsible for providing building-wide professional development. Our district is a large district with 8 elementary schools and growing quickly. The first year as a coach we noticed that every school did things differently. Our first main goal was to bring consistency to the buildings.. We took teacher feedback, classroom observations, and new implementations to build our professional development presentation together. This way each school was getting the same information from their instructional coaches.

    structured literacy – 8 Steps to Structured Literacy Change in Our District

    Success

    These steps crucial in our new curriculum being successful and our shift to structured literacy. Our teachers worked hard and had support at every turn. I truly believe these steps helped our district be successful.

    “Most transformation programs satisfy themselves with shifting the same old furniture about in the same old room. But real transformation requires that we redesign the room itself. Perhaps even blow up the old room. It requires that we change thinking behind our thinking.”

    Dahah Zohar (1997, p.243)



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  • The Power of Read Aloud & Come See Us in Denver

    The Power of Read Aloud & Come See Us in Denver


    Reading aloud to students creates the music of text for them…

     

     

    In mid-March we’ll be in Denver leading a workshop on reading.

    The workshop will incorporate content for our new book, The Teach Like a Champion Guide to the Science of Reading.

    One of the themes of the book is bringing the text back into the center of the classroom. When we read together, from a book, during class, often aloud, we can bring the text to life and make the story compelling, we can socialize students to sustain their attention in text, we can practice fluency if students read, and model it if we read to them.

    Check out these beautiful moments of Pritesh Raichura’s science class reading aloud—excerpted from the outstanding Step Lab documentary Great Teaching Unpacked for example.

     

    Or this montage—from the book—of Spencer Davis, Will Beller, Emily DiMatteo, Jo Facer and Rob De Leon reading aloud with their classes.

     

    Read Aloud, then, is a literacy tool that shouldn’t be overlooked, even among older students, we note in The Teach Like a Champion Guide to the Science of Reading.

    Some other key benefits of doing what we see Spencer, Will, Emily, Jo and Rob doing.

    Read Aloud can be an opportunity to share in, relish, and savor the beauty of books—one of the most joyful parts of the students’ and teachers’ day. It is also more critical to building fluency and preparing students to comprehend rich, complex texts than we originally understood.

    A good Read Aloud allows students to access a text well beyond what they can read on their own, enabling them to familiarize themselves with more complex vocabulary, rhythm, and patterns of syntax.

    Read Aloud also has the benefit of speed. A teacher reading a book aloud to students can cover more ground, more quickly, than the students themselves could if they were reading on their own, especially if the text is complex and challenging. In that case, the rate of exposure to key ideas, background knowledge, rare words, and technical vocabulary is accelerated.

    Teacher Read Aloud also provides a model of fluent expressive reading for students. It helps students hear what language sounds like when read aloud with mastery and develop a mental model.

    Developing such a mental model, will not only inform how students read aloud but also how they read silently. One of the core outcomes we seek as reading teachers is a sort of cognitive afterimage in our students when they read silently. We want their internal reading voice to be characterized by expression and prosody that bring the book to life during independent reading, thus enhancing meaning and perhaps pleasure.

    Some details that we love about the clips in the montage.

    • 90/110: Good read aloud is of done at 90% of your natural pace—providing students a bit more room to hear and process the words and information clearly but not so slow as to lose the story—and 110% expression—to build that mental model of expressive meaning making. You can hear that for sure in all of the clips
    • Check for Attention: We want students locked in and listening and often reading aloud themselves. So it’s important that they have texts out and are following along. Quick call and response checks that they are with you can help. Spencer, for example, pauses to say “We were specifically told….” And students respond “not to go past,” proving they are locked in. Rob does something similar
    • Circulate as you read: This lets you get near to students to observe them more closely and interact with them subtly if they need direction. It also somehow makes the reading a bit more dynamic.
    • Feed knowledge: Emily very quickly explains that the phrase “in league” means “teamed up with.” Jo asks students to clarify who ‘her father’ was in Othello’s soliloquy.
    • Shape Attention. It’s often helpful to give students something to “look for” such as “be on the look out for ways in which Squealer is scapegoating Snowball.”

     

    We’ll spend two days “close reading” dozens more videos of teachers in action at the Reading workshop in Denver. Come join us!  Details here: https://teachlikeachampion.org/readingreconsidered/mar2025

     



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  • Districts should target funds to foster youth to improve progress, report says

    Districts should target funds to foster youth to improve progress, report says


    As California expands services needed to grow the number of foster youth enrolling in college, more work is needed to help those students graduate.

    Julie Leopo/ EdSource

    California’s foster care students have improved their high school graduation rates since 2013, but have barely improved, or even lost ground, in rates of suspension, attendance and prompt college enrollment, according to a new report.

    And, in the 10 districts with the most foster students, only a fraction of 1% of the targeted money was directly spent on that group. The report, by WestEd, a nonpartisan education research agency, attributed the discrepancy to a disconnect between the administrators who drew up the spending plans and the staff who work directly with students, the report found.

    Published this week and titled “Revisiting Californiaʼs Invisible Achievement Gap: Trends in Education Outcomes of Students in Foster Care in the Context of the Local Control Funding Formula,” the report details how state policies have affected outcomes for foster youth over the past decade, at times positively, but often in ways that limit their ability to succeed.

    The authors conclude that while those changes facilitate school stabilization and other educational supports, challenges remain, including ensuring that planned school expenditures dedicate some funds to foster students’ unique needs.

    “The report suggests that the implementation of foster care supports remains difficult and that funding for tailored interventions to the unique situations and challenges of students in foster care is not yet a common rule even for districts with large numbers of students in foster care,” said Vanessa Ximenes Barrat, WestEd senior research associate and co-author of the report.

    Tailoring support to specific student populations

    The report’s authors noted that tailoring support to each student group is critical given their varying needs.

    For instance, in the school year immediately preceding the pandemic, which erupted in March 2020, foster students’ chronic absenteeism rate was 28% versus 12% for the overall student population across California. The rates sharply rose during the pandemic and have since steadily decreased. But data from 2022-23, the most recent school year included in the report, shows that discrepancies remain: 25% of all students were chronically absent versus 39% of foster students.

    The wide gaps indicate to school staff that foster youth might need stronger interventions than other student groups in addressing why they are missing so much instructional time.

    Similarly, suspension data shows continuing disparities, despite policy changes in recent years. Whereas suspension rates for all students have largely lingered between 3% and 4% since 2014-15 and through the pandemic, the rate for foster youth was between 13% and 15%.

    “All the things that make students in foster care have all the worst outcomes across the board — their instability, their trauma, etc. — means that they need more of the interventions than everyone else, and they need different interventions based on their unique needs,” said a child welfare and education professional who was interviewed for the report.

    Improved graduation rates, but concerns remain

    One area where foster students have slowly made strides is with graduation rates. Rates have steadily increased for high-needs students, including foster youth, since the 2016-17 school year. That year, 51% of foster students graduated from high school in four years. By 2022-23, 61% were graduating.

    A possible reason for the improvement, according to the report’s authors, is the passage in 2013 of Assembly Bill 216 which allowed some foster students to graduate after completing the state’s minimum requirements.

    School staff who were interviewed for the report said that the law prevented some students from dropping out as they were moved from one placement to another, and encouraged them to complete high school even if they had fallen behind in some courses.

    Other staff noted that the extension of foster care services to age 21 occurred during the same period in which graduation rates improved. The extension, they said, probably prevented students from leaving school because they were receiving added support to avert homelessness and other instabilities common among youth leaving foster care.

    But even with that improvement, school staff interviewed for this report saw areas of concern. Of those foster students who graduated, for example, less than one-fifth had completed the A-G coursework required to qualify for admission to one of the state’s public four-year universities.

    Other takeaways from the report include:

    • While dropout rates among foster youth remain higher than their peers’, they have lowered by 5 percentage points since 2016-17.
    • More foster youth are attending only one school each year, rather than moving between schools, which advocates say causes personal and academic instability — 66% in 2022-23, up from 62% in 2017-18.
    • More foster students are attending high-poverty schools — up from 56% in 2014-15 to 59% in 2022-23.

    As California’s general student population has dwindled, so has the state’s foster student population. State data shows that nearly 45,000 foster students were enrolled in the K-12 grades during the 2014-15 school year on census day, the first Wednesday in October. Eight years later, the state enrolled about 31,700 foster students.

    About a quarter of the state’s foster care students attend school across just 10 districts: Los Angeles Unified, Fresno Unified, Lancaster Elementary, Long Beach Unified, Antelope Valley Union High, Palmdale Elementary, San Bernardino City Unified, Moreno Valley Unified, Kern High, and Hesperia Unified.

    Local-control dollars rarely targeted solely to foster students

    The dip in enrollment of foster students in K-12 coincided with the state’s overhaul of the school finance system and the implementation of the Local Control Funding Formula, commonly referred to as LCFF. One of the changes under LCFF was that districts receive supplemental grants based on the number of high-needs students, which includes foster youth, English learners and low-income students.

    Each district must also complete a Local Control Accountability Plan, known as an LCAP, and provide details on how it intends to help students succeed, including actions and expenditures related to the three groups of high-needs students.

    Equity across the state’s student population was part of the intent of implementing LCFF.

    But the report showed that of WestEd’s review of the 10 LCAPs, only 10 of 482 anticipated actions to support overall student populations were specific to foster students. Over half of the actions referenced foster students in some way, but mostly lumped all high-needs students together.

    Foster youth, for example, have alarmingly high rates of chronic absences and increased school mobility. If a service offered by a school requires students to be present in class, foster students may not always benefit; they might instead need greater access to transportation to help them travel to school regularly.

    The question of whether to target more funds specifically to each student group, rather than combining them, persists, given changes at the federal Department of Education and how they may impact foster students.

    Ximenes Barrat said, “As a relatively small and highly vulnerable population with distinct needs, there is a real risk that their concerns could be overlooked amid broader policy shifts.”

    WestEd CEO Jannelle Kubinec is president of the EdSource Board of Directors. EdSource’s editorial team maintains sole editorial control over the content of its coverage.





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  • How to be Strategic with Scaffolding Related to DOK

    How to be Strategic with Scaffolding Related to DOK


    Strategic with Scaffolding Relate to DOK

    Questions to Consider When Choosing Scaffolding Strategies

    Karin Hess, author of the article ‘How to be Strategic with Scaffolding Strategies’, wants educators to consider this question when choosing a scaffolding strategy:

    • Why did I choose this strategy?
    • Does it match my learning target? and
    • How will it optimize learning for some or all of my students?

    Previous Post

    3 Myths about Scaffolding

    Hess shares some ideas about making good choices, but first Hess wants to clear up 3 common myths about scaffolding:

    Myth #1: Scaffolding is the Same as Differentiation

    Many teachers – and even some educational resources – often mix scaffolding with differentiation, but they are distinct. To help remember the difference, you can think of scaffolding as providing the necessary support to complete a task, while differentiation offers students various options regarding the tasks they can undertake.

    When instruction is differentiated, students select from various assignments that are often similar in difficulty. I first intentionally used differentiation during my time teaching middle school. I developed assignment menus that catered to different content (varying texts, materials, scenarios, or subjects), the processes involved (levels of engagement with the material, whether working solo or in pairs, etc.), and the products that students created to demonstrate their understanding. Tools like choice boards, menus, and activity stations are frequently employed throughout a unit to present optional tasks for students.

    On the other hand, scaffolding strategies are designed to help each student effectively engage with grade-level content, complete assignments ranging from basic to advanced, and build their confidence and independence as learners.

    Myth #2: Scaffolding is always temporary

    In fact, many scaffolding techniques—like dividing a task into manageable pieces or collaboratively creating an anchor chart to enhance understanding—can be applied later, even as tasks become more complex. Scaffolds aren’t just for students who need extra help. Even top-performing adults break intricate tasks into smaller segments and rely on models and peer feedback to better grasp new concepts. Think of it this way: a painter
    always utilizes some form of scaffolding when working on a ceiling.

    Myth 3: Scaffolding is used to change the intended Rigor

    A scaffolding approach can lighten the cognitive load on a learner’s working memory during educational activities, without altering the challenge level of the task.

    For example, when a complex text is read aloud or illustrated as a graphic novel, students are relieved from the need to fully use their working memory to decipher unfamiliar words for understanding the text’s meaning. Instead, they might take sketch notes while listening, capturing essential ideas to facilitate later summarization, discussion, or explanation of more intricate concepts.

    While decoding skills are vital, the primary focus of this learning activity isn’t solely on decoding words. Similarly, when a student uses a calculator to perform calculations with large numbers or decimals, they can verify their estimates without the cognitive burden of manually calculating the same operations.

    Understanding the learning objectives helps educators identify the most suitable scaffolds for the lesson and specific students—essentially, placing the scaffolding activity in their Zone of Proximal Development (ZPD). Scaffolding is aimed at ensuring that even if a student encounters difficulties, those challenges are constructive.

    Consider scaffolding as a bridge that can either (a) enhance content accessibility (such as “chunking” texts, conducting focused discussions, or building background knowledge) or (b) simplify multi-step tasks (like
    collaborative data collection or breaking tasks into smaller, manageable parts with checkpoints).

    Determining the Right Time for Scaffolding

    Educators can benefit from considering three main areas of support that help students build the skills necessary for tackling more complex tasks or grasping difficult concepts:

    1. enhancing content understanding,
    2. improving executive function, and
    3. fostering language and vocabulary skills.

    Effective scaffolding at one Depth of Knowledge (DOK) level typically helps students progress to the subsequent DOK level. Below, Hess outlines various strategies for each DOK Level tailored to different teaching goals. (For a
    comprehensive collection of strategies, be sure to download Karin’s PDF.)

    Scaffolding Purpose 1: Enhancing Understanding and Linking to Key Concepts

    Various techniques aimed at enriching learning can easily emerge from activities focused on improving language abilities or fostering executive function. For example, collaborating with students to create an anchor chart outlining the steps for tackling a non-routine math problem not only bolsters executive functioning, but also serves as a useful reference. This chart can remind students of each step as they approach new challenges.

    Scaffolding Techniques to Enhance Learning Across Various DOK Levels

    DOK 1 – The “DAILY 10” Playlist

    The role of prior knowledge in improving reading comprehension and developing schema is crucial. To implement this technique, create a playlist featuring at least six short printed and non-printed materials on a subject (like images, political cartoons, articles, or relevant websites tied to social studies or a science unit) for
    students at the week’s start.

    Each day, for a maximum of ten minutes, students—either individually or in small groups—select one resource to read or listen to and jot down some notes. These notes are not graded. Encourage class discussions and journal entries to link this expanding background knowledge to the current unit of study.

    DOK 3 – Carousel Feedback

    This approach reframes carousel brainstorming, where small groups rotate through different stations, brainstorming ideas on various subtopics. They record their thoughts on large chart papers for the next group to read and contribute to.

    The teacher sets up 4 or 5 large posters, each featuring a unique question prompt or problem-solving task. Students are grouped in a diverse arrangement, each group using a different colored marker for their answers. They start by reading the problem at their table and working on the chart paper to find a solution.

    After a few minutes (before they complete their task), the teacher signals for time, and the groups rotate to tackle a new problem. Upon arrival, they review the previous group’s work and discuss it among themselves. They then determine whether the last group’s solution was correct and use a new color marker to either continue solving the problem if it was right or to make adjustments if they spot an error. If corrections are needed, they add a note explaining the mistake and the rationale for the correction.

    When time is called again, the groups rotate for a third time, repeating the checking and justification process as before. In the final round of rotations, the groups create a justification for their solution, relying on calculations and notes provided by other teams. This carousel approach fosters meaningful discussions and encourages collaborative reasoning backed by evidence.

    Purpose of Scaffolding 2: Enhancing Executive Function and Skill Application

    Students who struggle with executive function often find it challenging to stay focused and engaged in dealing with long texts and complex tasks. This skill set also plays a crucial role in goal setting, monitoring progress, and fostering a positive self-image as learners. Executive functions encompass various skills
    that help students start, track, and complete intricate multi-step projects.

    Scaffolding strategies can help in several areas:

    Initiation – The ability to kick off a task or activity while generating ideas,
    responses, or finding solutions (e.g., collaborative brainstorming sessions).

    Working Memory – The ability to retain information for engaging with longer
    texts (e.g., breaking texts into manageable chunks).

    Planning and Organization – The skill to handle both current and future tasks
    demands (e.g., maintaining learning logs).

    Self-Monitoring – The capacity to assess one’s own performance and compare it
    to established standards or expectations (e.g., through conference discussions).

    Supportive Strategies for Executive Function at Varying DOK Levels

    DOK 2: A Card Pyramid for Information Summarization

    The card pyramid technique uses numbered sticky notes or index cards to dismantle information from a text. Ideally, partners collaborate to construct the pyramid, taking turns to verbally summarize their findings, before penning down a written summary.

    DOK 3: Crafting a Mathematical Argument

    Teaching how to create a mathematical argument can be as challenging as learning it. In this approach, partners split their paper vertically. On the left side, students methodically work through the steps to solve the problem, while on the right, they articulate the reasoning behind each step or explain how it works.
    contributed to their solution (e.g., my diagram illustrates the division of the candy bar; I’ve labeled each fractional part to clarify…). This scaffolding method is beneficial, as it deconstructs the path to the solution, allowing for a more thoughtful explanation of the reasoning behind each action.

    KHess Chart for Mathematical Argument

    Scaffolding Purpose 3: Nurturing Language and Vocabulary Growth

    Developing vocabulary and language skills is crucial for understanding across all subjects. One effective strategy for enhancing vocabulary is to emphasize and reinforce the key language necessary for learning in each content area. Teachers can informally boost language development by using visuals and tangible models to activate prior knowledge, color-coding to highlight significance or differences (like anchor charts, sentence stems, or paragraph frames for multi-digit number place value), facilitating meaningful discussions, and
    demonstrating their thought processes aloud.

    Using multi-sensory techniques can help students develop their language skills. However, it’s important to avoid overwhelming them with too many methods simultaneously, or relying on strategies that don’t easily carry over to future learning. A charming visual of a pumpkin or cookie may not effectively help students understand paragraph or essay writing compared to a structured anchor chart or a color-coded paragraph frame with clear visual cues.

    Hess enjoys introducing TBEAR through texts familiar to students, such as fairy tales or pieces they’ve read in class before. Teachers at all grade levels have used or modified TBEAR, and have found it particularly effective for students struggling with language proficiency. In both whole-class settings and partner work, students can use TBEAR to help them find text evidence and prepare for discussions or writing assignments. For example, middle school teachers I’ve collaborated with had students develop and display anchor charts
    for important math vocabulary after analyzing these words through TBEAR.

    TBEAR smoothly supports students in progressing from DOK level 1 to levels 2, 3, or 4, and it’s easy to recall what each letter represents:

    T: Create a Topic sentence/Thesis statement/or claim (DOK 1); or define a vocabulary Term or concept.

    B: Succinctly summarize the text to act as a bridge to your evidence (DOK 2); or rephrase the meaning in your own words.

    E: Find text Evidence/Examples (DOK 2); or offer both examples and non-examples when defining specific terms.

    A: Analyze each example or piece of text evidence; include additional details to explain why the evidence backs up your thesis/claim (DOK 3).

    R: Share a key takeaway (DOK 1 or 2) or a reflection that might extend from DOK 3 to DOK 4, such as links to the world, personal experiences, or ties to additional resources.

    Support for Everyone

    True equity starts with the understanding that all students can and should progress beyond memorizing routines and gaining superficial knowledge in a subject. This is particularly important for students with learning disabilities and those who speak multiple languages.

    Research indicates every student benefits from daily chances to express their creativity, interpret information and ideas, pose questions, engage in research, and develop their own insights through meaningful discussions.

    For Review



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  • JoomlaLMS speaks your language

    JoomlaLMS speaks your language


    Have you ever faced the situation when a program that you are using or have to use is in another language (most often English) and you are having some difficulties understanding its functionality so it takes you too much time to start working or learning? We at JoomLMS strive to provide you with the best user experience providing the possibility to translate our LMS into the language that your users are speaking. At the moment JoomLMS supports 10 languages:

    • English

    • French

    • Italian

    • Spanish

    • German

    • Portuguese

    • Brazilian Portuguese

    • Turkish

    • Albanian

    • Russian

    The possibility to translate JoomLMS will not only allow you to use the vocabulary that is familiar to you and your users but also grant you a 30% discount for the JoomaLMS license if you share the translated language files with us.


    If you would like to get more information about the translation, please contact our manager at This email address is being protected from spambots. You need JavaScript enabled to view it..

    To get your JoomLMS translated into one of the already available languages please contact This email address is being protected from spambots. You need JavaScript enabled to view it..



    LMS Learning



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  • Trump Goes After Two Critics, and His Attorney General Will Help His Vendetta

    Trump Goes After Two Critics, and His Attorney General Will Help His Vendetta


    Trump is following through on his frequent threats to punish anyone who crossed him in the past. He recently ordered his compliant Attorney General to investigate two men who were critical of him during his first term. Elie Honig, a former federal prosecutor, wrote about the tyrannical nature of this action and about Pam Bondi’s willingness to do whatever he wants.

    Honig writes at the website Cafe, a hub for legal experts:

    Donald Trump’s presidential payback tour rages on, and now it’s personal. It’s one thing to target multi-billion dollar law firms, universities, and media outlets for organizational retribution; those efforts, aimed at stifling and punishing any criticism or dissent, are reprehensible in their own right. But now Trump is going after individual private citizens, using the might of the Executive Branch to potentially throw his detractors in prison.

    In a pair of official proclamations – rendered no less unhinged by the use of official fonts and White House letterhead – Trump identifies two targets who worked in the federal government during his first tenure and dared to speak out publicly against him. First: Chris Krebs, who led the Cybersecurity and Infrastructure Security Agency from 2018 to 2020 and made headlines when he publicly contradicted Trump’s false claim that the 2020 presidential election was stolen. For this act of heretical truth-telling, Trump labels Krebs “a significant bad-faith actor” – whatever the hell that means – who poses grave “risks” to the American public. 

    And then there’s Miles Taylor, a former Department of Homeland Security official who publicly criticized the President in an anonymous book and various media appearances. Taylor, like Krebs, purportedly poses “risks” to the United States, is a “bad-faith actor” (though apparently not a significant one like Krebs) and “stoked dissension” with his public commentary. 

    Are you scared? Don’t you fear the “risks” posed by these two monsters?

     True to the form he has displayed when going after disfavored law firms, Trump hits below the belt. The President orders security clearances stripped not only from Krebs and Taylor but also from everyone who works with them (Krebs at a private cybersecurity firm, Taylor at the University of Pennsylvania). He’s punishing his targets – plus their employers and colleagues, First Amendment freedom of association be darned. 

    It gets worse. In a separate set of orders, Trump directed the Attorney General to open criminal investigations of Krebs and Taylor. Notably absent from the orders is any plausible notion that either might have committed a federal crime. This hardly needs to be said, but it’s not a federal crime to be a “bad-faith actor,” to “stoke dissension,” or even to be a “wise guy,” as Trump called Krebs from the Oval Office.

    The next move is Pam Bondi’s – and we know how this will go. 

    Any reasonable, ethical attorney general would follow the bedrock principle that a prosecutor must have “predication” – some kernel of fact on which to believe a crime might have been committed – to open a criminal investigation. The bar is low, but it serves the vital purpose of preventing precisely the baseless retributive inquests that Trump has now ordered up. In observance of this foundational precept, even Bill Barr – the subject of sharp criticism in my first book, Hatchet Man – generally ignored Trump’s public pleas for the arrests of Barack Obama, Joe Biden, and others. Like the exhausted parent of an unruly toddler, Barr would mostly sit back and let the tantrum pass. 

    Don’t count on Bondi taking the same course of passive resistance to the President. She has already shown her true colors, and they’re whatever shade Trump pleases. For example, despite the distinct possibility of criminality by top administration officials around the Signal scandal, the AG refused even to investigate. Instead, she decreed – after zero inquiry, with zero evidence – that information about military attack plans was somehow not classified, and that nobody had acted recklessly. Case closed, no inquiry needed. 

    Bondi no longer deserves the benefit of the doubt. She’s in the bag for Trump. The question now is whether she’ll cross the line that even Barr, her crooked predecessor, would not, and use the Justice Department’s staggering investigative power as an offensive weapon. 

    Even if DOJ investigates but concludes it cannot bring a criminal charge, the threat to Krebs and Taylor is real. Any criminal inquiry takes an enormous toll on its subject; subpoenas fly, friends and colleagues get pulled into the grand jury, phones get seized and searched, legal costs mount, professional reputations suffer, personal ties fray. Ask anyone who has been investigated by the Justice Department but not indicted. They’ll tell you it’s a nightmare. 

    If Bondi does somehow convince a grand jury to indict somebody for something, Trump has unwittingly handed both Krebs and Taylor a potent defense: selective prosecution, which applies where an individual has been singled out for improper purposes. Exhibit A (for the defense): Trump’s own grand proclamations, which openly confess to his personal and political motives for ordering a Justice Department inquiry. Selective prosecution defenses rarely succeed, often because prosecutors typically don’t commit their improper motives to paper. But this would be the rare case where the evidence is so plain – it’s on White House letterhead, signed by the President – that a judge could hardly overlook it.

    Trump has long made a habit of threatening his opponents with criminal prosecution through social media posts and by spontaneous outbursts from the lectern. Until now, it was mostly bluster, a public form of scream therapy for the capricious commander-in-chief. But now it’s in writing, from the president to the attorney general, who typically jumps to attention to serve whatever suits the boss, prosecutorial standards be darned. Trump’s dark fantasies are coming to life. 

    Elie Honig served as an Assistant U.S. Attorney in the Southern District of New York for 8.5 years and as the Director of the Division of Criminal Justice at the Office of Attorney General for the State of New Jersey for 5.5 years. He is currently a legal Analyst for CNN and Executive Director at Rutgers Institute for Secure Communities



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  • Teachers need more prep time

    Teachers need more prep time


    Credit: Allison Shelley / American Education

    Yesterday — like every day last week — I had just 27 minutes to plan my lessons and grade my fourth-grade students’ work. In reality, I spent that time signing in to the office, getting my mail, setting up breakfast for my students, and calling a parent about their child who had been absent four days in a row. I had no time left to prepare for my first lesson of the day.

    This isn’t just an occasional bad day — it’s a constant reality. Survey results from recent years found that teachers nationwide identify “more planning time during the school day” as one of the most critical changes districts could make to support their teaching.

    Yet, in my district, Los Angeles Unified, the second-largest school district in the nation, elementary teachers have only 27 minutes of prep time — a staggering 20 minutes less than the national average of 47 minutes, which is still too little. This gap isn’t just a statistic; it’s a crisis that directly impacts our ability to plan, collaborate and provide the essential support our students deserve.

    As a 20-year educator and 2017 Teacher of the Year, meeting the needs of every student is my mission. However, a lack of prep time makes it nearly impossible to fulfill that commitment. Many of my students face behavioral challenges that require additional support — particularly those from our highest-needs neighborhoods. But without time to prepare, access resources or collaborate with colleagues, we are failing students before they even begin their day.

    Beyond the individual toll of teacher prep time, the schedule also isolates educators. Teacher collaboration is essential for strong schools, and while I value learning from my colleagues and offering guidance to new teachers, my district’s prep time policy leaves no space for additional collaboration, like mentoring, sharing best practices, or building a community. Burned-out, unsupported teachers cannot create thriving classrooms.

    The new reading program in LAUSD exemplifies the intense time demands on teachers. Each 90-minute lesson requires 30 to 40 minutes of planning — every day, five days a week — for just one subject I teach. This leaves little time for other critical tasks like grading, providing feedback or planning small group instruction. To keep up, I’m forced to spend hours working from home each week, sacrificing time with my family.

    Teachers should not have to choose between their families and students. Yet, a recent survey by Educators for Excellence, “Voices from the Classroom 2024“, found that the second-biggest reason teachers plan to leave the profession is that they take on too many responsibilities outside of paid hours, including lesson planning and grading at home. For teachers in high-need schools, this was the most significant reason — even more important than concerns about low pay.

    At the same time, the Nation’s Report Card (NAEP) 2024 scores show little to no improvement in learning since the pandemic, particularly for LAUSD students. Hispanic students — who make up 80% of the district’s student body — continue to lag behind, with an average 31-point gap compared with white students across all grade levels and subjects.

    Addressing the root causes — including insufficient prep time — is critical for districts to close these gaps and keep teachers in classrooms.

    The future of our students depends on a system that prioritizes educator support and adequate prep time. Without action, schools risk losing more talented teachers and leaving students further behind. By demanding more prep time, we can create a stronger, more collaborative school environment — one where teachers stay, students thrive and outcomes improve. The clock is ticking.

    •••

    Misti Kemmer is a 20-year LAUSD educator, 2017 Teacher of the Year, and an active member of Educators for Excellence – Los Angeles, a teacher advocacy organization.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!

    Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!


     

    Since 2016, one of our most exciting projects here at Team TLAC has been our Teaching Fellowship, which has allowed us to learn from champion teachers and share their expertise through our workshops and materials with schools all over the world. We are excited to announce that we are opening applications for our fourth cohort of TLAC Fellows!  

    The goal of our Fellows program has always been to recognize, support, and develop outstanding classroom teachers. In our initial launch of the program, we described the purpose like this:  

     

    We want to create incentives for great teachers to become even better teachers. That is, we want ways for them to be ambitious and remain in the classroom, to be ambitious about being a classroom teacher, rather than having entering administration be the only way to be ambitious. 

     

    And we want to encourage very, very good teachers to focus on getting even better- to strive to become classroom artisans who love and are fascinated by the mastery of the craft. We want them to love deep study of teaching and importantly, to influence their peers though the excellence of their daily teaching and their passion for the craft- their growth mindset, if you will. We think great schools need people like that. And being who we are of course we also want to learn not just from but with people like that- study them and their work but also study the craft generally alongside them. 

     

    The time is right for a program like this one. Since 2020, teachers have been required to adapt to a constantly changing educational landscape, and students have returned to school with increasingly urgent learning needs. Across the country and around the world, schools are struggling to attract and keep top teachers in classrooms. This is our opportunity to honor the incredibly hard and important work teachers are doing. 

     

    Of course, our team benefits tremendously from the Fellows program. Not only have we been inspired and energized by the work that our Fellows have done in their schools, but we’ve gained invaluable video and reflections about the nuances of various TLAC techniques. Many of our former Fellows are featured in TLAC 3.0, including in our new Keystone videos (extended videos, 10 minutes or so, intended to show a longer arc of a teacher’s lesson where they use multiple techniques in combination). We still have strong relationships with former Fellows who continue to contribute to our team and help us learn. Over the next few months on the blog, we’ll be shining a spotlight on Fellows from our recently concluded third cohort to share some of the work and learning they’ve done during their time in the program (see the end of this blog post for their names and independent study areas). 

     

    If you are a teacher who is looking to be valued and celebrated for your work while being pushed to grow in your own practice to become even better for your students and colleagues, we invite you to apply and learn alongside us!  

     

    Cohort 4 Details:  

    • The program will run from January 2026-January 2028, for which Fellows must remain in the classroom. 
    • The first 18 months will involve active programming (bi-monthly remote and some in-person meetings with the team, classroom filming, video analysis, etc.) and the final 6 months will be an independent project. 
    • A $10,000 stipend (paid over the course of two years, provided that Fellows remain in the classroom and complete the independent project) 

     

    For more detailed information and to see the application, visit our Fellows page here: https://teachlikeachampion.org/teach-like-champion-fellows/  

     

    Here’s a list of our most recent cohort of TLAC Fellows, along with their grade band and subject, and their area of study for their independent project.  

     

    • Ben Katcher, HS History, Implementing Knowledge Organizers in the Classroom  
    • Beth Greenwood, MS Science, TLAC Techniques in the UK 
    • Bob Arnold and Rene Claxton, Medical Education, Engaging Academics in the Medical Education Setting 
    • Casey Clementson, MS Orchestra, What to Do Cycle in Middle School Orchestra 
    • Christina Mercado, MS ELA, Habits of Discussion Implementation and Maintenance 
    • Diana Bentley, HS ELA, Cultivating Facilitator Expertise Across the School 
    • Jamarr McCain, MS Math, Adult PD on Knowledge Organizers 
    • Kathleen Lavelle, HS Science, Supporting Students with IEPs in General Practical Science 
    • Rockyatu Otoo, ES SPED, Increasing Belonging and Collaboration with Colleagues through Culturally Responsive Lesson Prep Checklist 
    • Steve Kuninsky, HS Science, FASE Reading and Accountable Independent Reading in Chemistry 



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  • Concern grows as visas are terminated for dozens of international students at California colleges

    Concern grows as visas are terminated for dozens of international students at California colleges


    UCLA campus in Westwood on Nov. 18, 2023.

    Credit: Julie Leopo / EdSource

    This story has been updated with additional information on visa terminations at UC Riverside.

    California campuses are searching for answers after dozens of international students had their visas terminated in recent days, a worrying trend for the state’s public colleges and universities, which enroll tens of thousands of international students and depend on the millions of dollars in tuition revenue they provide.

    Concerns are also growing that the visa actions could result in a sizable number of international students choosing not to attend U.S. colleges in the fall.

    Across the University of California’s 10 campuses, California State University’s 23 campuses and the state’s 116 community colleges, more than 80 current and former students have had their F-1 visas terminated, a number that could grow. In most cases, campus officials said the federal government, under new Trump administration policies, terminated the visas without explanation.

    The cancellations are especially concerning to UC and CSU because the two systems combine to enroll about 50,000 international students, who make up significant enrollments in many graduate programs and pay tuition at much higher rates than California resident students. Including private universities, there are 154,000 international students in California, according to data from the SEVIS Data Mapping Tool, accounting for about 14% of all international college students in the U.S. and the most of any state.

    The timing of the terminations is also concerning: Many prospective international students are currently deciding where they will attend in the fall, said Bernie Burrola, the vice president for international, community and economic engagement at the Association of Public and Land Grant Universities (APLU). 

    Burrola added that he’s worried there could be a chilling effect on international student enrollments.

    “Students spend quite a bit of money when they come to university. Do they want to invest that time and money and then get a visa termination? I’m sure that calculus is happening around the world right now, with students weighing their options between a U.S. higher education and that of another country,” he said.

    According to experts monitoring the terminations nationally, it’s possible the students had an infraction with law enforcement, even something as minor as a traffic violation. Nationally, there have also been reports that students are being targeted for involvement in pro-Palestinian protests. 

    The State Department, which handles student visas, did not return a request for comment Monday.

    In recent interviews, Secretary of State Marco Rubio said the federal government will not cancel the “overwhelming majority of student visas” but is targeting students it believes “are supportive of movements that run counter to the foreign policy of the United States.” He also acknowledged that the government is also pursuing terminations that “are unrelated to any protests and are just having to do with potential criminal activity.”

    Visas have been terminated for current or former students from at least seven UC and CSU campuses and one community college:

    • Six students and six recent graduates at UCLA
    • Seven students and five recent graduates at UC Davis
    • Five students at UC San Diego
    • Four students and two recent graduates at UC Berkeley
    • Three students at UC Santa Cruz
    • Two students and four recent graduates at UC Riverside
    • One student at San Diego State
    • An undisclosed number of students at San Jose State
    • Six students at Santa Monica College

    In total, a CSU systemwide spokesperson said the visas of 32 students had been revoked as of Monday, but did not disclose which specific campuses were affected.

    Four students and two recent graduates at Stanford University have also had their visas terminated, showing the actions are also occurring at private institutions.

    “We reiterate our strong support for all international students and scholars,” UC Santa Cruz Chancellor Cynthia Larive said in a message to her campus. “UC Santa Cruz is enriched by the contributions of our international community members, and we are fortunate to research, teach, and learn with and from such outstanding students and scholars.”

    In fall 2024, the UC system enrolled about 35,000 international students, or about 11.5% of all students. About 20,000 were undergraduates and 15,000 were graduate students. CSU, in fall 2024, enrolled 13,718 international students, or about 3% of that semester’s enrollment. Of those students, 5,765 were graduate students.

    Across California’s 116-campus community college system, 14,533 students had a student visa in fall 2024, or about 1% of the student body. 

    UC and CSU receive significant tuition revenue from international students, who are charged a nonresident supplemental tuition fee on top of the base tuition that is also charged to in-state students. During the 2022-23 academic year, UC received $1.1 billion in revenue from nonresident supplemental tuition charged to nonresidents, which includes both out-of-state and international students. CSU likely receives tens of millions of dollars annually in tuition from out-of-state students.

    Concerns about that tuition revenue come as the universities also worry about federal threats to withhold funds for research and other purposes and a possible reduction in state dollars for UC and CSU because of budget constraints. 

    Higher education experts emphasized, though, that universities stand to lose more than just tuition revenue if international students choose not to attend. Burrola, the APLU vice president, noted that many graduate programs are “heavily dependent on international students” and that certain departments would be in jeopardy without those students, who often add value by working as teaching assistants leading discussion sections and being deeply involved in research.

    Ted Mitchell, the president of the American Council on Education, an important lobby group for higher education, said it is “important for a host of reasons” that the United States remain a top destination for international students, “from the positive impact they make on our economy and cultural vibrancy to the way so many become ambassadors for the value of a U.S. education and our way of life.” 

    “It is important for international students to be treated fairly and afforded due process. It would be detrimental to the United States, both from an economic and academic standpoint, to chill the willingness of prospective international students to come here,” he said.

    In most cases, students at UC and CSU who had their visas terminated were not given explanations. Officials at UC Davis, UC San Diego, UC Santa Cruz, and CSU officials at San Diego State said the federal government didn’t explain the rationale behind the terminations. UCLA Chancellor Julio Frenk offered some clarity, saying the termination notices at that campus “indicate that all terminations were due to violations of the terms of the individuals’ visa programs.”

    The Associated Press reported that some students across the country have been targeted over pro-Palestinian activism, criminal infractions or even things as minor as a traffic violation.

    Burrola said an emerging theme nationally is that students who received terminations might have “some kind of infraction” with law enforcement, sometimes minor ones. He added, though, that his understanding is based only on anecdotal reports and that APLU is seeking further clarification from the federal government. He said the group sent a letter to Secretary of State Rubio asking for a meeting “to better understand why this is happening.”

    Mitchell of the American Council on Education penned a similar letter to Rubio and U.S. Homeland Security Secretary Kristi Noem, requesting a briefing on the terminations.

    “Recent actions have contributed to uncertainty and impedes the ability of our institutions to best advise international students and scholars,” Mitchell wrote. “It is important institutions are in a position to reassure international students so they can continue to make exceptional contributions to their campuses, communities, and the nation.”





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  • Co Creating Success Criteria: Your Ultimate Classroom Guide

    Co Creating Success Criteria: Your Ultimate Classroom Guide


    Clarity in Education

    In education, being clear is important. When learners know what is expected and how to succeed, they feel more motivated and confident. This is why creating success criteria together matters. By getting learners involved in deciding what success looks like, teachers can help them feel responsible. This approach also brings openness and a common understanding into the learning space.

    Key Highlights

    1. Co-constructing success criteria involves learners in defining what quality work looks like.

    2. This practice promotes a shared understanding of learning targets and empowers students to take ownership.

    3. By actively participating in this process, learners can better self-assess and monitor their progress.

    4. Co-constructing success criteria leads to clearer expectations, reduces anxiety, and fosters a more collaborative learning environment.

    5. It’s an ongoing process that requires flexibility, reflection, and continuous refinement.

    Co-Creating Success Criteria Understanding Its Importance

    A key part of good learning is knowing what success means. That’s why it’s important to build success criteria together. This teamwork ensures teachers and students see quality work in the same way and understand what it takes to achieve it. Rather than just telling students what the criteria are, teachers involve them in real conversations. They help students look at examples, point out important traits, and explain what success means to them. This teamwork approach, supported by groups like the Core Collaborative Learning Lab, focuses on the student’s voice. It helps students take charge of their learning journey.

    What Is Co-Construction in Educational Settings?

    Co-construction in education is a process where teachers and students work together. They join forces to understand the learning target and how to achieve it. This method is different from the old way, where teachers only decide what success looks like. Instead of just giving out a rubric, co-construction helps students look at models. They learn to spot the key parts of quality work and express their ideas. This active role helps learners understand the learning goals better. It also gives them a chance to take charge of their learning. When teachers use co-construction, they create a friendly and focused space for learning. Here, students are actively involved in their own education journey.

    The Impact of Shared Success Criteria on Learning Outcomes

    Imagine a classroom in an elementary school where students know what is expected of them. They can easily explain what makes a good presentation, a well-written paragraph, or a math problem solved correctly. This clear understanding helps improve their learning. When students decide what success looks like, they feel more involved, excited, and interested in their own learning. This leads to a better grasp of ideas, higher scores on tests, and a bigger desire to try new things. Sharing success criteria helps give helpful feedback and self-assess. Learners can use these criteria to keep track of their progress, find things they can work on, and celebrate what they have achieved.

    Co-Constructing Kick-Starts a Metacognitive Process

    Kara Vandas, author of the article “How to Co-Construct Success Criteria in Education“, believes that co-constructing success criteria not only enhances student engagement, but also ignites a powerful meta-cognitive process. When learners define what success looks like, they begin to reflect on their own understanding, learning strategies, and areas for growth. This active participation cultivates a mindset of self-awareness and critical thinking, allowing students to evaluate their progress in relation to the established criteria. For instance, as students discuss and refine the criteria, they are encouraged to consider questions like, “How does my work align with our agreed standards?” or “What strategies can I employ to improve?” This self-reflective practice not only deepens their comprehension of the subject matter, but also fosters accountability and ownership over their learning journey. Through this meta-cognitive lens, students become more adept at monitoring their performance and making informed decisions about their learning, ultimately leading to more meaningful improvement and achievement.

    Enhancing Student Engagement and Ownership Through Co-Construction

    Vandas explains that enhancing student engagement and ownership through co-construction is a transformative process that allows learners to play an active role in their education. When students are involved in creating success criteria, they feel greater belonging and responsibility toward their learning. This participatory approach fosters intrinsic motivation, as students recognize that their input directly impacts their educational journey. By engaging in discussions and collaborating with their peers, learners develop essential skills, such as critical thinking, communication, and teamwork. Moreover, when students see their ideas reflected in the success criteria, they become more invested in achieving those goals. As a result, classrooms become vibrant communities where learners are not just recipients of knowledge, but active contributors to their own success. Such an environment not only enhances engagement, but also cultivates lifelong learning habits, empowering students to take ownership of their achievements and prepare them for future challenges.

    Preparing to Co-Creating Success Criteria

    Transitioning to a co-constructed model requires some preparation. In their book Clarity for learning, Almarode & Vandas suggest you start by thinking about your own teaching methods and belief systems related to learning. How can you change from telling students what to do to letting them take charge of their own learning?

    Think about ways to create a safe and supportive learning space. In this space, students should feel easy about sharing their thoughts and viewpoints. Co-construction is a journey. It requires a focus on students and a readiness to work together.

    The What, Why, and How of Sharing Clarity With Learners

    Sharing clarity with learners about success criteria is essential for their understanding and progress. By involving learners in co-creating success criteria, you empower them to take ownership of their learning journey. This collaborative approach not only enhances student engagement, but also fosters deeper comprehension of the learning objectives. When learners actively define what success looks like, they develop a sense of purpose and direction, leading to more meaningful learning outcomes. The process of co-creating success criteria ultimately nurtures a positive learning environment where learners feel valued and motivated to achieve their goals.

    Essential Resources and Tools for Effective Collaboration

    Effective teamwork works best when you have the right resources and tools. To help your classroom get the most from working together, think about adding these:

    1. Exemplars: Collect examples of student work. This should include both good samples and those that need some help. Use these for discussion.
    2. Anchor Charts: Create visual guides for the shared criteria. Make sure to place them where everyone can see them, and use them often.
    3. Digital Tools: Use online platforms to brainstorm together. You can try shared documents, virtual whiteboards, or mind-mapping software. This is great for getting ideas from students who are remote or not in sync.

    By offering different tools, we ensure that all learners can find resources that fit their needs and ways of learning. This helps create a more inclusive environment during the teamwork process.

    Identifying Stakeholders in the Co-Creating Success Criteria Process

    Effective co-construction happens not just in the classroom. Teachers and students are key players, but it’s essential to see other people who can help with this teamwork.

    Parents, for example, can be important. They can encourage the learning intention at home, give support, and talk about the co-constructed criteria.

    Bringing in other educators, like special education teachers, instructional coaches, or librarians, can improve this process. They can share different views and help include all learners.

    Practical Strategies for Co-Constructing Success Criteria

    Co-constructing success criteria in the classroom can be a transformative experience, but it requires practical strategies to ensure effectiveness and inclusivity. In her article, Sharing Clarity with Students: 15 Ways to Co=Construct Success Criteria, Kara Vandas suggests starting by implementing regular check-ins, where students can voice their thoughts and experiences regarding the criteria. This approach can involve quick surveys or informal discussions, which will help you gauge the students’ understanding and comfort levels. Additionally, consider utilizing peer feedback sessions where students share their work, providing constructive feedback based on the established success criteria. This not only reinforces the criteria, but also fosters a collaborative learning environment. Incorporating visual aids, such as graphic organizers or anchor charts, can further support students in recognizing the components of quality work. Finally, continuously revisiting and refining the criteria based on student input ensures the standards remain relevant and resonate with their learning experiences. By consistently applying these practical strategies, educators can effectively co-construct success criteria that empower students and enhance their educational journey.

    Utilizing Success Criteria Templates for Effective Co-Construction

    Success Criteria Template Image

    How to Co-Construct Success Criteria in Education article suggests that utilizing success criteria templates for effective co-construction not only streamlines the process, but also supports a multi-faceted understanding of expectations among students. These templates serve as a structured outline, allowing learners and educators to collaboratively define and visualize what success looks like in different contexts. By providing pre-formed categories and descriptors, templates can guide discussions and help focus on key attributes of quality work. As students fill in the templates together, they engage in meaningful dialogue about what each criterion entails, promoting a deeper understanding of the subject matter. Moreover, these templates can be adapted to cater to various learning styles and levels, making the co-construction process more inclusive. Ultimately, leveraging success criteria templates fosters clarity, consistency, and empowerment, ensuring that all students have the tools they need to take ownership of their learning and strive towards excellence.

    Co-Creating Success Criteria: A Step-by-Step Guide

    https://www.youtube.com/watch?v=4goerO8tp8U

    Embracing this team-focused way of working can feel tough, but it doesn’t have to be. To make it easier, think about these simple steps. Keep in mind that setting success criteria should be a conversation that keeps going, rather than just something you do once.

    If you use this easy guide and include examples, talks, and thoughts, you can build a lively learning space. In this space, everyone will feel sure and strong.

    Step 1: Establishing Clear Learning Goals with Students

    The key to successful teamwork in learning starts with setting clear goals with your learners. First, share the learning aims using simple language. This way, students can understand why what they are learning matters.

    Next, invite questions and spark a discussion. Ask students what they already know about the topic and what they want to learn. This helps them connect their earlier knowledge and prepare them for a deeper learning journey.

    Keep in mind that setting clear goals is not about giving orders. It’s about clearly showing what you want to achieve and making sure students engage from the start.

    Step 2: Facilitating Discussions Around Success Criteria

    Once you set learning goals, help learners figure out what success means. The Cult of Pedagogy highlights open-ended questions as great tools for meaningful talks.

    Start by showing students exemplars. These are examples of student work at different quality levels. Ask questions like, “What makes this work successful?” or “What could we improve?”

    Encourage learners to think carefully. They should find important parts and explain their thoughts. These discussions help learners understand better what high-quality work looks like.

    Step 3: Documenting and Refining Success Criteria Together

    As discussions unfold, capture the emerging understandings in a clear and accessible format. Co-create an anchor chart, a shared document, or a simple table that outlines the co-constructed success criteria.

    Criteria What it Looks Like
    Clear and Focused Writing Sentences are easy to understand. The main idea is evident.
    Strong Evidence Supporting details are relevant and convincing.
    Effective Organization Ideas flow logically. There’s a clear beginning, middle, and end.

    Regularly revisit and refine these criteria as learners gain experience and deepen their understanding. Encourage learners to reflect on their work, provide feedback on the criteria, and suggest revisions. This iterative process ensures that the criteria remain relevant, student-centered, and reflective of the evolving learning journey.

    Conclusion

    In conclusion, working together to create success criteria in schools encourages students to get involved and take responsibility for their learning. This approach improves their learning results. By engaging everyone, setting clear goals, and working on the criteria as a team, we build a shared feeling of success. It’s important to empower students through good teamwork and ensure everyone’s voice counts. Together, we can create a more inclusive and enriching learning environment. If you’re ready to start this journey of making success criteria together, get the right tools and embrace the amazing power of teamwork. Let’s work together for a brighter future!

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