Mascoma Curriculum Newsletter
๐ท April 2024 ๐
๐ 2024 Solar Eclipse ๐๐๐
On April 8, 2024, a total solar eclipse will cross North America, which will provide a unique educational opportunity for schools, teachers and parents. There are a variety of resources and educational materials available to use inside and outside of the classroom to promote this rare and exciting learning experience.
Educational Resources from NASA
- Mini Lessons from My NASA Data
- What is a solar eclipse (grades 6-8; 30 minutes)
- What is the difference between a solar eclipse and a lunar eclipse (grades 3-8; 30 minutes)
- What is the sun's corona (grades 6-12; 30 minutes)
- How does a solar eclipse affect air temperature (grades 6-8; 30 minutes)
- How will different locations in the US experience the 2024 solar eclipse (grades 6-8; 30 minutes)
- NASA Heliophysics Education Activation Team
- NASA Resource Gallery
- Tour of NASA's 2024 Total Solar Eclipse Map
- How the 2024 Total Solar Eclipse is Different than the 2017 Eclipse
New Hampshire Eclipse Events
- The Great North Woods at Lancaster is inviting people to visit around 3:30 p.m. on April 8, as the eclipse will be visible from this area.
- The Wild Corn Shindig, a pregame solar eclipse event, will take place April 5-7 at King Pine in Madison.
- The Starlight Lodge 2024 Eclipse Viewing Party will take place April 6-8 in North Conway.
- The Wentworth will host a meet-and-greet with Astrologer Paul Winalski and Secretary of New Hampshire Astronomical Society from noon to 4 p.m. on April 8 at 1 Carter Notch Road in Jackson Village.
- The McAuliffe-Shepard Discovery Center will host the Great American Eclipse Viewing Party countdown from noon to 5 p.m. on April 8 at 2 Institute Drive in Concord.
- The See Science Center will host a partial eclipse viewing on April 8 at Arms Park in Manchester.
- The White Mountain Hotel & Resort will host an eclipse viewing party from 2:30 to 4:30 p.m. on April 8 in North Conway.
Local Partners
- Holderness Central School
- Video Content for Educators and Students
- Eclipse Brochure for Students
- Fact Sheet for Central NH Eclipse
- Basics About Solar Eclipses
- Contact: Sally Jensen at sajean@roadrunner.com for more information on how students may become NH Solar Eclipse Ambassadors
- UNH Eclipse Resources
- McAuliffe-Shepard Discovery Center
- NHSolarEclipse.com
- National Science Teachers Association
- American Astronomical Society
- New Hampshire Fish and Game Hike Safe
- Plymouth State University Meteorology Program
๐ค LETRS Training ๐
What is LETRS?
LETRS is a training course developed by Louisa Moats and Carol Tolman, both literacy experts and consultants. Itโs for teachers who work with beginning readers, though there are also companion trainings available for administrators and early childhood educators.
The first part of the course explains why learning to read can be difficult and how the โreading brainโ works. It also introduces the โsimple view of reading,โ a research-tested model that holds that skilled reading is the product of two factors: word recognitionโdecoding the letters on the pageโand language comprehension, which allows students to make meaning from the words they read.
LETRS is divided into two volumes, aligned to this framework.
The first covers how to teach and assess studentsโ knowledge of the sounds in the English language (phonemic awareness), how those sounds represent letters that can create words (phonics), and how and why to teach word parts (morphology). It also covers spelling and fluency instruction.
The second explains how to develop studentsโ spoken language abilities, including vocabulary knowledge; how to create a โlanguage-richโ classroom; comprehension instruction; and how teachers can build connections between reading and writing. The course also gives teachers information about how to diagnose reading problems and differentiate instruction.
LETRS is not a curriculum or a set of activitiesโthatโs not its goal. The goal is to โgive people a knowledge base for doing the job,โ Moats said. โI want the teacher in front of a group of kids to feel like she or he understands what is going on in the minds of the kids as they are trying to learn.โ
March Professional Development Day
This March the MVRSD focus on deeper learning continues at all levels. The elementary school teachers will continue their work with Gail Bourn on the transition to competency-based grading practices including the alignment of the report card.
Unified Arts teachers will delve into the BEST (Building Essential Skills Today for the Future) project with leaders from the New Hampshire Learning Initiative.
And secondary teachers will continue learning about project-based learning and performance-based assessments through the Agile Classroom process.
Paraeducators will continue their study of Inclusive Schooling (explore the site, read the text), professional reading/listening, additional videos in Mascoma CIA Google.classroom (cshmptt)
ED306, Educational Minimum Standards Review
Concern regarding the NHED Proposed Updated Minimum Standards From Various Sources, Including Reaching High New Hampshire & NEA-NH
Recommendations to Reverse Harm and Strengthen Public Schools
Reaching High New Hampshire
October 18, 2023
All New Hampshire students deserve access to public schools where they can learn, grow, and thrive. Public schools are often the heart of their communities and flourish when they have the support and investment from their communities. Every young person, regardless of their background, family income, or zip code, deserves an education that prepares them for the future of their choosing.
One of the most important ways that we as a state can ensure that all young people have access to high-quality public schools is through the Minimum Standards for Public School Approval that lays the foundation for all public schools. These minimum standards, known as the public school approval rules, are laid out in State Administrative Rule ED 306 and are mandates for a school to operate in New Hampshire.
The public school approval rules should be rigorous yet flexible so that local public schools can meet the needs of the students, teachers, and communities they serve. They should also set a foundation to ensure that all students have access to a high-quality education in a safe school, no matter where they live, and empower local communities to design and implement learning environments tailored to their needs.
Revisions to the public school approval rules are an opportunity for us to reimagine how our public schools can create nurturing spaces where all young people have a strong sense of belonging and where they can learn, grow, and thrive. It is an opportunity for the state to apply evidence-based practices in every classroom in the state to ensure that all students have access to high-quality instruction and learning opportunities.
However, the New Hampshire Department of Education and the State Board of Education are in the process of an overhaul that would erode public schools in communities and statewide by removing necessary safeguards for students, teachers, and families, undermining teachers, and opening the door to the commodification of education.
Download the full report here.
Four Concern Areas
In September 2022, Reaching Higher NH analyzed the proposed rule overhaul that identified several major areas of concern. Though there have been some minor changes to the proposal, the New Hampshire Department of Education did not substantially address the concerns in the document presented to the State Board of Education on March 9, 2023. In fact, the NHED made additional changes that would harm students, teachers, and communities.
The four concern areas include:
- Equity and student protections: The NHEDโs proposed overhaul would remove guidance for safe and healthy schools and protections for students and staff.
- Gutting of program elements: Removes all requirements for programs of study, including the basic elements that exist in each content area to ensure equitable student experiences.
- Local control: Removes local competencies and removal of certified educators in granting credit.
- Lowering standards for schools, teachers, and students: Removes references to instruction that dilute learning and minimize the science of teaching.
About the Proposed Overhaul
The public school approval rules serve as the foundation for public schools and should reflect the stateโs desire for high-quality public schools for all that contribute to strong and prosperous communities. The current proposed overhaul is harmful to young people, schools, and communities and would erode and dismantle the public schools that the vast majority of New Hampshire young people attend. As currently proposed, the New Hampshire Department of Educationโs proposed overhaul opens the door for private companies to dismantle public schools and exploit our students and communities.
Recommendations to Reverse Harm and Strengthen Public Schools
Reaching Higher NH offers the following recommendations in order to address major concerns and craft meaningful public school approval rules that advance a positive, student-centered vision for our schools. These recommendations address the concern areas by reinstating requirements for equity and student protections, restoring program elements, empowering local leaders and schools, and raising standards for schools, teachers, and students.
These recommendations serve as a starting point to ensure that the public school approval rules design an educational system that centers innovative learning, prioritizes flexibility and research, and advances a vision for high-quality public schools for all.
The State Board of Education has the responsibility to engage communities in crafting public school approval rules that advance Granite Statersโ collective vision for public education and a prosperous future. These recommendations serve as the necessary step for that critical dialogue.
Recommendation 1: Ensure that requirements that guarantee opportunity for all students are included in the public school approval rules.
Recommendation 2: Include rules that create safe, supportive, and nurturing learning environments.
Recommendation 3: Ensure that school boards and school leaders have the frameworks they need to build learning programs that are robust, comprehensive, and responsive to student needs.
Recommendation 4: Restore the ability for school districts to design high-quality local competencies that align with statewide academic standards.
Recommendation 5: Anytime, anyplace learning requires high-quality assessments where learning is captured through authentic evidence and student work that demonstrates mastery against clear standards and criteria.
Recommendation 6: Remove harmful language that will dilute, commodify, and privatize learning.
Recommendation 7: Recenter high-quality instruction and materials.
Recommendation 8: Institute consistent, clear, and actionable definitions of key terms.
Follow us on Facebook and Twitter and sign up for our newsletter to stay informed about current updates. And, join the New Hampshire Education Network (NHEN), our network of New Hampshire parents, educators, business leaders, and community members who are interested in education policy!
February 14, 2024
On Thursday, February 15, the NH Department of Education is expected to introduce their proposed Minimum Standards for Public School Approval, also known as the Ed 306s, to the NH State Board of Education. The proposal, which appears to be largely crafted by Commissioner Frank Edelblut, would undermine public schools by weakening the standards to which our public schools are held.
โThe NHEDโs proposed overhaul of the minimum standards is the most concerning one weโve seen to date,โ said Nicole Heimarck, Executive Director at Reaching Higher NH. โDespite years of public outcry and recommendations, the NHED doubled down some of the most controversial changes, forging ahead on a path of undermining public schools and eviscerating local control.โ
The document includes changes to state requirements around school climate and a student code of discipline, locally developed competencies, program elements, and definitions and terminology that could redefine what classifies as a โpublic school.โ
In analyzing the proposed rules, Reaching Higher NH has identified six preliminary high-level themes:
- PRIVATIZING LEARNING: Replaces instruction with open-ended references like โopportunities,โ which could lower the bar for what constitutes a course or credit and set the conditions for the state to outsource them to private companies.
- REMOVING CLASS SIZE REQUIREMENTS: Removes maximum class size requirements for K-12. Note: this is not addressed in other sections of rules or in statute; therefore, New Hampshire would not have maximum class sizes.
- MOVING TO A STATEWIDE MODEL OF COMPETENCY AND ASSESSMENT: Removes references to local competencies, local graduation requirements, and local assessments, opening up questions on what the role of public schools are in developing competencies and courses that meet the needs of their students and communities.
- LAWMAKING THROUGH RULES: Includes regulations that may go beyond their statutory authority, especially in areas that lawmakers are considering this session or have outright rejected. This includes NHED-approved assessments for local courses, school nurse requirements, and superintendent duties, among others.
- REMOVING REQUIREMENTS FOR DIFFERENTIATED SUPPORT: Mandates that school districts provide โopportunitiesโ for timely and differentiated support, rather than requiring instruction is differentiated.
- REMOVING KEY TEACHING PROVISIONS THAT HAVE MADE NH A MODEL FOR OTHER STATES: Makes significant and potentially impactful changes to language, including: changing โcertificationโ to โlicenseโ in teaching requirements; changing โinstructionโ to โlearningโ; removing all references to local accountability and assessment; and weakening the definition of โcompetencyโ and โcompetency-based education.โ
Reaching Higher NH is undergoing a more thorough analysis of the proposed rules, and will publish updates as they become available. RHNH offered key recommendations for consideration by the NH Department of Education and State Board of Education in October. Read those here: Recommendations to Reverse Harm and Strengthen Public Schools
A public hearing on the rules is tentatively scheduled for April 3, 2024 at 1:00 p.m. Please click here for more information on educator listening sessions scheduled throughout the state.
ED 306 Status: Lowering Our Education Standards is a Bad Idea
May 15, 2023 in NH Public Education (updated on June 8, 2023)
Nothing less than our studentsโ future depends on their schools meeting high expectations and having a comprehensive curriculum.
In 2020, the New Hampshire Department of Education (NHED) began updating the stateโs Minimum Standards for Public School Approval (also known as the ED 306 Administrative Rules), that serve as the foundation for all of our public schools, in a process marked by secrecy and concerns about conflicts of interest. The draft revisions also include substantial changes that could undermine and destabilize New Hampshireโs public schools.
There have been deep concerns around the process for the revision of the minimum standards. The NHED contracted with a third party organization to draft an initial proposal.
There were no practicing teachers among the nine members of the workgroup. Members included one practicing school principal, one practicing school superintendent, an educational consultant, and representatives from the stateโs virtual charter school, the NH School Boards Association, and the business community.
Consistent with NEA-New Hampshireโs mission, we are advocating for school standards that:
- Preserve language in the minimum standards currently that addresses equity and fairness because public schools should educate all students and educators should work to identify and eliminate any barriers that prevent students from a quality education.
- Maintain use of the term โgrade levelโ as opposed to โlearning levelโ when referencing the configuration of school organization. As every educator knows, these terms are not synonymous and for these rules to imply otherwise would be inappropriate and could weaken a schoolโs responsibility to educate children. The structure of our school buildings, state and federal assessments and accountability are done by grade level; without that, the schools will be out of compliance.
- Clearly articulate curriculum expectations. An effort underfoot to replace โshall includeโ with the permissive โmay includeโ when describing what should be taught in content areas would water down New Hampshireโs school standards. NEA-New Hampshire believes the words โshall includeโ will ensure that expectations are clear about what students should know and be able to do upon graduation from a public school in our state.
- Continue to support professional development for implementation. NEA-New Hampshire advocated for the resources to support educatorsโ professional learning and the resources necessary to implement the minimum standards and support a safe and healthy environment in every school.
๐ป Curriculum Google.Classrom ๐ป
In an effort to curate curriculum resources, I am in the process of developing a MVRSD Curriculum google.classroom. Check out the class for professional development materials, K-8 math pacing guides, scope and sequence documents, and more. ๐ ๐ ๐
Course Code: cshmptt
Social Studies Resources & Professional Development ๐
- NH Civics Curriculum Resources
- NH CIVICS has partnered with NHED to share resources with educators via NHEDโs Canvas platform. Using the public NH Civics course on Canvas, educators can stay updated on upcoming professional development, public events, in-class programs for students, the NH Civic Learning Coalition and more.
- Keene State College, Cohen Center for Holocaust and Genocide Studies: We believe that Holocaust and Genocide Education has much to contribute to civics education. Although this is difficult and traumatic material, we teach to ensure consistent engagement with the pressing questions of individual and group responsibility towards the other. By exploring values, attitudes, skills, knowledge, and critical understanding of these complex issues and forces, we enable responsible civic engagement. As we remember, we seek to prevent genocide and crimes of mass atrocity by finding points of leverage, intervention, and empowerment.
- โMoose on the Looseโ is a social studies curriculum for the State of New Hampshire. Created by the New Hampshire Historical Society, it explores the Granite Stateโs history, economics, geography, and civic life, introducing students to the stateโs rich cultural heritage. The site was designed for kids in the upper elementary grades (Grades 3-6), but much of the material is adaptable for students in other grades. "Moose on the Loose" provides many ways for kids to connect what they learn about the past to current, statewide issues. It also provides a foundation for lifelong learning about New Hampshire, America, and the democratic traditions that unite us all. So dive in and find out more about the state we all love!
- Civics Fundamentals takes the one hundred questions asked by the U.S. Citizenship and Immigration Services on the naturalization test for U.S. citizenship and explores the โWHY?โ to help the student discover their meaning and importance. We have created a two-minute video for each of the one hundred questions that can be turnkey lessons in civics education classes nationwide. Our goal is to move beyond the rote memorization of facts that dominates the current civics curriculum toward โinquiry-based instructionโ that engages learners and is becoming more prevalent in education today. This video based product is available โ at no cost to any educator or student โ via online streaming.
ELA Review and Professional Development ๐
The MCIA group is currently reviewing the K-12 ELA curriculum, data, programs, and texts. Our work has started to take shape via our action plan. Additionally, members of the group have begun to immerse ourselves in professional development including Lexia LETRS training and a book study on Shifting the Balance.
Summer Professional Development - Math ๐
OGAP - Summer 2024
- 14 Mathematics Trainings in June, July, and August
- Various Locations Throughout NH
- Each Training Consists of:
- Four Consecutive, 7-hour, In-Person Days
- Three Virtual Follow-Up Sessions in the Fall
- SNHU Graduate Credit Available
NH educators attend at no cost.
K-2 Additive - offered four times this summer
3-6 Multiplicative - offered five times this summer
3-5 Fractions - offered four times this summer
6-8 Proportional - offered once this summer
"Not only was the information mind -blowing, but the trainer was very engaging and used a wide variety of techniques to keep our focus and interest." --2023 NH Multiplicative Participant
"Game changing strategies and approaches." --2023 NH Proportional Participant
"As an educator for 25+ years and now an administrator, this was literally the best
training that I have ever been to." --2023 NH Additive Participant
CLICK HERE TO VIEW THE 14 TRAINING DATES AND LOCATIONS AND TO REGISTER FOR ANY OF THE TRAININGS
Each training is limited to 24 teachers and tends to fill up quickly.
GRADUATE CREDIT OPTION
NHLI and SNHU have partnered to enable participants to earn six (6) graduate credits for their full participation in each individual training. Cost is $195/credit, ($1,170 total) and MUST be paid prior to the start of the training. Cancellation of the graduate credit option must be made in writing before August 16, 2024. After this date there are no cancelations or refunds. You must pay for graduate credit by credit card after you have registered for the OGAP Training and before the start of the Training.
Ann Elise Record - Math Professional Development Videos
Building a Thinking Classroom in Mathematics - Discussion Group folder of recordings and resources.
Math Running Record videos - There is an introduction video and then one for each operation where I interview students and explain how I coded the running record. Teachers can download the recording sheets from the site www.mathrunningrecords.com for free and practice while watching the videos.
Daily Routine Videos - There are separate videos for Kinder through 4th grade. All links to the daily routines shared are on my padlet: https://tinyurl.com/RecordElementaryMath
Teachable Courses - Teachers will go to the link and click in the upper right hand side of the site where it says "All products". They will then see all the courses I currently offer on the Teachable site- Cuisenaire Rods, Problem Solving K2, Fraction Essentials, and Place Value.
Please see the Mascoma Curriculum Google.Classroom for the code.
Alma - Student Information System
- Check out the staff help guide
- Elementary Report Card Rollout Plan
- Competency Grade Documents - Elementary (DRAFT!)
โ๏ธ Frontline Professional Growth ๐
The professional development committee has been updating the five-year professional development plan for the state this winter. Changes will be shared with faculty and staff in March for approval and submission to the NHED in April. Be on the lookout for this information via email or presentation at faculty meetings presented by your building PD committee representatives.
Check with your building P.D. Representatives for individual questions.
App Vetting
๐ Important Links ๐
โBe the change you wish to see in the worldโ ~ Mahatma Gandhi
547 U.S. 4, Enfield, NH, USA 603-632-5563