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Reflections on Leadership
Toward Equity-Focused Leadership
Summer Leadership Con erence
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Educators will work to socialize intelligence and eff ort among
all students in every school every classroom everyday
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practices that serve as barriers to student achievement
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about ability income and race and how these attributes shape
eaching and learning experiences in schools and classrooms
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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R e f l e c t an
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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e s s
7252019 WCPSS - Office of Equity Affairs
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+
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ur B ui l d i n gBl o c k
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 70111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 71111
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 75111
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 81111
7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 83111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 85111
+
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 86111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 88111
+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 97111
I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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practices that serve as barriers to student achievement
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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l t i -Ti e r e
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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F u l l a n
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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En s ur i n g a
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n d i n g of
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+ M u
l t i -Ti e r e
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of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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C on s en
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
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pr o v e t h e
c l i m a t e
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t c om e s of s c h o ol i n gndash
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Th i s i s n o
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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+
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+
F a c t or 3
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F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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a t c o ul d
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+ A g e n d a amp
M a t e r i a l s
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l l o w u
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7252019 WCPSS - Office of Equity Affairs
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+ N or m s
bull
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+
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+
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ar ni n g O
u t c om e s
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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7252019 WCPSS - Office of Equity Affairs
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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l t i -Ti e r e
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of S u p
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e d - b a s e d m o d e l of s c h o o
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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+
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+
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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P r o b l e m s ol v e g a p s
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D e e p o wn e r s h i p c om e
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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R e f l e c t an
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( S e e H an d o u t )
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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on
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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ym or e S a r a s on 1 9 9 6
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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+
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+
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t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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+
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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( S e e H an d o u t )
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En s ur i n g a
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l t i -Ti e r e
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+
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+ I f y o u
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pr o v e t h e
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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+ A g e n d a amp
M a t e r i a l s
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+ F o
l l o w u
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h e s
T w e e
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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n e q ui t y a n d
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C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
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+
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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s
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e n t
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F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
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d e r s t a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
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e d - b a s e d m o d e l of s c h o o
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ldquo n e e d - d r i v e
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C on s en
s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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m e n t c or e
c om p on e n t s of MT S S
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+
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r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
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m a i n s
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n c y
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+
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wi t h Di s a b i l i t i e s
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+
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D a t a- b a s e d D e c i s i on
M ak i n g
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F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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f S ur v e y
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t h e s
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+
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s u a l s u s p e c t s
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+
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I m pl i c i
t Bi a s
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+
T
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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a n d o u
t c om e s of s c h o ol i n gndash
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a s W a t s on
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n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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n of MT S S
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+
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t h e s
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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+
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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+
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R ef u s e d t o gi v e u ph er s e a t on a
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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enh an c e t h e ef f e c t i v en
e s s of m y w or
k i nm y
s ch o ol
9 1
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+ Wh a t w or k
e d Wh
a t c o ul d
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7252019 WCPSS - Office of Equity Affairs
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+ A g e n d a amp
M a t e r i a l s
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+ F o
l l o w u
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T w e e
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7252019 WCPSS - Office of Equity Affairs
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
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C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
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+
7252019 WCPSS - Office of Equity Affairs
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
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an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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7252019 WCPSS - Office of Equity Affairs
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D e e p o wn e r s h i p c om e
s
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1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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r A s aHi l l i ar d
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
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d e r s t a
n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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D e c i s i on-m a k i n gi s
ldquo n e e d - d r i v e
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C on s en
s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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l e T al k
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7252019 WCPSS - Office of Equity Affairs
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n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
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n c y
7252019 WCPSS - Office of Equity Affairs
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+
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wi t h Di s a b i l i t i e s
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+
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+
F a c t or 4
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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En s ur i n g a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
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s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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a n d o u
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ym or e S a r a s on 1 9 9 6
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7252019 WCPSS - Office of Equity Affairs
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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+
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n of MT S S
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
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+
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t h e s
h o w
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+
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s u a l s u s p e c t s
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+
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vi s i t i n g t h
e B e l i e f S u
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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+
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R ef u s e d t o gi v e u ph er s e a t on a
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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enh an c e t h e ef f e c t i v en
e s s of m y w or
k i nm y
s ch o ol
9 1
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+ Wh a t w or k
e d Wh
a t c o ul d
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ldquo M or e t i m ef or t e am
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7252019 WCPSS - Office of Equity Affairs
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+ A g e n d a amp
M a t e r i a l s
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+ F o
l l o w u
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h e s
T w e e
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7252019 WCPSS - Office of Equity Affairs
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g e l e s Uni f i e d
S c h o ol Di s t r i c t
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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T S S
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
a c c e s s
C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
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ph on e s
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+
7252019 WCPSS - Office of Equity Affairs
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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P r o b l e m s ol v e g a p s
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a c c e s s f or a l l s t u d e n t s
7252019 WCPSS - Office of Equity Affairs
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D e e p o wn e r s h i p c om e
s
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a t
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F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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r A s aHi l l i ar d
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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a vi or al i n s t r u c t i on an d
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d e l i v e r e d t o s t u d e n
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( m ul t i pl e
t i e r s )
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D e c i s i on-m a k i n gi s
ldquo n e e d - d r i v e
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e d
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C on s en
s u s I nf r a s t r u c t ur e
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t yE n g a g em en t
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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l e T al k
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7252019 WCPSS - Office of Equity Affairs
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a s W a t s on
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
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m a i n s
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n c y
7252019 WCPSS - Office of Equity Affairs
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+
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wi t h Di s a b i l i t i e s
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+
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+
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+
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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t h ough t s a b out t h e quot e
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En s ur i n g a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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t s t o a c h i e v e a n d or e x c e
e d
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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7252019 WCPSS - Office of Equity Affairs
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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n of MT S S
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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D a t a- b a s e d D e c i s i on
M ak i n g
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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( S e l f -A s s e s s m e n t
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N o t I m pl e m e n t i n g
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p t i mi z i n g
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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b l i c S c h o ol s
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P h D
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L o s An
g e l e s Uni f i e d
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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T S S
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
a c c e s s
C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
t ndashn o c e l l
ph on e s
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S p e a k y o ur t r u
t h a s y o uk
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+
7252019 WCPSS - Office of Equity Affairs
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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P r o b l e m s ol v e g a p s
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a c c e s s f or a l l s t u d e n t s
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D e e p o wn e r s h i p c om e
s
t h r o u gh t h e l e a r ni n g t h
a t
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r omf ul l
e n g a g e m
e n t
i n s ol vi n g pr o b l e m s
F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
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r A s aHi l l i ar d
Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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on
Un
d e r s t a
n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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d e l i v e r e d t o s t u d e n
t s i n v ar yi n
gi n t e n s i t i e s
( m ul t i pl e
t i e r s )
b a s e d on s t u d e n t n e e d
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ldquo n e e d - d r i v e
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e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
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t yE n g a g em en t
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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ym or e S a r a s on 1 9 9 6
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l e T al k
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a s W a t s on
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
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m a i n s
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n c y
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+
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wi t h Di s a b i l i t i e s
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
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F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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F a c t or 4
C ul t ur al P r of i c i e n c y
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f S ur v e y
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t h e s
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+
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s u a l s u s p e c t s
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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R e f l e c t an
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l t i -Ti e r e
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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t Bi a s
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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l t i -Ti e r e
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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t Bi a s
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I n t e r r u p t i n g
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t y
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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a n d o u
t c om e s of s c h o ol i n gndash
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a s W a t s on
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n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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n of MT S S
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+
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t h e s
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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+
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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t h ough t s a b out t h e quot e
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En s ur i n g a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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t s t o a c h i e v e a n d or e x c e
e d
pr of i c i e nc y
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s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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7252019 WCPSS - Office of Equity Affairs
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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f S ur v e y
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n of MT S S
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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+
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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Ch i l d r e n
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R e f l e c t an
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7252019 WCPSS - Office of Equity Affairs
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l t i -Ti e r e
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of S u p
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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n p a c k i n gB e l i e f s
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l i gni n gP r a c t i c e s
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g e l e s Uni f i e d
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
a c c e s s
C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
t ndashn o c e l l
ph on e s
bull
S p e a k y o ur t r u
t h a s y o uk
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+
7252019 WCPSS - Office of Equity Affairs
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+
7252019 WCPSS - Office of Equity Affairs
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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P r o b l e m s ol v e g a p s
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a c c e s s f or a l l s t u d e n t s
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D e e p o wn e r s h i p c om e
s
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a t
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r omf ul l
e n g a g e m
e n t
i n s ol vi n g pr o b l e m s
F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
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r A s aHi l l i ar d
Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
Un
d e r s t a
n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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d e l i v e r e d t o s t u d e n
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gi n t e n s i t i e s
( m ul t i pl e
t i e r s )
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ldquo n e e d - d r i v e
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e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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ym or e S a r a s on 1 9 9 6
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a s W a t s on
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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m e n t c or e
c om p on e n t s of MT S S
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+
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r v e y
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m a i n s
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n c y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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F a c t or 4
C ul t ur al P r of i c i e n c y
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f S ur v e y
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t h e s
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+
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s u a l s u s p e c t s
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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Page 29
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I n t e r r u p t i n g
I n e q u i
t y
S h i f t i n C o ur s e S el e c t i on
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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7252019 WCPSS - Office of Equity Affairs
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+ C o
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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enh an c e t h e ef f e c t i v en
e s s of m y w or
k i nm y
s ch o ol
9 1
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+ Wh a t w or k
e d Wh
a t c o ul d
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ldquo M or e t i m ef or t e am
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7252019 WCPSS - Office of Equity Affairs
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+ A g e n d a amp
M a t e r i a l s
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+ F o
l l o w u
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h e s
T w e e
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7252019 WCPSS - Office of Equity Affairs
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
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C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
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+
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
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an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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7252019 WCPSS - Office of Equity Affairs
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D e e p o wn e r s h i p c om e
s
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
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r A s aHi l l i ar d
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
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d e r s t a
n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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ldquo n e e d - d r i v e
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e d
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C on s en
s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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l e T al k
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7252019 WCPSS - Office of Equity Affairs
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n s e n s u s B ui l d i n g ampB e l i e f s
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r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
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n c y
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+
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wi t h Di s a b i l i t i e s
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+
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+
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+
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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t h ough t s a b out t h e quot e
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En s ur i n g a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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e d
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s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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n of MT S S
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+
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gi t b a c k h om e hellip
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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e s s of m y w or
k i nm y
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9 1
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+ Wh a t w or k
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7252019 WCPSS - Office of Equity Affairs
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+ N or m s
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+
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ar ni n g O
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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7252019 WCPSS - Office of Equity Affairs
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
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R e f l e c t an
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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+
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ur B ui l d i n gBl o c k
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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7252019 WCPSS - Office of Equity Affairs
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c om p on e n t s of MT S S
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+
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+
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+
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+
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+
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+
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+
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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Page 35
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MAKING AMERICA SMARTER
Standards tests and accountability programs are todays
favored tools for raising overall academic achievement
Testing policies are also meant to increase equity to give
poor and minority students a fairer chance by making
expectations clear and providing instruction geared to them
In practice though it is proving hard to meet the twin goalsof equity and higher achievement This is because our
schools are trapped in a set of beliefs about the nature of
ability and aptitude that makes it hard to evoke eff ective
academic eff ort from students and educators
What we learn is a function of both our aptitudes for particu-
lar kinds of learning and the eff ort we put forth Americans
mostly assume that aptitude largely determines what people
can learn in school although they allow that hard work can
compensate for lower doses of innate intelligence Our
schools are largely organized around this belief IQ tests ortheir surrogates are used to determine who has access to
enriched programs As a result some students never get the
chance to study a high-demand high-expectation curricu-
lum
Traditional achievement tests are normed to compare
students against one another rather than against a standard
of excellence This approach makes it difficult to see the
results of learning and thereby discourages eff ort (If one is
going to stay at about the same relative percentile rank no
matter how much one has learned what is the point of
trying hard) Similarly college entrance depends heavily onaptitude-like tests that have little to do with the curriculum
studied Like IQ tests they are designed to spread the
student population out on a statistical scale rather than to
de1047297ne what any particular individual has learned
These commonplace features of the American educational
landscape are institutionalized expressions of a persistent
belief in the importance of inherited aptitude The system
they are part of is self-sustaining Assumptions about
aptitude are continually reinforced by the results of practices
based on those assumptions Students who are held to lowexpectations do not try to break through that barrier
because they accept the judgment that inborn aptitude
matters most and that they have not inherited enough of
that capacity Not surprisingly their performance remains
low Children who have not been taught a demanding
challenging thinking curriculum do poorly on tests of
reasoning or problem-solving con1047297rming many peoples
original suspicions that they lack the talent for high-level
thinking
Two converging lines of research--one from cognitive
science one from social psychology--now give us reason
believe that we dont have to continue in this way We do
need to pit excellence against equity We can harness eff
to create ability and build a smarter America
Intelligence-in-Practice Habits of Mind
For more than 20 years psychologists and other student
the human mind have been experimenting with ways of
teaching the cognitive skills associated with intelligence
These include techniques as varied as generating analog
making logical deductions creating and using memory
and monitoring ones own state of knowledge (metacog
tion) Early experiments on teaching speci1047297c isolated co
ponents of intelligence yielded a common pattern of res
Most of the training was successful in producing immed
gains in performance but people typically ceased usingcognitive techniques they had been taught as soon as th
speci1047297c conditions of training were removed In other wo
they became capable of performing whatever skill was
taught but they acquired no general habit of using it or
capacity to judge for themselves when it was useful
As a result of these 1047297ndings cognitive researchers began
shift their attention to educational strategies that immer
students in demanding longterm intellectual environm
Now positive results are coming in In experimental
programs and in practical school reforms we are seeing
students who over an extended period of time are treatif they are intelligent actually become so If they are taug
demanding content and are expected to explain and 1047297n
connections as well as memorize and repeat they learn
and learn more quickly They think of themselves as lear
They are able to bounce back in the face of short-term
failures
This experience is giving rise to a new conceptualization
intelligence-inpractice Intelligence is the habit of persist
ly trying to understand things and make them function
better Intelligence is working to1047297
gure things out varyinstrategies until a workable solution is found Intelligence
knowing what one does (and doesnt) know seeking inf
mation and organizing that information so that it makes
sense and can be remembered In short ones intelligen
the sum of ones habits of mind
Lauren B Resnick
Education Week Century Series June 1999
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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d e l i v e r e d t o s t u d e n
t s i n v ar yi n
gi n t e n s i t i e s
( m ul t i pl e
t i e r s )
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ldquo n e e d - d r i v e
nrdquo
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t d i s t r i c t r e s o ur c e s r e a c h
t h e a p pr o pr i a t e
s t u d e n
t s ( s c h o ol s ) a t t h e a p pr o p
r i a t e l e v e l s t o a c c e l e r a t e
t h e p e
r f or m an c e of al l s t u d e n
t s t o a c h i e v e a n d or e x c e
e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
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c t S k i l l s
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a c t s s t u d e n t
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s t u d e n t o u t c om e s s h i f t B
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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ym or e S a r a s on 1 9 9 6
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b i l i t y
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 70111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 71111
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7252019 WCPSS - Office of Equity Affairs
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p ol i c i e s an d
a c t i on s
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a s W a t s on
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7252019 WCPSS - Office of Equity Affairs
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
7252019 WCPSS - Office of Equity Affairs
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r p o s e
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c om p on e n t s of MT S S
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+
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r v e y
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n c y
7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s hellip
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+
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wi t h Di s a b i l i t i e s
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+
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
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+
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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f S ur v e y
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e
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n of MT S S
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+
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e l i e v e o ur d e c i s i o n s a n d a
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
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t N ar r a
t i v e s
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t h a t a f f e c t o u t un
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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hellip
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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c t S k i l l s
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s t u d e n t o u t c om e s s h i f t B
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
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gi t b a c k h om e hellip
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+ N e
x t s t e p s
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+
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Page 36
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Being Smart and Getting Smart Two Popular Beliefs
About Intelligence
Here is where the research by social psychologists comes in
Two decades of studies have shown that what people
believe about the nature of talent and intelligence--about
what accounts for success and failure--is closely related tothe amount and kind of eff ort they put forth in situations of
learning or problem-solving
Some people believe that intelligence and other forms of
talent are 1047297xed and unchangeable Intelligence is a thing an
entity that is displayed in ones performance Doing well
means that one has ability doing poorly means that one
doesnt According to this belief people who are very talent-
ed perform easily they dont need to work hard to do well
Hence if you want to appear to be smart you should not
appear to be working very hard Any educator working withadolescents knows how this belief can drive some students
away from schoolwork
Other people believe that intelligence is something that
develops and grows These people view ability as a reper-
toire of skills that is continuously expandable through ones
eff orts Intelligence is incremental People can get smart
When people think this way they tend to invest energy to
learn something new or to increase their understanding and
mastery
But it is not just brute eff ort that distinguishes these learnersfrom people who think of intelligence as an entity Incremen-
tal thinkers are particularly likely to apply self-regulatory
metacognitive skills when they encounter task difficulties to
focus on analyzing the task and generating alternative
strategies Most important they seek out opportunities to
hone their skills and knowledge treating task difficulty (and
thus occasional setbacks) as part of the learning challenge
rather than as evidence that they lack intelligence They get
on an upward spiral in which their intelligence is actually
increasing Meanwhile their peers who think of intelligence
as1047297
xed try to avoid diffi
cult tasks for fear of displaying theirlack of intelligence They enter a downward spiral by avoid-
ing the very occasions in which they could learn smarter
ways of behaving
Eff ort-Based Education and Learnable Intelligence
Principles for Teaching and Learning
The good news is that peoples beliefs about intelligence
arent immutable They respond to the situations in which
people 1047297nd themselves
This means that it is possible to help students develop
learning-oriented goals and an incremental view of inte
gence and thus set them on the upward spiral by which
can become smarter and deliver the kinds of high-level
academic achievement everyone is hoping for To do thi
need to create eff ort based schools in which academic riand a thinking curriculum permeate the school day for e
student
For several years the Institute for Learning at the Univer
of Pittsburgh has been working with school systems acro
the country to set students--and whole school faculties-
the upward getting-smarter spiral A core set of principl
guides this work principles that educators have found b
inspiring and practical These principles which can be
illustrated in multiple examples of speci1047297c school and
classroom practice are based on cognitive research andresearch on learning organizations Here they are in a
nutshell
Organize for E ff ort
An eff ort-based school replaces the assumption that
aptitude determines what and how much students learn
with the assumption that sustained and directed eff ort c
yield high achievement for all students Everything is org
nized to evoke and support this eff ort High minimum
standards are set and all students curriculum is geared
these standards Some students will need extra time and
expert instruction to meet these expectations Providingtime and expertise helps send the message that eff ort is
expected and that tough problems yield to sustained wo
Clear Expectations
If we expect all students to learn at high levels then we n
to de1047297ne what we expect students to learn These expec
tions need to be clear--to school professionals to parent
the community and above all to students themselves W
visible accomplishment targets to aim toward at each sta
of learning students can participate in evaluating their o
work and setting goals for their own eff
ort
Recognition of Accomplishment
Clear recognition of authentic accomplishment is a hallm
of an eff ort-based school This recognition can take the f
of celebrations of work that meets standards or interme
expectations It can also be tied to opportunity to partic
in events that matter to students and their families Prog
points should be articulated so that regardless of their
entering abilities all students meet real accomplishmen
criteria often enough to be recognized frequently
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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P r o b l e m s ol v e g a p s
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D e e p o wn e r s h i p c om e
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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R e f l e c t an
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( S e e H an d o u t )
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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on
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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ym or e S a r a s on 1 9 9 6
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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+
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M ak i n g
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+
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of C or e
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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Page 37
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Fair and Credible Evaluations
Long-term eff ort by students calls for assessment practices
that students 1047297nd fair Most importantly tests exams and
classroom assessments must be aligned to the standards and
the curriculum being studied Fair assessment also means
using tests and exams that are graded against absolutestandards rather than on a curve so students can clearly see
the results of their learning eff orts
Academic Rigor in a Thinking Curriculum
Thinking and problem-solving will be the new basics of the
21st century but the common idea that we can teach
thinking without a solid foundation of knowledge must be
abandoned So must the idea that we can teach knowledge
without engaging students in thinking Knowledge and
thinking must be intimately joined This implies a curriculum
organized around major concepts in each discipline thatstudents are expected to know deeply Teaching must
engage students in active reasoning about these concepts
In every subject at every grade level the curriculum must
include commitment to a knowledge core high thinking
demand and active use of knowledge
Accountable Talk
Talking with others about ideas and work is fundamental to
learning But not all talk sustains learning or creates intelli-
gence For classroom talk to promote learning it must have
certain characteristics that make it accountable Account-
able talk seriously responds to and further develops whatothers in the group have said It puts forth and demands
knowledge that is accurate and relevant to the issue under
discussion Accountable talk uses evidence in ways appropri-
ate to the discipline (for example proofs in mathematics
data from investigations in science textual details in litera-
ture documentary sources in history) Finally it follows
established norms of good reasoning Accountable talk
sharpens students thinking by reinforcing their ability to use
knowledge appropriately As such it helps develop the skills
and the habits of mind that constitute intelligence-in-prac-
tice Teachers can intentionally create the norms and skills ofaccountable talk in their classrooms
Socializing Intelligence
Intelligent habits of mind are learned through the daily
expectations placed on the learner By calling on students to
use the skills of intelligent thinking and accountable talk
and by holding them responsible for doing so educators can
teach intelligence This is what teachers normally do with
students they expect much from it should be standard
practice with all students
Learning as Apprenticeship
For many centuries most people learned by working alo
side an expert who modeled skilled practice and guided
novices as they created authentic products or performan
This kind of apprenticeship learning allowed learners to
acquire the complex interdisciplinary knowledge practicabilities and appropriate forms of social behavior that w
with high levels of skilled performance Learners were
motivated to do the hard work that was involved by the
value placed on their products by people who bought
objects attended performances or requested that impo
community work be done Much of the power of appren
ship learning can be brought into schooling through ap
priate use of extended projects and presentations and b
organizing learning environments so that complex think
and production are modeled and analyzed
As we approach a new century it is increasingly evident
the educational methods we have been using for the pa
years no longer suffice They are based on scienti1047297c assu
tions about the nature of knowledge the learning proce
and diff erential aptitude for learning that have been ecli
by new discoveries Yet changing them has been slow
because the nature of educational reform in this country
largely one of tinkering with institutional arrangements
Rarely has reform penetrated the educational core
But now that is happening With the movement for stan-
dards-based education America has begun to explore thpotential of designing policy structures explicitly to link
testing curriculum textbooks teacher training and
accountability with clearly articulated ideas about what
should be taught and what students should be expected
learn Our hopes for breaking this centurys pattern of
disappointing cycles of reform--and of enabling our
children to function eff ectively in a complex new centu-
ry--rest with this vision of creating eff ort-based systems
grounded in knowledge-based constructivism-- systems
allow all students to reach high standards of achievemen
Lauren B Resnick is the director of the Learning Research an
Development Center at the University of Pittsburgh Details
the research described here appear in Learning Organizati
for Sustainable Education Reform an article co-written wit
Megan Williams Hall (Daedalus Fall 1998)
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+ Ex p e c t e d L e
ar ni n g O
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
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a s s o c i a t e d w i t h t h
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Ch i l d r e n
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R e f l e c t an
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( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
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l t i -Ti e r e
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s u s I nf r a s t r u c t ur e
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e s s
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ur B ui l d i n gBl o c k
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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C ul t ur al P r of i c i e n c y
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+
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+
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I m pl i c i
t Bi a s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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1 5 5 B Clt - E A B gt amp 4 8 23
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1 - -$ 3 3 3 8 2 B B B - 5 J 4 2 5 4lt - B gt 2 4 8 23 B lt C 8lt E 2 4lt 5 8 B 4lt 8 3 - 2 -lt 9 8
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7252019 WCPSS - Office of Equity Affairs
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+
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b e r 2 0 1 5
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L e ar ni n g
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k i nm y
s ch o ol
9 1
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7252019 WCPSS - Office of Equity Affairs
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M a t e r i a l s
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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n e q ui t y a n d
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b e t w e e nB e l i e f s S AM a n d T I P s
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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P r o b l e m s ol v e g a p s
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D e e p o wn e r s h i p c om e
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F u l l a n
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R e f l e c t an
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En s ur i n g a
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on
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n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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t c om e s of s c h o ol i n gndash
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+ C o
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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r p o s e
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m e n t c or e
c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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M ak i n g
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7252019 WCPSS - Office of Equity Affairs
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+
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of C or e
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I n s t r u c t i on
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+
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+
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+
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+
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+
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+
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+
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+
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t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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+
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N o t I m pl e m e n t i n g
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+
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n of MT S S
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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En s ur i n g a
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l t i -Ti e r e
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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t Bi a s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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R e f l e c t an
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( S e e H an d o u t )
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En s ur i n g a
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+ M u
l t i -Ti e r e
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+
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n of MT S S
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 70111
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
h o w
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
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vi s i t i n g t h
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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I m pl i c i
t Bi a s
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+
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
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+
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
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+
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
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s u a l s u s p e c t s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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AM an d y
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7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
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x t s t e p s
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of B e l i e f s a n d r e a
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y o ur S I P
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+
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Page 45
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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v en t i on S er vi c e s
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n p a c k i n gB e l i e f s
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l i gni n gP r a c t i c e s
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g e l e s Uni f i e d
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
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C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
t ndashn o c e l l
ph on e s
bull
S p e a k y o ur t r u
t h a s y o uk
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+
7252019 WCPSS - Office of Equity Affairs
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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P r o b l e m s ol v e g a p s
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a c c e s s f or a l l s t u d e n t s
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D e e p o wn e r s h i p c om e
s
t h r o u gh t h e l e a r ni n g t h
a t
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r omf ul l
e n g a g e m
e n t
i n s ol vi n g pr o b l e m s
F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
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r A s aHi l l i ar d
Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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on
Un
d e r s t a
n d i n g of
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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d e l i v e r e d t o s t u d e n
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gi n t e n s i t i e s
( m ul t i pl e
t i e r s )
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ldquo n e e d - d r i v e
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e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
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t yE n g a g em en t
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
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ym or e S a r a s on 1 9 9 6
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a s W a t s on
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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m e n t c or e
c om p on e n t s of MT S S
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+
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r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
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m a i n s
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n c y
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+
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wi t h Di s a b i l i t i e s
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+
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D a t a- b a s e d D e c i s i on
M ak i n g
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F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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F a c t or 4
C ul t ur al P r of i c i e n c y
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f S ur v e y
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t h e s
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+
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s u a l s u s p e c t s
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
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c t S k i l l s
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a c t i c e
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i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
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+ N e
x t s t e p s
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C on t i n u e pr o b l e m
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s i n gT I P s t o d e v e l o p
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of B e l i e f s a n d r e a
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a n d b
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w or k
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+
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S e p t e m
b e r 2 0 1 5
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1
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L e ar ni n g
E v al u a t i on S ur v e
y
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p t s
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e s s of m y w or
k i nm y
s ch o ol
9 1
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n s e of l e a d e r s h i p
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+
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+
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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a c c e s s f or a l l s t u d e n t s
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s
t h r o u gh t h e l e a r ni n g t h
a t
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F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
e n c e O ur f a i l ur e s h a v e
n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
n o t h i n g t o d o w i t h r a c e n o t h i n g t o d o w
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h a v e o n e a n d o n l y o n e pr o b l e m D o w e
t r u l y w i l l t o
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p e a k o f h i s or h er
c a p a c i t i e s
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r A s aHi l l i ar d
Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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R e f
l e c t on wh a t t h o u gh t s i m pr e s s i o
n s a n d
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t h e q u o t e
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r e s on a t e w
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r e o u t a s t e
a m t a b l e y
o ur p e r s p e c t i v e a n d
t h ough t s a b out t h e quot e
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En s ur i n g a
C omm
on
L an
g u a g e
C omm
on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
l i n g
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a vi or al i n s t r u c t i on an d
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I n t e gr a t e d i n s t r u c t i on a n d i n t e r v e n t i on
d e l i v e r e d t o s t u d e n
t s i n v ar yi n
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e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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t Bi a s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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+
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+
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+
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M a t e r i a l s
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+ F o
l l o w u
s m t
s s c o a c
h e s
T w e e
t y o ur f a v or i t e s o un d b i t e s pi c
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n p a c k i n gB e l i e f s
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l i gni n gP r a c t i c e s
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L o s An
g e l e s Uni f i e d
S c h o ol Di s t r i c t
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
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T S S
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T S S
M a k e c
onn e c t i on s t o t h e w or k o
n e q ui t y a n d
a c c e s s
C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
t ndashn o c e l l
ph on e s
bull
S p e a k y o ur t r u
t h a s y o uk
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+
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+
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
R e vi e w
y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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n t i f y p a t t e r n
s t h a t a l i gn w
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S S a s w e l l a
s
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P r o b l e m s ol v e g a p s
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c e s t o e n s ur e e q ui t y a n d
a c c e s s f or a l l s t u d e n t s
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D e e p o wn e r s h i p c om e
s
t h r o u gh t h e l e a r ni n g t h
a t
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r omf ul l
e n g a g e m
e n t
i n s ol vi n g pr o b l e m s
F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
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c a p a c i t i e s
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r A s aHi l l i ar d
Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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g u a g e
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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a vi or al i n s t r u c t i on an d
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d e l i v e r e d t o s t u d e n
t s i n v ar yi n
gi n t e n s i t i e s
( m ul t i pl e
t i e r s )
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ldquo n e e d - d r i v e
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r i a t e l e v e l s t o a c c e l e r a t e
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t s t o a c h i e v e a n d or e x c e
e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
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t yE n g a g em en t
bull P r o b
l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
a n d o u
t c om e s of s c h o ol i n gndash
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ym or e S a r a s on 1 9 9 6
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l e T al k
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a s W a t s on
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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a t or s wi l l e m b r a c e n e w c h a n g e w
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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+ P u
r p o s e
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e B e l i e f s S
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m e n t c or e
c om p on e n t s of MT S S
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+
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r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
r b r o a d d o
m a i n s
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t u d e n t s wi t h
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n c y
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+
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b i l i t y an d
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wi t h Di s a b i l i t i e s
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w a s gr o w t h Wh y
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
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F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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F a c t or 4
C ul t ur al P r of i c i e n c y
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f S ur v e y
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n of MT S S
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s
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g
t h e s
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+
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s u a l s u s p e c t s
Wh i c h on e i s t h e
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g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
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+
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I m pl i c i
t Bi a s
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T
h e R ol e of I m p
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D
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S t u d e n
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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+
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gi t b a c k h om e hellip
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
7252019 WCPSS - Office of Equity Affairs
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+
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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n d i n g of
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l t i -Ti e r e
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of S u p
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pr of i c i e nc y
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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pr o v e t h e
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T a b l e
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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+
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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R e f l e c t an
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( S e e H an d o u t )
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En s ur i n g a
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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ym or e S a r a s on 1 9 9 6
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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+
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M ak i n g
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+
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of C or e
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I n s t r u c t i on
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7252019 WCPSS - Office of Equity Affairs
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+
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C ul t ur al P r of i c i e n c y
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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D e e p o wn e r s h i p c om e
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
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Ch i l d r e n
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En s ur i n g a
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l t i -Ti e r e
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ur B ui l d i n gBl o c k
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
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Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
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e
i m p
l e m e n t a t i o
n of MT S S
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+
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g
t h e s
h o w
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
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+
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
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t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
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E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
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i n g t o
t h a t
wh i c h i s r e a l t om e
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
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c t S k i l l s
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a c t s s t u d e n t
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An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
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+ N e
x t s t e p s
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om e hellip
C on t i n u e pr o b l e m
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a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
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y o ur S I P
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+
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r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
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Wh a t d e c i
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Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
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a n d b
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r i n g t o o ur
w or k
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P ar t i n gT
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+ A g e n d a amp
M a t e r i a l s
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+ F o
l l o w u
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s s c o a c
h e s
T w e e
t y o ur f a v or i t e s o un d b i t e s pi c
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U
n p a c k i n gB e l i e f s
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l i gni n gP r a c t i c e s
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g e l e s Uni f i e d
S c h o ol Di s t r i c t
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
C on t i n u
e o ur d e v e l o
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omm onl a n g
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e w or k of M
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n d p ur p o s e of
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t h e i m pl e m e n t a t i on of M
T S S
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onn e c t i on s t o t h e w or k o
n e q ui t y a n d
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C onn e c t i n g t h e d o t s
b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
B e f ul l y pr e s e n
t ndashn o c e l l
ph on e s
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S p e a k y o ur t r u
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+
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+
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ar ni n g O
u t c om e s
P ar t i c i p
an t s wi l l
R e vi e w
y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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a c c e s s f or a l l s t u d e n t s
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D e e p o wn e r s h i p c om e
s
t h r o u gh t h e l e a r ni n g t h
a t
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r omf ul l
e n g a g e m
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F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
n o t h i n g t o d o w i t h r a c e n o t h i n g t o d o w
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d i s c o v er n e w p e d a g o g y n o t h i n g t o d o w i t h t h e
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p e a k o f h i s or h er
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Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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l e c t on wh a t t h o u gh t s i m pr e s s i o
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H o w d o e s t h i s
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
L an
g u a g e
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
E vi d e n c
e d - b a s e d m o d e l of s c h o o
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t s t o a c h i e v e a n d or e x c e
e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
E s s en t i al C om p on en t s
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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c t S k i l l s
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I m pr o v e d I m pl e m e n t a t i oni m p
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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ym or e S a r a s on 1 9 9 6
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Th i s i s n o
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u a t i on S P P S
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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( S e l f -A s s e s s m e n t
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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+
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b e t w e e nB e l i e f s S AM a n d T I P s
7252019 WCPSS - Office of Equity Affairs
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+
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+
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R e f l e c t an
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En s ur i n g a
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+ C o
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
7252019 WCPSS - Office of Equity Affairs
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
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N o t I m pl e m e n t i n g
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+
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n of MT S S
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+
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gi t b a c k h om e hellip
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l i gni n gP r a c t i c e s
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
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b e t w e e nB e l i e f s S AM a n d T I P s
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+ N or m s
bull
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+
7252019 WCPSS - Office of Equity Affairs
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+
7252019 WCPSS - Office of Equity Affairs
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+ Ex p e c t e d L e
ar ni n g O
u t c om e s
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an t s wi l l
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D e e p o wn e r s h i p c om e
s
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1 9 9 3
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t ar i s k
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Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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on
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d e r s t a
n d i n g of
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l t i -Ti e r e
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of S u p
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e d - b a s e d m o d e l of s c h o o
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C on s en
s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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l e T al k
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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+
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s u a l s u s p e c t s
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
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x t s t e p s
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C on t i n u e pr o b l e m
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M a i n t a i n a s t r on g s e
n s e of l e a d e r s h i p
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+ N or m s
bull
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+
7252019 WCPSS - Office of Equity Affairs
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+
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ar ni n g O
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an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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l t i -Ti e r e
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of S u p
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pr of i c i e nc y
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
c l i m a t e
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l e T al k
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c om p on e n t s of MT S S
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B e l i e f S u
r v e y
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+
F a c t or 1
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b i l i t y an d
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wi t h Di s a b i l i t i e s
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An t i c i p
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
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+
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of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
T al k
A
s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
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n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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+
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s u a l s u s p e c t s
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
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gi t b a c k h om e hellip
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x t s t e p s
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C on t i n u e pr o b l e m
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y o ur S I P
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+
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r e p ari n gF or th e
Af t ern o
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w or k
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P ar t i n gT
w oB a s i c Q u
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+ N or m s
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t ndashn o c e l l
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+
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+
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+ Ex p e c t e d L e
ar ni n g O
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an t s wi l l
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y o ur C oh or t T e a mB e l i e f S ur v e yr e s
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a c c e s s f or a l l s t u d e n t s
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1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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R e f l e c t an
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( S e e H an d o u t )
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En s ur i n g a
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l t i -Ti e r e
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pr of i c i e nc y
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C on s en
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+
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n of MT S S
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 70111
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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t Bi a s
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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n of MT S S
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+
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gi t b a c k h om e hellip
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+
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+
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+
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P r o b l e m s ol v e g a p s
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a c c e s s f or a l l s t u d e n t s
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R e f l e c t an
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En s ur i n g a
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+ C o
n s e n s u s B ui l d i n g ampB e l i e f s
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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r v e y
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
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I n s t r u c t i on
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
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+ I f y o u c a n s h o wm e h o wI c a n c l
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
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+
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D e e p o wn e r s h i p c om e
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
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R e f l e c t an
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( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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En s ur i n g a
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on
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d e r s t a
n d i n g of
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l t i -Ti e r e
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of S u p
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s u s I nf r a s t r u c t ur e
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e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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c om p on e n t s of MT S S
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+
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+
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+
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+
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+
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I m pl i c i
t Bi a s
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+
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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+
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ur B ui l d i n gBl o c k
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l t i -Ti e r e
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of S u p
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e s s
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+
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ur B ui l d i n gBl o c k
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n of MT S S
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+ B e l i e f s S ur v e y
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r p o s e
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+
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+
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+
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+
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+
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T a b l e
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s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
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r e y o ur h y p o t h e s e s a s
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w a s gr o w t h Wh y
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T a b l e T al k
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f S ur v e y
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i m p
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+
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+
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Wh i c h on e i s t h e
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
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I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
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c t S k i l l s
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a c t s s t u d e n t
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
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+ N e
x t s t e p s
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om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
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y o ur S I P
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+
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r e p ari n gF or th e
Af t ern o
on hellip
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r i n g t o o ur
w or k
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P ar t i n gT
w oB a s i c Q u
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D e e p o wn e r s h i p c om e
s
t h r o u gh t h e l e a r ni n g t h
a t
a r i s e s f
r omf ul l
e n g a g e m
e n t
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F u l l a n
1 9 9 3
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
e i r i n t e l l i g
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n o t h i n g t o d o w i t h I Q n o t h i n g t o d o w i t h p o v er t y
n o t h i n g t o d o w i t h r a c e n o t h i n g t o d o w
i t h l a n g u a
g e
n o t h i n g t o d o w i t h s t y l e n o t h i n g t o d o w i t h t h e n e e d t
d i s c o v er n e w p e d a g o g y n o t h i n g t o d o w i t h t h e
c h i l d r e
n s rsquo f a m i l i e s A l l o f t h e
s e ar er e d h er r i n g s W e
h a v e o n e a n d o n l y o n e pr o b l e m D o w e
t r u l y w i l l t o
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Th e Ri s k f or o ur
Ch i l d r e n
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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l e c t on wh a t t h o u gh t s i m pr e s s i o
n s a n d
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t h ough t s a b out t h e quot e
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En s ur i n g a
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on
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g u a g e
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
d S y s t e m
of S u p
p or t s
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e d - b a s e d m o d e l of s c h o o
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b a s e d on s t u d e n t n e e d
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ldquo n e e d - d r i v e
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t s t o a c h i e v e a n d or e x c e
e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
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l em S ol vi n gP r o c
e s s
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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l e T al k
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+ C o
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+ B e l i e f s S ur v e y
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r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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n c y
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7252019 WCPSS - Office of Equity Affairs
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+
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wi t h Di s a b i l i t i e s
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An t i c i p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 81111
7252019 WCPSS - Office of Equity Affairs
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M ak i n g
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
s s t h e f o ur
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r e y o ur h y p o t h e s e s a s
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w a s gr o w t h Wh y
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T a b l e T al k
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f S ur v e y
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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Wh i c h on e i s t h e
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
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gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
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C on t i n u e pr o b l e m
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s i n gT I P s t o d e v e l o p
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c t t h e s h i f t
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+
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r e p ari n gF or th e
Af t ern o
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+ T h er i s k f or o ur c h i l d r e n i n s c h o o l i s n o
t ar i s k
a s s o c i a t e d w i t h t h
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n o t h i n g t o d o w i t h r a c e n o t h i n g t o d o w
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c h i l d r e
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
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e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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t h ough t s a b out t h e quot e
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En s ur i n g a
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d e r s t a
n d i n g of
MT S S
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7252019 WCPSS - Office of Equity Affairs
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C on s en
s u s I nf r a s t r u c t ur e
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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c t S k i l l s
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+ I f y o u
w a n t t o c h a n g e a n d i m
pr o v e t h e
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ym or e S a r a s on 1 9 9 6
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n s e n s u s B ui l d i n g ampB e l i e f s
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+
B e l i e f S u
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A s s e s s e s b e l i e f s a c r o s s f o u
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+
F a c t or 1
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wi t h Di s a b i l i t i e s
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An t i c i p
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+
F a c t or 2
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M ak i n g
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+
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of C or e
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
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s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
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T a b l e T al k
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f S ur v e y
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+
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t h e s
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+
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Wh i c h on e i s t h e
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
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+
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vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
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gi t b a c k h om e hellip
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y o ur S I P
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+
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R e f l e c t an
d s h ar e
( S e e H an d o u t )
T a k
e a f e wmi n u t e s t oi n d i vi d u a l l yr e f l e c t on
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l e c t on wh a t t h o u gh t s i m pr e s s i o
n s a n d
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i c e D e p a r t m e n t
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o ur p e r s p e c t i v e a n d
t h ough t s a b out t h e quot e
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En s ur i n g a
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on
L an
g u a g e
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
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+
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ur B ui l d i n gBl o c k
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c t S k i l l s
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n of MT S S
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+ I f y o u
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ym or e S a r a s on 1 9 9 6
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Th i s i s n o
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+
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+
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wi t h Di s a b i l i t i e s
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+
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+
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+
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f S ur v e y
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+
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t h e s
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+
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+
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
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+
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vi s i t i n g t h
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r v e y wi t h i n t h e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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c t S k i l l s
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
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gi t b a c k h om e hellip
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+ N e
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y o ur S I P
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+
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w or k
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En s ur i n g a
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on
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on
Un
d e r s t a
n d i n g of
MT S S
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+ M u
l t i -Ti e r e
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of S u p
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e d - b a s e d m o d e l of s c h o o
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I n t e gr a t e d i n s t r u c t i on a n d i n t e r v e n t i on
d e l i v e r e d t o s t u d e n
t s i n v ar yi n
gi n t e n s i t i e s
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b a s e d on s t u d e n t n e e d
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ldquo n e e d - d r i v e
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e d
pr of i c i e nc y
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C on s en
s u s I nf r a s t r u c t ur e
I m pl em en t a t i on
E s s en t i al C om p on en t s
bull Di s t r i c t -B a s e d L e a d er s h i p
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
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c t S k i l l s
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n of MT S S
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+ I f y o u
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pr o v e t h e
c l i m a t e
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Th i s i s n o
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7252019 WCPSS - Office of Equity Affairs
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+
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+
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+
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+
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t Bi a s
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+
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h e R ol e of I m p
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+
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vi s i t i n g t h
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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n of MT S S
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+
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gi t b a c k h om e hellip
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C on s en
s u s I nf r a s t r u c t ur e
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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c t S k i l l s
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n of MT S S
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Th i s i s n o
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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( S e l f -A s s e s s m e n t
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
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p t i mi z i n g
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+
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n of MT S S
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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c om p on e n t s of MT S S
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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+
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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+
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F a c t or 4
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h a n g e d wi t h i n or a c r o
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7252019 WCPSS - Office of Equity Affairs
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+
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I m pl i c i
t Bi a s
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h e R ol e of I m p
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7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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+
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+
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+
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+
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M ak i n g
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+
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+
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C ul t ur al P r of i c i e n c y
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+
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+
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
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I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
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e n t a t i on
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n of MT S S
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+
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gi t b a c k h om e hellip
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+ C o
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+ B e l i e f s S ur v e y
7252019 WCPSS - Office of Equity Affairs
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+ P u
r p o s e
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e B e l i e f s S
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c om p on e n t s of MT S S
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+
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r v e y
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m a i n s
F un c t i on s of C or e a n d S u p pl e m e n t a l I n s t r u c t i on
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n c y
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+ B e l i e f s hellip
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+
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wi t h Di s a b i l i t i e s
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+
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M ak i n g
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+
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of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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s a T e a m d i s c u s s -
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t o wh y t h e
r e
w a s gr o w t h Wh y
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f S ur v e y
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n of MT S S
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+
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o ur u n c o n s c i o u s i s r u n n i n
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t h e s
h o w
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+
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+
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f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
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t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
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E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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t Bi a s
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
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p t i mi z i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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+
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gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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x t s t e p s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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e B e l i e f s S
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+
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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+
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+
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t Bi a s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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+
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gi t b a c k h om e hellip
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
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+
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n c y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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+
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D a t a- b a s e d D e c i s i on
M ak i n g
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+
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I n s t r u c t i on
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F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
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r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
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v e y ( B OY
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Wh
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e
i m p
l e m e n t a t i o
n of MT S S
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+
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g
t h e s
h o w
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+
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s u a l s u s p e c t s
Wh i c h on e i s t h e
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+
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
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t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
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c t S k i l l s
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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T ak i n
gi t b a c k h om e hellip
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y o ur S I P
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An y or g ani z a t i on i n or d e r t o s ur vi v
e
an d a c h i e v e s u c c e s s
m u s t h a v e a s o un
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a s W a t s on
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n s e n s u s B ui l d i n g ampB e l i e f s
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a t or s wi l l e m b r a c e n e w c h a n g e w
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+ B e l i e f s S ur v e y
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T h e p u
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I d e n t i f y c or r e l a t i on s b e t w e e n e d u c a t o
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+
B e l i e f S u
r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
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t u d e n t s wi t h
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+
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b i l i t y an d
P e r f or m an c e of S t u d e n t s
wi t h Di s a b i l i t i e s
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An t i c i p
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
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of C or e
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I n s t r u c t i on
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
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a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
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i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
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+
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s
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e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
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n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
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+
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9 8 o
f t h e p u b l i c c o
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p h y s i c i s t
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
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n c on s c i o u s
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E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
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7252019 WCPSS - Office of Equity Affairs
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( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
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p t i mi z i n g
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7252019 WCPSS - Office of Equity Affairs
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+
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ur B ui l d i n gBl o c k
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
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gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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wi t h Di s a b i l i t i e s
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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F a c t or 2
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M ak i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
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f S ur v e y
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7252019 WCPSS - Office of Equity Affairs
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+
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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t Bi a s
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+
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h e R ol e of I m p
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
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vi s i t i n g t h
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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7252019 WCPSS - Office of Equity Affairs
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+
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ur B ui l d i n gBl o c k
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n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
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gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
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s ol vi n g u
s i n gT I P s t o d e v e l o p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+ B e l i e f s S ur v e y
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c om p on e n t s of MT S S
7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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t Bi a s
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7252019 WCPSS - Office of Equity Affairs
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vi s i t i n g t h
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( S e l f -A s s e s s m e n t
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pl e m e n t a t i on )
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
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p t i mi z i n g
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+
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ur B ui l d i n gBl o c k
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c om p on e n t s of MT S S
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
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+
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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T a b l e
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A
s a T e a m d i s c u s s -
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h a n g e d wi t h i n or a c r o
s s t h e f o ur
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r e y o ur h y p o t h e s e s a s
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7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
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f S ur v e y
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n of MT S S
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e
i m p
l e m e n t a t i o
n of MT S S
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+
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c t i o n s ar e
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w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
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s u a l s u s p e c t s
Wh i c h on e i s t h e
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A d a p
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+
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p h y s i c i s t
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I m pl i c i
t Bi a s
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+
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h e R ol e of I m p
l i c i t Bi a s i n
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t i v e s
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7252019 WCPSS - Office of Equity Affairs
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
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n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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x t s t e p s
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C on t i n u e pr o b l e m
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
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B e l i e f S u
r v e y
A s s e s s e s b e l i e f s a c r o s s f o u
r b r o a d d o
m a i n s
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A c a d e mi c A b i l i t i e s a n d P e r f o
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t u d e n t s wi t h
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7252019 WCPSS - Office of Equity Affairs
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F o
r Ex am pl e --I f s om e gr a d e l e v e l s d e p a r t m e n t s a n d
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 1
A c a d e mi c A
b i l i t y an d
P e r f or m an c e of S t u d e n t s
wi t h Di s a b i l i t i e s
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An t i c i p
a t or y
Th i nk i
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
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M ak i n g
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
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r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
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a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
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l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
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c t i o n s ar e
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t h e s
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7252019 WCPSS - Office of Equity Affairs
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+
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s u a l s u s p e c t s
Wh i c h on e i s t h e
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A d a p
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
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7252019 WCPSS - Office of Equity Affairs
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
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t o g e t h e r
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7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
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ur B ui l d i n gBl o c k
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c t S k i l l s
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a c t i c e
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f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
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c t t h e s h i f t
of B e l i e f s a n d r e a
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onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
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P ar t i n gT
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l i e f s ur v e y a
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F o
r Ex am pl e --I f s om e gr a d e l e v e l s d e p a r t m e n t s a n d
s c h o ol s p e r f or m
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f e r e nc e b e t w
e e nt h e mc r e a t e s e qui t yi s s ue s
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 1
A c a d e mi c A
b i l i t y an d
P e r f or m an c e of S t u d e n t s
wi t h Di s a b i l i t i e s
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An t i c i p
a t or y
Th i nk i
n g hellip
A
s w e l o ok a
c r o s s e a c h
of t h e f o ur F a c t or s f o
r
S BL T s t h i nk
a b o u t hellip
Wh a t c
h a n g e d
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
) -
) - ( 0 amp ( 1
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$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 78
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+
F a c t or 1
A c a d e mi c A
b i l i t y an d
P e r f or m an c e of S t u d e n t s
wi t h Di s a b i l i t i e s
7252019 WCPSS - Office of Equity Affairs
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An t i c i p
a t or y
Th i nk i
n g hellip
A
s w e l o ok a
c r o s s e a c h
of t h e f o ur F a c t or s f o
r
S BL T s t h i nk
a b o u t hellip
Wh a t c
h a n g e d
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 79
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An t i c i p
a t or y
Th i nk i
n g hellip
A
s w e l o ok a
c r o s s e a c h
of t h e f o ur F a c t or s f o
r
S BL T s t h i nk
a b o u t hellip
Wh a t c
h a n g e d
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 85111
+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 80
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 83111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 84111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 85111
+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 96111
+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
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$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 81
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 83111
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
) -
) - ( 0 amp ( 1
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amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 82
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+
F a c t or 2
D a t a- b a s e d D e c i s i on
M ak i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 85111
+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 86111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 88111
+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 94111
+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 95111
+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 98111
+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 83
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 85111
+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 86111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 88111
+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 94111
+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
) -
) - ( 0 amp ( 1
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amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 84
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 87111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 88111
+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 93111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 94111
+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 95111
+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 96111
+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 98111
+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 85
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+
F a c t or 3
F un c t i on s
of C or e
an d S u p pl e m e n t al
I n s t r u c t i on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 86
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7252019 WCPSS - Office of Equity Affairs
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 89111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 90111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 91111
T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
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+
F a c t or 4
C ul t ur al P r of i c i e n c y
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7252019 WCPSS - Office of Equity Affairs
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
) -
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$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 90
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 91
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T a b l e
T al k
A
s a T e a m d i s c u s s -
Wh a t c
h a n g e d wi t h i n or a c r o
s s t h e f o ur
F a c t or s
Wh a t a
r e y o ur h y p o t h e s e s a s
t o wh y t h e
r e
w a s gr o w t h Wh y
7252019 WCPSS - Office of Equity Affairs
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 92
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T a b l e T al k
S c h o ol B e l i e
f S ur v e y
R e vi e w t h e 4 F a c t or s of y o ur S c h o o
l rsquo s B e l i e f
S ur
v e y ( B OY
O c t 2 0 1 4 )
Wh
a t a r e t h e a
r e a s t h a t a r e a s u p p or t t o t h e
i m p
l e m e n t a t i o
n of MT S S
Wh
i c h a r e a r e a s t h a t a r e p o t e n t i a l b a r r i e r s t o t h
e
i m p
l e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 93
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 94
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+
B e l i e f s ampA c t i on
s
W e b
e l i e v e o ur d e c i s i o n s a n d a
c t i o n s ar e
c o n s
i s t e n t w i t h o ur c o
n s c i o u s b e l i e f s
w h e n i n f a c t
o ur u n c o n s c i o u s i s r u n n i n
g
t h e s
h o w
7252019 WCPSS - Office of Equity Affairs
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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amp ( amp ) amp +
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$ + amp )
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
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+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 95
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+
P h y s i c i s t T h e u
s u a l s u s p e c t s
Wh i c h on e i s t h e
ph y s i c i s t
A d a p
t e d f r o m W o m e n i n S c i e n c e E n
g i n e er i n g a n d T e c h n o l o g yI n i t i a t i v e pr e s e n t a t i o n b yE H a i n e s a n d A M a g u i r e
7252019 WCPSS - Office of Equity Affairs
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 99111
+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 96
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+
P
h y s i c i s t Th e u s u a l s u s p e c t s
9 8 o
f t h e p u b l i c c o
u l d nrsquo t t e l l w h i c h o n e w a s t h e
p h y s i c i s t
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 98111
+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 99111
+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
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P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 97
7252019 WCPSS - Office of Equity Affairs
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I m pl i c i
t Bi a s
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 99111
+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 98
7252019 WCPSS - Office of Equity Affairs
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+
T
h e R ol e of I m p
l i c i t Bi a s i n
D
e f i ni n g
S t u d e n
t N ar r a
t i v e s
I m pl i c i t b i a s r e f e r s t o t h e a t t i t u d e s or s t e r e o t y p e s
t h a t a f f e c t o u t un
d e r s t a n d i n g a c t i on s a n d
d e c i s i on s i n a n u
n c on s c i o u s
m a nn e r
E x p o
s ur e t o c om
m onl yh e l d a t t i t u d e s
a b o u t s o c i a l
gr o u p
s p e r m e a t e
o ur mi n d s
e v e n t wi t h
o u t o ur
a c t i v e
c on s e n t ( i e h e a r s a y
m e d i a e x p
o s ur e
p a s s i v
e o b s e r v a t i on e t c )
E v e r y on e i s s u s c e p t i b l e t oi m pl i c i t b i a s
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 99111
+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
m e a
w a yi n t o t h e l a r g e r
s o c i e t y t h e n a n d
onl y t h e n wi l l I d r o pm
y d e f e n s e
s a n d
h o s t i
l i t y a n d I
wi l l s i n g
y o ur pr a i s e s a n d
h e
l p y o um a k e t h e d e s e r t b e a r f r ui t
-R a l ph E l l i s on
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
amp ( amp ) amp +
) -
) - ( 0 amp ( 1
$
amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 99
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+ I f y o u c a n s h o wm e h o wI c a n c l
i n g t o
t h a t
wh i c h i s r e a l t om e
wh i l e t e a c h i n g
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 100
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 100111
amp
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amp ) $
$ + amp )
+
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 101111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 101
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 102111
+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 102
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+
R e
vi s i t i n g t h
e B e l i e f S u
r v e y wi t h i n t h e
c on t e x t of t h e S
AM an d y
o ur D e s i r e d S t a t e
Q ui c k
r e vi e w y o ur S AM d a t a w
i t h t h e c ur r e n t l e n s of
B e l i e f s ur v e y e q ui t y a n d y o ur D e s i r e d S t a t e
Wh a t t
r e n d s a n d p a
t t e r n s d o y o u s e e
Wh i c h
f a c t or s d om ai n s a n d s p e c i f i c i t e m s
r e f l e c t t h e
gr e a t e s t g a p s b e t w
e e n c ur r e n t a n d o p t i m a l MT S S
i m pl e m
e n t a t i on
T I P s ndash
i s t h e v e h i c l e t o a l i gn e q
ui t y a n d a c c
e s s wh i c h wi l l
c h a n g e
i m p a c t s t u d
e n t o u t c om e
s
P ul l i n g t h e pi e c e s
t o g e t h e r
hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 103111
+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 103
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+ S AM
( S e l f -A s s e s s m e n t
of MT S S I m
pl e m e n t a t i on )
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 104111
N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 104
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N o t I m pl e m e n t i n g
Em e r gi n g D e v e l o pi n g
O p e r a t i on al i z i n g
O
p t i mi z i n g
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 105111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 105
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7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 106111
+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 106
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+
F o
ur B ui l d i n gBl o c k
s t h a t S u p p or t
MT S S I m pl e m
e n t a t i on
- S k i l l s
-P r a c t i c e s
-B e l i e f s
-I m pl e m
e n t a t i on
P r of e s s i on a l D e v e l o pm e n t T r a i ni n g t oi m p a
c t S k i l l s
S k i l l s t oi m p a c t P r
a c t i c e
I m pr o v e d P r a c t i c e
i m pr o v e s I m pl e m e n t a t i on
I m pr o v e d I m pl e m e n t a t i oni m p
a c t s s t u d e n t
o u t c om e s
B e t t e r
s t u d e n t o u t c om e s s h i f t B
e l i e f s
An d s h i
f t s i nB e l i e f s i m p a c t s i m pl e m e n t a t i o
n of MT S S
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 107
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httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 107111
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 108111
+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 110111
+
P
r e p ari n gF or th e
Af t ern o
on hellip
E x a m
i ni n gT i e r s 2 a n d 3
Wh orsquo s i n
Wh y
H o w d o t h
e y e xi t
Wh a t d e c i
s i onr ul e s a r e u s e d
Ur g e n c y R e a l i z e y o ur D e s i r e d S t a t e
B e l i e f s a n d
S AM
a n d t h e i r i m p a c t on c ur r e n t pr a c t i c e s on a l l
T i e r s
W e h
a v e t o c on s t a n t l y c h a l l e n g e o ur a s s um p t i on s
a n d b
i a s e s w e b
r i n g t o o ur
w or k
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 111111
P ar t i n gT
w oB a s i c Q u
Ar e y o uh
a p p y w
i t h y o
I s
e v e r y c
l a s s r o om on e
w o ul d p u
t y o ur o
wnf l
b l o o d
Page 108
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+
T ak i n
gi t b a c k h om e hellip
7252019 WCPSS - Office of Equity Affairs
httpslidepdfcomreaderfullwcpss-office-of-equity-affairs 109111
+ N e
x t s t e p s
b a c k h
om e hellip
C on t i n u e pr o b l e m
s ol vi n g u
s i n gT I P s t o d e v e l o p
a n d a l i gn pr of e s s i on a l l e a r ni n g t oi m p a
c t t h e s h i f t
of B e l i e f s a n d r e a
l i z a t i on of
y o ur D e s i r
e d S t a t e
R e vi e w y o ur S I P
Wh a t n e e d s t o b e d o
n e t o
a l i gn y
o ur S I P a r o un d S k i l l s P r a c t i c e s
B e l i e f s
a n d I m
pl e m e n t a t i on of MT S
S i n y o ur S
I P
H o w d
o e s y o ur D
e s i r e d S t a t e a l i gn wi t h y o ur
r e s ul t s
onB e l i e f s S AM a n d
y o ur S I P
7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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7252019 WCPSS - Office of Equity Affairs
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