Fall/Winter 2022 IMPACT

Fall/Winter 2022

impact

Volume 47 No. 2

On Instructional Improvement

Transitioning to the Science Learning Standards

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Mission Statement

NYSASCD aims to assist educators in the development and delivery of quality instructional programs and supervisory practices to maximize success for all learners.

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Executive Board 2022-2023 President Dr. Mary Loesing STEM Chairperson, Connetquot CSD

Board Members

President-Elect Dr. Mark Secaur Superintendent, Smithtown CSD

Mr. Brian Kesel Assistant Superintendent, West Genesee CSD

Immediate Past-President Dr. Ted Fulton Asst. Superintendent, Bayport-Blue Point CSD Vice President for Communications and Affiliate Relations Ms. Amanda Zullo Massena CSD Treasurer Dr. Deborah Hoeft Director of Special Eduation and Student Services Young Women’s College Prep Secretary Marcia Ranieri Guilderland CSD Ex-officio NYS Education Department David Coffey Associate in Instructional Services in the Office of Standards and Instruction Executive Director Mr. Eric Larison Solvay UFSD (retired) nysascd.director@gmail.com nysascd.org

Martha Group Vernon Verona Sherrill CSD

Dr. Matthew Younghans Principal, Clarkstown CSD Dr. Timothy Eagen Superintendent, Kings Park CSD Marcia Ranieri Guilderland CSD Gregory Borman NYC Department of Education Lisa B. Brosnick North Collins CSD/SUNY Buffalo Cindy Connors Orchard Park CSD Dominick A. Fantacone SUNY (Master Teacher Program) Dr. LaQuita Outlaw Bay Shore UFSD Debbie Baker Genesee Valley ASCD Mary Loesing Science Consultant

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impact Published by: NYSASCD PO Box 282 Camillus, NY 13031 nyascd.director@gmail.com

On Instructional Improvement Fall/Winter 2022 Volume 47 No. 2

Introduction.....................................................................5 LaQuita Outlaw

Editor - IMPACT LaQuita Outlaw, Ed.D. nyascd.director@gmail.com

Foreward...........................................................................7 Dominick Fantacone

Design & Digital Publication: CatStone Press (434) 960-0036 cindy@catstonepress.com

Power Standards...............................................................8 Douglas B. Reeves Student Agency and Equity............................................13 Gregory Borman, Okhee Lee, and Theresa Ocol The DNA of Learning: Part II........................................20 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth Integrating Science and Language.................................27 Gregory Borman, Okhee Lee, and Theresa Ocol

Publication Statement Impact on Instructional Improvement is the official journal of NYSASCD. Membership in NYSASCD includes a subscription to Impact and the newsletter, NYSASCD Developments. The views expressed or implied in the articles in this publication are not necessarily official positions of NYSASCD or the editor.

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Foreward Now is an exciting time to be a science educator in New York State. Since December of 2016, science teachers have been working hard to transition to the NYS P-12 Science Learning Standards (NYSSLS). All students in New York State are expected to have access to high-quality science opportunities that prepare them for the future. NYSSLS provide a roadmap Dominick Fantacone, Ph.D., is the Associate Director for Research at SUNY Cortland, the Central New York Regional Director for the NYS Master Teacher Program, an adjunct lecturer of science methods, and a past president of the Science Teachers Association of NYS. Dr. Fantacone earned his Master of Arts in Teaching in Adolescence Education Biology from SUNY Cortland and doctorate in Science Education from Syracuse University.

by which educators can plan their instruction to help ensure student success. Yet, the implementation of NYSSLS across the state has varied greatly from district to district, and across grade levels. Recently, I worked with an enthusiastic group of elementary teachers who had not yet engaged with NYSSLS. Considering the implementation timeline released by the NYS Education Department indicates that NYSSLS-aligned assessments for Grade 5 and 8 students will begin in 2024, it is past the time for science teachers to shift their pedagogical approaches to those that incorporate 3-dimensional instruction (i.e., science and engineering practices, disciplinary core ideas, crosscutting concepts) and integrate engineering principles.

There is no prescribed curriculum that will be ushered in to guide districts and teachers on how instruction should take place with NYSSLS. While there are curricular options for purchase that are meant to be aligned to these standards, those buying a solution and hoping it will be enough to meet the rigorous expectations of NYSSLS will find this is likely not sufficient. Science teachers need access to effective professional learning opportunities that model the way science instruction is intended to be carried out with NYSSLS and are provided 5

with ongoing support through the implementation of novel lessons and activities. Similarly, administrators may consider spending some time in such trainings to better understand just how different reformed science instruction looks in action when compared to teaching under the previous 1996 MST standards. Students in an NYSSLS-aligned setting will be active, engaged in hands-on learning, and working to answer their own scientific questions, while the teacher plays a supportive facilitator role.

When structured well, there will be opportunities for all students to shine in science classes. Recognizing and highlighting the strengths each child brings will help cultivate the feeling that they can be successful young scientists. The articles in this issue of the Impact Journal address current science reform efforts and discuss the importance of having students lead the journey of learning. When students are formulating their own questions and seeking the skills and knowledge necessary to answer these questions, authentic learning is happening.

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Introduction We all have more to do than time permits. When looking at classroom instruction and the impact the Pandemic had on students, it is even more important to focus on the essential learning that must take place for students. Renowned educator, Douglas B. Reeves, shares three criteria when deciding the content classroom teachers should focus on in his article “Power LaQuita Outlaw, Ed.D., has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island.

Standards: The Answer to the Reality of Too Many Standards and Too Little Time.” In addition to honing in on the standards, Gregory Borman, Okhee Lee, and Theresa Ocol, help us to focus on developing student understanding in an equitable environment in their article, “Student Agency and Equity in Contemporary Science Education With All Students.”

Keeping students at the center of learning continues to be a fundamental classroom requirement. Bob Greenleaf, Elaine

M. Millen, and LaVonna Roth remind us of that in their second installment of “The DNA of Learning: Kids Leading the Learning Journey.” The focus of reaching every learner must include a conversation about reaching students who also need language support. In their article entitled “Integrating Science and Language with Multilingual Learners Through Consensus Among Policy, Research, and Instructional Approaches,” Gregory Borman, Okhee Lee, and Theresa Ocol look at how we can provide the necessary support for students. We have important work ahead of us if we are going to advance student learning outcomes. The work won’t be easy, but we have resources that we can use to begin the conversation and the heavy lifting.

Thank you to our authors in this issue of the Impact Journal and to Dominick Fantacone for their contributions and leadership.

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Power Standards: The Answer to the Reality of Too Many Standards and Too Little Time Douglas B. Reeves

Introduction Even before the global pandemic, teachers around the globe faced a conflict between the time available for Douglas B. Reeves, Ph.D., is an award-winning administrator and teacher, as well as the author of more than 40 books and more than 100 articles on leadership and education. He has twice been named to the Harvard University Distinguished Authors Series and was named the Brock International Laureate for his contributions to education. Dr. Doug Reeves currently provides a variety of research-based coaching and educational services to organizations around the world through The Center for Successful Leadership. Previously, he founded the Leadership and Learning Center, which works to improve the quality of educational systems for students around the world. Doug articles and videos are available as free downloads at CreativeLeadership.net. He Tweets @DouglasReeves. He lives in Boston.

instruction and the avalanche of academic standards and curricula. Now, with post-COVID learning loss pervasive (World Bank, 2021), it is more important than ever to recognize that schools do not have the time to address every standard. The question is, with the time available during the school day, which standards are most important? In this article, we consider the need for Power Standards, the method for creating them, and how educational leaders can help teachers and students focus on what matters most.

Why Power Standards?

The fundamentally flawed assumption in every set of academic standards is that students need only one year of instruction to achieve proficiency. That assumption was inappropriate before the pandemic, as state and national data suggested that significant numbers of students were not reading on grade level before the pandemic (Green & Goldstein, 2019) and it is wildly inaccurate in the postpandemic world in which teachers are struggling not only with learning loss, but in regression in behavior and 8

classroom norms. In my travels around the

irregular polygons.” “You do have to teacher

United States, I hear every week of teachers

argumentative essays and you do not have

struggling with kindergarten and first grade

to teach prepositional phrases.” But this

students who have regressed in toilet training,

will never happen. No interest group goes

third grade teachers who report that students

to the state capital to advocate for what

The establishment of standards are an inherently political process and therefore state governments are predisposed only to add burdens to the curriculum without subtracting anything. do not know letters and numbers, and middle

teachers do not have to teach. Every year,

school students who are reading at a primary

there are additional demands for curriculum

level. Failure to recognize the reality of this

– financial literacy, more comprehensive

learning loss is as bad as failure to recognize

world history, quantitative reasoning, or a

the threat of the pandemic in the spring of

more comprehensive history of slavery in the

2020. When students need more than a year

United States – all without adding a single

of learning to catch up, then there are only

second to the time teachers are allowed to

two options: A 36-hour school day or a focus

provide this instruction. More than twenty

on fewer standards and curriculum demands.

states have added the requirement to teach cursive writing to students, a demand that will

States and other educational systems

presumably displace the time students need

have been notably ineffective in establishing

to recognize the letters they are supposed

Power Standards, declaring that they

to write in elegant script. The establishment

have “priority standards” and “essential

of standards are an inherently political

standards” that often are little more than an

process and therefore state governments

accumulation of existing standards. These are

are predisposed only to add burdens to the

the same demands on teachers and students

curriculum without subtracting anything.

with a different label. Intellectual integrity requires that if there really is a list of priority

The Criteria for Power Standards

standards, then the governing authorities

There are three criteria for Power

will state with clarity what teachers do not have to do. “You do have to teach number

Standards: leverage, endurance, and

operations and you do not have to teach

essentiality. By leverage, I mean that 9

proficiency in one standard leads to

colleagues in 9th grade, “What do I need to

proficiency in several other standards.

do this year in order to send students to you

For example, proficiency in nonfiction

next year with confidence and success?” This

writing is strongly associated with success

inter-grade dialog is at the heart of Power

in mathematics, social studies, science, and

Standards. It leads to the resolution of the

reading comprehension (Reeves, 2020). In

Standards Paradox—that is, there are too

some of the most successful schools I have

many standards and yet too few standards.

observed, including high-poverty schools, the

The 9th grade teacher, for example, may say,

elevation of nonfiction writing as a priority is

“You don’t have to cover every 8th grade

strongly associated with success in every other

standard, but you do have to address these

area of academic achievement. Rather than

six essentials,” and then the same 9th grade

the conventional approach that “October is

teacher may also say, “Even though this is

informational writing month,” these schools

not in the state standards, here are some

support nonfiction writing in every class and

other Power Standards to consider: Keep an

every subject, from kindergarten through

assignment notebook, know how to ask for

12th grade. Another example of leverage is the

help before it’s a crisis, and know how to break

ability of students to create and understand

down a project into smaller tasks so that it’s

tables, charts, and graphs, a skill that is

not overwhelming.”

essential not only in math class, but also in

Practical Impact of Power Standards

science and social studies.

When it comes to professional learning

The second criterion for Power Standards

initiatives, teachers and school leaders

is endurance. Some standards are transitory,

demand above all practical application.

applying only to a single grade. But others

When Power Standards are implemented,

endure—that is, they recur year after year.

there are direct applications that will save

An example is the requirement for students,

time for teachers and improve student

typically starting in 3rd or 4th grade, to

achievement. First, the time devoted to

support a claim with evidence. This formula

assessments can be substantially reduced.

of “claim, evidence, and reasoning” recurs in

Teachers are very frustrated with the

middle and high school, and when a standard

amount of time devoted to comprehensive

persists across grade levels, that suggests that

assessments that, while labeled as

it is a Power Standard.

“formative,” would be more accurately labeled as “uninformative.” A formative

The third criterion is essentiality. That is,

assessment only deserves that appellation

if I am teaching 8th grade, I need to ask my 10

if it informs teaching and learning. That

For example, if the Power Standard is to

never happens with a 30-item assessment

produce an essay in science, social studies,

that takes away an hour of class time and

or English Language Arts that demonstrates

the results are delivered weeks later. A truly

proficiency in making a claim supported by

formative assessment can include only four

evidence, then a proficient student might

A truly formative assessment can include only four or five items, with immediate feedback from the teacher, immediate application of that feedback, and immediate evidence of learning from the student. or five items, with immediate feedback

be required to state a claim, produce three

from the teacher, immediate application of

arguments, each supported by evidence with

that feedback, and immediate evidence of

appropriate citations, and a logical conclusion.

learning from the student.

As soon as a student has produced the work, the teacher can then challenge the student to

A second result from Power Standards

get to the next level by extending this work

is greater respect for teacher feedback and

with a claim and counter-claim, evidence and

immediate application of that feedback. In

contrasting evidence, and then a conclusion

the traditional submission of homework and

that evaluates the credibility of the evidence

unit tests, teachers lose hours of time at home,

and states a conclusion based on that analysis.

especially at night and on weekends, to grade

All of this can happen in class, not after days

papers. Yet I have yet to see a student pick

in which students wait for feedback.

up that graded paper and exclaim, “Thanks

Conclusion

so much for the detailed feedback!” Rather, the students look at the grade and discard

The implementation of Power Standards

the paper. With Power Standards and mini-

is not without risk. Critics will allege that

assessments, feedback is provided in real

teachers who focus on the most important

time and students can respect and apply the

standards are omitting vital curriculum

feedback immediately.

that the critics believe are important.

While I deeply respect these critics, it is the

The third impact of Power Standards is that teachers have the opportunity to provide

responsibility of teachers and educational

both support and enforcement in real time.

leaders to focus on what matters most. We 11

Reeves, D. (2020). Achieving Equity and

cannot wait on state authorities to decide what standards to omit, as that is a political

Excellence: Immediate Results From the

impossibility. In fact, every teacher in the

Lessons of High-poverty, High-success

world makes choices every day about what to

Schools. Solution Tree Press.

teach. The only decision, therefore, is whether these curriculum choices are made by design or

Reeves, D. (2021). Fearless Schools. Creative

default. Using the Power Standards framework

Leadership Press167.

will help teachers to make these decisions in a collaborative and deliberate manner.

World Bank. (2021, December 6). Learning Losses from COVID-19 Could Cost this Generation of Students Close to $17 Trillion in Lifetime Earnings. https://

REFERENCES

www.worldbank.org/en/news/

Green, E. L., & Goldstein, D. (2019, October

press-release/2021/12/06/learning-

30). Reading Scores on National Exam

losses-from-covid-19-could-cost-

Decline in Half the States. https://www. nytimes.com/2019/10/30/us/reading-

this-generation-of-students-close-to-17-

scores-national-exam.html

trillion-in-lifetime-earnings

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New York State P-12 Science Learning Standards: Student Agency and Equity in Contemporary Science Education With All Students Gregory Borman, Theresa Ocol, Okhee Lee

The previous generation of content standards was developed and implemented prior to the era of the No Child Left Behind Act of 2001. In the early 2010s, the current generation of content standards was released and, subsequently, adopted or adapted by states across the Gregory Borman is the Director of Science for the New York City Department of Education (NYC DOE).

He helped develop the New York State Strategic Plan for Science and is a member of the New York State Science Content Advisory Panel. His NYC DOE team is supporting the implementation of the New York State P-12 Science Learning Standards through professional learning, curriculum evaluation, and collaboration with higher education and informal science education institutions.

nation. Based on the current standards, the New York State P-12 Science Standards (NYS P-12 SLS) were adopted in December 2016. Implementation began in July 2017 but was delayed for 2 years due to the COVID-19 pandemic. The NYS P-12 SLS continue to be rolled out over the grade levels and bands (see the Revised April 2021 Science Implementation Timeline Map). State science assessments at Grades 5 and 8 and high school Regents Exams will be administrated gradually starting from the 2023-2024 school year.

In this article, we describe how contemporary approaches in science education, as represented in the NYS P-12 SLS, “flip” traditional approaches regarding two central questions: “What counts as science and science learning?” and “Who are science learners?” In response to these two questions, we describe how contemporary approaches center on student agency and student equity.

Contemporary Approaches in Science Education The previous generation of science standards was based on the National Science Education Standards (National Research 13

Council, 1996). The New York State Learning Standards for Mathematics, Science and Technology were released in 1996, the same year that the National Science Education Standards were published. Since the mid-1990s, the national and state science standards hadn’t been updated to reflect new advances in science and engineering disciplines and new research on children’s abilities in learning science.

Theresa Ocol, Ed.D. is the Senior Director of Content Areas with the Division of Multilingual Learners at the New York City Department of Education (NYC DOE). She focuses on designing, planning, and delivering professional learning opportunities and resources for science and English as a New Language educators from grades K-12. Theresa has worked in the NYC DOE for the last 17 years.

Theresa embraces the notion that all ELLs/MLs bring assets to their science learning.

A Framework for K-12 Science Education (National Research Council, 2012) presented contemporary views on what counts as science and how children learn science, which provided the foundation for the development of the Next Generation Science Standards (NGSS Lead States, 2013b). Since the publication of the Framework and the release of the NGSS in the early 2010s, 20 states and the District of Columbia adopted the NGSS, and 27 states developed their own standards based on the Framework. The NYS P-12 SLS were based largely on the Framework and the NGSS. Contemporary approaches in science standards, including the NYS P-12 SLS, “flip” traditional approaches by centering on student agency and student equity, as shown in the following figure:

Figure I - Approaches in Science Education 14

Student Agency: What Counts as Science and Science Learning?

Traditionally, scientists and science educators defined the knowledge to be taught in school science. Science learning involved the accumulation of discrete elements of science knowledge (i.e., what knowledge is; knowledge-as-given). This canonical science knowledge was often presented through science textbooks, meaning that literacy skills (reading and writing) were a precursor or prerequisite to learning science.

Canonical science knowledge was confirmed by school science lab investigations.

An instructional unit was organized around a science topic in a science discipline. Then, the body of science knowledge on this topic was broken down into a list of science concepts. A unit addressed a science topic, and lessons addressed related science concepts on the topic. A lesson or a lesson plan was designed for one class period of 45-60 minutes. A unit made sense from the perspective of a science discipline in that it addressed related science concepts, but not from the perspective of students who did not see the purpose in learning those science concepts. For example, a fifth-grade science unit on properties of matter and changes in matter addressed a list of science concepts, and lessons were developed around the concepts. In a lesson, to learn the concept of chemical change, students conducted the classic experiment of mixing baking soda with vinegar. They explained that, through a chemical reaction, a new substance is created in the form of a gas that inflates a balloon. Most students wondered how these science concepts would have any relevance to their lives or future careers.

In “flipping” traditional approaches, contemporary science education places student agency at the center. Students engage 15

Okhee Lee, Ed.D. is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research involves integrating science, language, and computational thinking, with a focus on multilingual learners. Her latest work focuses on justice-centered STEM education to address pressing societal challenges using the case of the COVID-19 pandemic.

Students engage in science and engineering to make sense of phenomena and problems as scientists and engineers do in their professional work. in science and engineering to make sense of

fifth-grade science unit is framed around the

phenomena and problems as scientists and

phenomenon of large amounts of garbage

engineers do in their professional work (i.e.,

that students produce every day in school,

what knowledge does; knowledge-in-use).

at home, and in the community (Lee et al.,

To make sense of phenomena and problems,

2019). To make sense of the phenomenon,

students engage in three-dimensional learning

students decide on the driving question of

by blending science and engineering practices

the unit, “What happens to our garbage?” To

(e.g., ask questions, develop models, argue

answer specific questions about aspects of

from evidence, construct explanations);

garbage, students engage in three-dimensional

crosscutting concepts (e.g., patterns, systems,

learning (specifically, disciplinary core ideas

structure and function, stability and change);

about properties of matter and changes

and disciplinary core ideas in physical science,

in matter). In a lesson, students answer

life science, Earth and space science, and

a question about the smell of garbage by

engineering. Over time, students develop

conducting the classic experiment of mixing

their science understanding coherently.

baking soda with vinegar. They explain that, through a chemical reaction, garbage

An instructional unit is organized around

materials mix and create a new substance in

a phenomenon or problem. With teacher

the form of a gas. This investigation helps

guidance, students decide on a driving

students explain the smell of garbage as a new

question of the unit to guide their sense-

substance in the form of a gas. Throughout

making of the phenomenon or problem.

the unit, students answer the driving question

Lessons are developed around specific

about garbage and explain the phenomenon

questions about aspects of the phenomenon

using disciplinary core ideas.

or problem. A lesson is designed to answer a question about an aspect of the phenomenon

In both traditional and contemporary

or problem or to provide opportunities to

approaches, students may engage with the

investigate the phenomenon or problem in

same lesson-level phenomena (e.g., mixing

different contexts. A lesson typically involves

baking soda with vinegar) and science concepts

a couple of class periods. For example, a

(e.g., a new substance is created through a 16

chemical reaction). However, the purposes

(physical science); decomposition of some

are different. Quinn (2021), chair of the

garbage materials (life science); a landfill

Framework, describes the difference as follows:

harming soil, water, air, and organisms (Earth science); and the reduction of pollution from

Sometimes the questions that

plastic bottles (engineering).

students ask, and the intended science

Student Equity: Who Are Science Learners?

concepts, also require intermediate investigations around more limited

Traditionally, students were viewed as

phenomena to elucidate aspects of the

receivers of science knowledge defined by

framing [anchoring] phenomenon.

scientists and science educators. School

These activities look a bit more like

science was grounded in established bodies of

traditional school science, but, if

knowledge in science disciplines. Traditional

introduced appropriately, they differ

approaches resulted in only a small portion

from it in that these activities now

of students—“a select few”—coming to

have a context: students know they are

understand and appreciate how science

doing this work to answer a question

knowledge is connected to form science

they have about the larger framing

disciplines—an understanding that is essential

phenomenon (p. 868).

to move on to science careers. This small portion of students was, and continues to

Moreover, in contemporary approaches, an instructional unit and lessons can be fluid

be, mostly white male students from higher

and porous across science and engineering

socioeconomic backgrounds (McGee, 2016).

disciplines. Phenomena and problems do

However, science did not make sense to

not draw distinct boundaries, as they are

many students who did not come to see it as

not inherently discipline specific. Instead, a

relevant to their lives or future careers.

From the equity perspective, all students bring their cultural and linguistic resources to make sense of phenomena and problems.

In “flipping” traditional approaches,

phenomenon or problem can be explained using core ideas across disciplines. For

contemporary science education places

example, garbage can be explained in terms of

student equity at the center. To promote

structure and properties of garbage materials

sense-making with all students, phenomena 17

Closing

and problems should be compelling to all students, especially those who may not see

Contemporary approaches in science

science and engineering as relevant to their

education aim for “all standards, all students”

lives or future careers (Lee, 2020). From the

(NGSS Lead States, 2013a). The ability to

equity perspective, all students bring their

explain phenomena in science and design

cultural and linguistic resources to make

solutions to problems in engineering is

sense of phenomena and problems. From

essential for all students to navigate their

a science perspective, students use science

lives and future careers. This ability is also

ideas as they investigate a driving question to

important for students to be contributing

explain a phenomenon. From an engineering

members of their communities, as they

perspective, students learn science in the

use science to make informed, equitable

context of solving an authentic problem.

decisions about societal challenges in their

For example, as students explain the

lives and communities. Students from diverse

driving question of the garbage unit (i.e.,

backgrounds have multiple points of entry to

“What happens to our garbage?”), all students

learning science, multiple ways of knowing,

bring questions about aspects of the garbage

and multiple ways of communicating science

based on their experiences in school, at

ideas. Contemporary approaches respect the

home, and in the community. Students design

diversity of students’ experiences, recognize

investigations to answer questions, such as

the merit of students’ science ideas, and

the following: How do we sort garbage into

promote the inclusion of all students in the

categories? Why do food materials disappear

science classroom.

(i.e., decompose) but non-food materials do not disappear? What causes food materials to decompose? As students observe the

REFERENCES

large amounts of garbage they make, they

Lee, O. (2020). Making everyday phenomena

become aware of the need to reduce the garbage produced. In addition, they design

phenomenal: Using phenomena to

solutions to reduce pollution from plastic

promote equity in science instruction:

bottles that do not decompose and harm the

Science and Children, 58(1), 56-61.

environment. Eventually, students realize

https://www.nsta.org/science-and-

that landfills tend to affect minoritized

children/science-and-children-

communities and address systemic injustices

septemberoctober-2020/making-

in society.

everyday-phenomena 18

Lee, O., Llosa, L., Grapin, S. E., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development.

Science Education, 103(2), 317-337. https://doi.org/10.1002/sce.21498

NGSS Lead States. (2013a). Appendix D–“All standards, all students”: Making the Next Generation Science Standards accessible to all students. https://www.nextgenscience. org/sites/default/files/Appendix%20 D%20Diversity%20and%20Equity%20 6-14-13.pdf

McGee, E. O. (2016). Devalued Black and Latino racial identities: A byproduct of STEM college culture?

American Educational Research Journal, 53(6), 1626-1662. https://doi. org/10.3102%2F0002831216676572

NGSS Lead States. (2013b). Next Generation Science Standards: For states, by states. The National Academies Press. https://nap. nationalacademies.org/download/18290 Quinn, H. (2021). Commentary: The role of curriculum resources in promoting effective and equitable science learning.

Journal of Science Teacher Education, 32(7), 847-851. https://doi.org/10.1080/1 046560X.2021.1897293

National Research Council. (1996).

National science education standards.

National Academies Press. https://nap. nationalacademies.org/download/4962 National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://nap.nationalacademies.org/ download/13165

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The DNA of Learning Part II: Kids Leading the Learning Journey Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

Introduction Each article in this five-part series will unpack a blueprint for re-starting our passion as educators. The collective series will Robert K. Greenleaf, Ed.D., has 45 years of experience in education from superintendent to playground supervisor. He was a former professional development specialist at Brown University and an adjunct professor at Thomas College SNHU and USNII-GSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition. He holds a doctorate in education from Vanderbilt University and is the author of eight instructional books. bob@greenleaflearning.com

represent a comprehensive outline of fundamental requirements for timeless learning as we emerge from the COVID ashes and rebuild our lives as educators.

FIRST-MIDDLE-END: Know Students Well Know thy students well, very well, is the overarching umbrella that precedes all else to move learning forward.

A simple concept, that requires sophisticated thinking.

Knowing students goes deeper than who they are. It means understanding their wants and dreams; their interests and aspirations; their personal goals and what’s important to them as human beings. Teaching must be intentional for students.

Knowing each student precedes knowing ways to teach things.

Three simple strategies to gather information about students include interest surveys, conferring with students, and the long-tested strategy of K-W-L. Asking students: “What do you already know about the content/concept? What do you want to know/ need to know?” and reflecting on “What have you learned?” means that it is not about content, pedagogy, materials, technology or any other resources.

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The traditional curriculum, instruction and assessment diagram that encircles the student at the center is appealing, yet fundamentally flawed with respect to motivating learning.

“How will I teach this” is not the same as “How will my students learn this?” More than knowing the curriculum and a toolbox of teaching strategies, it is knowing what

Where there is no meaning, there is no memory (Levitt, 2010). makes each and every student “tick.” Being observant rather than observing is key. This intentional behavior leads to a contextualizing of learning relevant to students. They generate meaning and interest, not the instruction nor the curriculum.

Instruction follows an understanding of the student and his/ her interests. Thus, intentional teaching drives the purpose/ application of the lesson and the meaning it has (must have) for the students before you, whether it’s on-line or face-to-face.

Where there is no meaning, there is no memory (Levitt, 2010).

Whose learning is it anyway?

At the Thursday PLC meeting eighth-grade teacher, Mary, asked to discuss Cortina with the team. It was common practice to use the meeting to support individual teacher’s challenges with a student. Coffee poured; Mary began her case study.

“Cortina is neither disruptive nor non-compliant. In fact, she could easily be missed in the classroom. She does just enough to get by, getting the grades she needs to pass.

She does everything possible to avoid attention, preferring to work alone. Her posture pleads ‘don’t call on me, just tell me what to do, and I’ll do it.’ She sees no reason to be in school.

She openly tells me how long and boring her day is. Cortina distances herself emotionally and has no friends at school.

21

Elaine M. Millen, M.Ed., C.A.G.S., has over 50 years of experience in education as a teacher, principal, director of special education, curriculum director and assistant superintendent of schools. She has taught at both the undergraduate and graduate levels in both public and private institutions. As an educational consultant and instructional coach, she has worked with hundreds of school leaders across the country and has written several articles on transforming professional learning opportunities for teachers, students and leaders.

Elaine.millen90@gmail.com

Over the years she has acquired no substantive learning of what really matters.”

We see “Cortinas” every day, recalling what they did or didn’t do, but... do we really know them? Beyond the physical presence and disposition, look inside... do we know what makes her tick? How might we gain insight into what’s relevant to her, so learning could be motivating and applied?

LaVonna Roth, M.A.T., M.S.Ed. is an engaging and interactive keynote speaker, consultant, educator, and mom. LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and socialemotional well-being. She supports schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building the foundation based on the brain sciences.

LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada and internationally.

An increasing number of kids are feeling they don’t belong, and that school has little purpose for their lives. The pandemic may have exacerbated things, but it’s not the reason. Under duress, we have circled the wagons trying to ensure continuity across hybrid learning venues. Abundant SEL programs were purchased in response and scheduled to teach kids

Add-ons inadequately explore who lives inside their respective skins. about handling their emotions. SEL programs, along with scripted academics, are insidiously impersonal. Why? What we know about the essentials of and for learning tell all. Addons inadequately explore who lives inside their respective skins. Everyone notices the acting out or withdrawals, but no one effectively identifies the origins of why. The sustainable carryover of add-on programs is nonexistent. Engaging learners requires more than add-ons. Energetic, inspiring teachers will entertain Cortina and maintain her attention. Long-term retention and understanding will be in short supply.

Letting Go and Moving On The requisites within the DNA of Learning Blueprint identify the problems. Everything emanates from knowing each student well. This includes understanding their values, 22

challenges, interests, strengths and how

at school prior to being sent home. Upon

all of this is connected to their learning.

looking through the choices of stories at those

Understanding a student’s personal

levels, I quickly summed up that she had

aspirations has a profound impact on

interest in precious few. Also of note was that

classroom culture, emotional health,

she had started several stories and left them

engagement and learning outcomes.

incomplete. When asked why, she said that

Committing initial and ongoing energy

she didn’t like the stories, didn’t know the

into connecting with students is far more

answers to the set of questions that followed

productive than spending energy containing

them-and besides, her friends were reading at

behaviors and implementing new programs

different levels. Knowing my “student,” I asked

(Millen, 2022). Add-on programs don’t fix

her what she would like to read about. After she mentioned a few things, I looked at the

anything. Let’s refocus.

next levels H and I in the on-line program and

With curricular goals on the back-burner

we found several possibilities. Prefacing our

we build knowledge of self, others and nurture

leap into more difficult levels of text, I said,

a sense of community. We promote and

“we are likely to run into some words that

support interest, motivation, and personalized

you will not be familiar with. We will write

learning. This is embedded, not scheduled

those words down, make a vocabulary game,

weekly. That is worth repeating. These things

and work to understand them.” Given subject

are embedded, not scheduled weekly. We stay

interest, she readily agreed. As we proceeded,

tuned to Cortina beyond “let’s get acquainted”

she embraced unknown words, writing them

exercises and inventories. Unpacking what

on our home-made vocabulary game sheet.

makes her tick is essential to a relationship

We played several times each day. Before long

that can be trusted to receive coaching and

Caitlyn’s fluency at levels H flourished and

learning how to learn instead of regurgitating

we added levels J, K and I topic options. The

unremarkable content.

teacher was correct about Caitlyn’s reading level. What was not available was a conferring

Home-schooling: Getting to know my

support that could advance her progress in

granddaughter...well!

reading through her passions. With interest as the driver, she became an independent reader

Caitlyn, while being home-schooled

that spring!

during the pandemic, was instructed to read at levels D or E in the program provided on

Teaching Through Student Passions

the tablet that was sent home. These letter

We’ve all heard the phrase, “It’s easy

designations were due to her performance 23

to do, if you know how to do it!” From our

of culture on them. “Do you think what we

students’ perspective, imagine being exposed

wear, our fashion preference, is influenced

to new content every day, and then being

by our culture? What else do you think is

tested on it shortly after. What if there’s no

influenced by our culture? Writing ALL

personal value discerned? What if relevance

their thoughts on the white board, validates

to their life or future escapes them? As with

their thinking. This models acceptance of

Caitlyn, the role of the teacher can make the

opinions—that all views are important. No

difference by:

judgment. Because you have spent time getting to know your students’ interests,

• making connections with students by

you can readily use these as examples for

defining essential learnings

application: “Mel, you are interested in

• recognizing personal passions/

fashion design?” (Saul-a truck driver; Joan-a

aspirations/ hopes of students

writer). “Why would culture be important

connected to their learning

to your work?” Stimulating thinking across varied interests and comparing differences

• anchoring teaching and learning with

in many areas will help construct a deeper

relevance to students.

understanding of how the concept is useful

What this means to our present practice

and can be applied across all disciplines

is a shift from a scripted teacher’s manual, to

(Millen et. al.2010).

anchoring the big ideas of learning to relevant

As I prompt students to direct their

applications for the students.

own learning, they will engage with greater

It means shifting…

relevance, interest, motivation, and context than if I took charge through a singular

FROM starting the lesson focusing on

focus—the day’s objective. This will extend

what students will do to meet the objectives/

thinking for transference. Nothing replaces

requirements, “Open your books, workbooks,

embedded personal interactions! The more

papers and discuss/write/explore the impact

acutely we understand their passions, the

of culture on... Read and answer the following

more accurately we can identify cues that

questions, etc...

hold meaning for them. We assist students in

TO anchoring the purpose of the lesson in

becoming detectives. We, along with them,

relevance and a personal context for students.

begin to connect the dots, like a connect-

This is where lessons begin. Start the lesson

the-dots puzzle, between the concepts we are

with questions about how kids see the impact

asking them to understand through the lens of 24

REFERENCES

their world. By helping our students identify a connection between their world, they learn about themselves, what gives them energy, what drains them, how the world relates across disciplines and in life. This is where we set students up for success. As stated before, it is also where we ignite the light in our students for happiness and fulfillment. Isn’t this what we desire for our students?

Levitt, Patrick (2010). Lecture at Rhode Island Hospital. W.M. Keck Provost Professor of Neurogenetics at the Keck School of Medicine of USC. Millen, Elaine (2022). Personalized Learning.

Paper presented to SAU #9, Conway, NH. Millen, Elaine; Greenleaf, Robert; Papanek, Doris: and Orvis, Sharyn (2010). Engaging Today’s Students. Greenleaf-Papanek Publications.

Moving to Tomorrow...

STEP 1: Continually learn more about students’ whats and whys STEP 2: Keep a clipboard to remind yourself of students’ interests STEP 3: Always remember, “How will I teach this” is not the same as “How will my students learn this?”

After all, Cortina—and her classmates— are counting on us to know them... well!

25

26

Integrating Science & Language With Multilingual Learners Through Consensus Among Policy, Research, & Instructional Approaches Theresa Ocol, Gregory Borman, Okhee Lee

The purpose of this article is to describe how NYS P-12 SLS promote both science learning and language learning of all students, especially multilingual learners (MLs). First, contemporary perspectives on integrating science and Theresa Ocol, Ed.D. is the Senior Director of Content Areas with the Division of Multilingual Learners at the New York City Department of Education (NYC DOE). She focuses on designing, planning, and delivering professional learning opportunities and resources for science and English as a New Language educators from grades K-12. Theresa has worked in the NYC DOE for the last 17 years.

Theresa embraces the notion that all ELLs/MLs bring assets to their science learning.

language based on a consensus across policy, research, and instructional approaches are described. Then, an example is provided using the Science And Integrated Language (SAIL) curriculum and associated open education resources.

Contemporary Perspectives on Integrating Science and Language With Multilingual Learners We describe contemporary perspectives on integrating science and language in policy, research, and instructional approaches with MLs. Policy Science education policy has been shaped by ongoing shifts in our understanding of what counts as science and how children learn science. NYS P-12 SLS are based on A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013b). NYS P-12 SLS expect that K-12 students make sense of phenomena in science and design solutions to problems in engineering as scientists and 27

engineers do in their professional work. In addition, NYS P-12 SLS are expected of all students; thus, “all standards, all students” (NGSS Lead States, 2013a).

Alignment between content standards and English language proficiency standards is required in the Every Student Succeeds Act (ESSA). The ESSA of 2015 mandates that “[each] Gregory Borman is the Director of Science for the New York City Department of Education (NYC DOE).

He helped develop the New York State Strategic Plan for Science and is a member of the New York State Science Content Advisory Panel. His NYC DOE team is supporting the implementation of the New York State P-12 Science Learning Standards through professional learning, curriculum evaluation, and collaboration with higher education and informal science education institutions.

MLs are expected to engage in science content at their grade level or grade band regardless of their English language proficiency and are expected to learn content and language in parallel, not in series.

State has adopted English language proficiency standards that . . . are aligned with the challenging State academic standards” (Every Student Succeeds Act, 2015, p. 24). Whereas traditional instruction often required a certain level of literacy in vocabulary and grammar as a precursor or prerequisite to content learning, the current federal legislation clarifies that “language proficiency is not a prerequisite for content instruction, but an outcome of effective content instruction” (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018, p. 10). Thus, MLs are expected to engage in science content at their grade level or grade band regardless of their English language proficiency and are expected to learn content and language in parallel, not in series.

Research The science standards and English language proficiency standards, as policy initiatives, are grounded in contemporary 28

research. In science education, as students make sense of phenomena and problems, they use science knowledge (i.e., knowledge-in-use). In language education, MLs use language and various meaning-making resources for a purpose (i.e., language-in-use). Thus, MLs engage in rigorous science experiences and rich language use through the mutually supportive nature of science and language (Lee et al., 2013).

As MLs are “doing” science, they use language for the purpose of making sense of phenomena and problems through interactions with peers and their teachers. This research supports the call for MLs to use the widest possible range of meaning-making resources to communicate their increasingly sophisticated science ideas over the course of instruction.

Instructional Approaches Based on policy and research, a panel of experts across language and STEM subjects identified the following contemporary instructional approaches (NASEM, 2018): • Identify compelling phenomena or problems.

• Engage students in disciplinary practices (e.g., ask questions, develop models, argue from evidence) in STEM subjects.

• Engage students in productive discourse and interactions with peers and the teacher.

• Encourage students to use multiple modalities, including both linguistic and visual modalities, and multiple registers toward specialized registers.

• Leverage multiple meaning-making resources, including physical objects, gestures, everyday language, home language, and translanguaging.

• Provide explicit focus on how language functions in the discipline (e.g., disciplinary literacy).

29

Okhee Lee, Ed.D. is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research involves integrating science, language, and computational thinking, with a focus on multilingual learners. Her latest work focuses on justice-centered STEM education to address pressing societal challenges using the case of the COVID-19 pandemic.

Currently, the SAIL curriculum is undergoing

These contemporary instructional approaches highlight three key features.

a large-scale field trial with MLs through

First, the instructional approaches begin

collaboration between the NYU team and the

with science and STEM subjects and then

NYCDOE. The SAIL curriculum supports the

use language needed to learn science and

NYCDOE’s focus on promoting disciplinary

STEM subjects. Second, the emphasis on

literacy in content areas, including science.

using language to learn science and STEM

Aligned to the NYS P-12 SLS, the SAIL

subjects in contemporary instructional

curriculum consists of four units: physical

approaches differs from the emphasis on

science (properties of matter), life science

vocabulary and grammar as a precursor

(ecosystems), Earth science (Earth systems)

or prerequisite to learn science and STEM subjects in traditional instructional

with engineering embedded, and space

approaches. Finally, as MLs engage in science

science (space systems). As an example, the

and use language for science learning, they

Garbage Unit fully addresses properties of

develop disciplinary literacy over time as an

matter in physical science and introduces

outcome of doing science.

decomposers in life science. NYS P-12 SLS involve key instructional shifts, which

Science And Integrated Learning (SAIL)

promote science learning and language

Curriculum

learning with all students, especially MLs, in mutually supportive ways.

A team of science and ML education researchers and educators at New York

Science Instructional Shifts

University (NYU) developed the yearlong fifth-grade SAIL curriculum. In collaboration

The first science instructional shift

with the New York State Education

involves making sense of phenomena and

Department, the NYU team developed a

designing solutions to a problem as scientists

series of webinars and briefs that describe

and engineers do in their professional

how to integrate science and language in

work. Phenomena and problems should be

instruction and classroom assessment for all

compelling and motivating for all students to

students with a focus on MLs. Furthermore,

figure out, especially for students who did not

the New York City Department of Education

see science as relevant to their everyday lives

(NYCDOE), Adelphi University, and NYU

or future careers.

collaboratively produced a professional

The SAIL curriculum uses local

development series offering 15 asynchronous

phenomena and problems that involve MLs’

CTLE hours on ELLs, content, and pedagogy.

30

everyday experience and language in their

what is a system and what are sub-systems?

homes and communities. Local phenomena

Disciplinary core ideas offer explanations

promote both equity and science. From

for phenomena, which differ from a list of

From an equity perspective, through place-based learning, students apply science and engineering to their daily lives in local contexts of home and community. an equity perspective, through place-

science concepts or discrete elements of science

based learning, students apply science and

content in a traditional sense.

engineering to their daily lives in local

The third science instructional

contexts of home and community. From a

shift involves coherent science learning

science perspective, through project-based

progressions by building science

learning, students integrate science disciplines

understanding over time. A science unit has a

as they investigate a driving question to

“storyline”:

explain a phenomenon and use engineering to design solutions to a problem. In the SAIL

• A science unit starts with a

Garbage Unit, the phenomenon is that our

phenomenon and a driving question,

school, home, and community make large

which leads to student-generated

amounts of garbage every day, which go to

questions and science ideas.

a landfill. The driving question is framed

• To answer one of the questions,

broadly, “What happens to our garbage?”

students engage in science and

The second science instructional shift

engineering practices and figure out

involves three-dimensional learning by

the answer using disciplinary core

blending science and engineering practices,

ideas and crosscutting concepts.

crosscutting concepts, and disciplinary core

• Students answer one question, which

ideas. Science and engineering practices

leads to the next question in the next

include developing models, arguing from

lesson.

evidence, and constructing explanations.

• Over the course of the science unit,

Crosscutting concepts apply across science and engineering disciplines, for example, what is

students coherently develop their

the pattern and what is causing the pattern and

science understanding.

31

• At the end of the unit, students answer

3. After a few weeks, students measure

the driving question and make sense of

the weight of the closed bottle system.

the phenomenon.

Although the food materials have vanished, the weight stays the same.

The SAIL Garbage Unit fully addresses

4. Students open the closed bottle system

four physical science performance expectations (i.e., standards) and introduces

and smell the garbage. Students

one life science performance expectation:

explain that the smell is a gas made of

properties of matter, particle nature of matter,

particles that are too small to see and

chemical reactions, conservation of matter,

move freely to reach the nose.

and decomposers. The storyline of the unit is

5. Students find out that microbes are

as follows:

causing food materials to decompose.

1. Students sort garbage materials into

This life science core idea is partly

categories and look for patterns

addressed in the Garbage Unit and

of garbage materials in different

then fully addressed in the next unit on ecosystems.

categories. Students also sort garbage materials at home and look for

Language Instructional Shifts

patterns in different categories. In addition, students identify that the

In the SAIL curriculum, as students “do”

garbage system has subsystems of

science and engineering, they use language

school garbage, home garbage, and

(Lee et al., 2013; NASEM, 2018). The SAIL

neighborhood garbage, which all go to

curriculum focuses on three language

a local landfill.

instructional shifts in learning science.

2. Students make open and closed

The first language instructional shift

“landfill bottles” with banana

involves modalities, which refer to the

and orange as food materials and

multiple and diverse channels through

aluminum foil and plastic spoon

which communication occurs. Traditionally,

as non-food materials. Over time,

nonlinguistic modalities have been thought of

students observe changes in the

as scaffolds for MLs until they develop English

properties of garbage materials in the

proficiency. Contemporary thinking suggests

open and closed landfill bottle systems.

that nonlinguistic modalities are essential to

They also measure weights of open and

engaging in science practices and especially

closed bottle systems.

beneficial to MLs. Drawings, symbols, tables, 32

...nonlinguistic modalities can be particularly beneficial to MLs, especially at the beginning levels of English proficiency. and graphs are not just scaffolds toward

suggests that language use varies based on

language; they are the way that scientists

the communicative demands of interactions,

communicate their ideas. At the same time,

for example, one student talking to a partner,

nonlinguistic modalities can be particularly

a small group, or the class. Interactions

beneficial to MLs, especially at the beginning

with the class require greater explicitness to

levels of English proficiency.

communicate beyond the “here” and “now,” for example, “sugar is mixed with water”

The second language instructional

rather than “it’s in there.”

shift involves registers, which indicate

Closing

how students use language for a particular purpose in a particular context. Traditionally,

The NYS P-12 SLS encourage MLs to

specialized language has been thought of

leverage their cultural and linguistic resources

as a precursor or prerequisite to learning

in learning science, which is further promoted

science, for example, in the tradition of

through the use of phenomena and problems

pre-teaching specialized science terms like

situated in their homes and communities.

“particles.” Contemporary thinking suggests

Over time, as MLs’ science understanding

that specialized language, rather than being a

develops coherently, their language use also

precursor or prerequisite, is actually a product

develops. Teachers guide MLs to use multiple

of learning science. And specialized language

modalities to communicate their science ideas

allows students to communicate their science

more strategically, use specialized language

ideas with greater precision, which develops

to communicate their ideas with greater

into disciplinary literacy.

precision, and use language according to the communicative demands of different types

The third language instructional shift involves interactions, which refers to how

of interactions. As the NYS P-12 SLS take

language is used differently across different

an asset-oriented view of MLs rather than

types of interactions. Traditionally, language

focusing on their perceived deficits in English,

use in the science classroom has been thought

these science standards promote science

of as always looking or sounding like “the

learning and language learning in mutually

language of science.” Contemporary thinking

supportive ways.

33

REFERENCES

NGSS Lead States. (2013a). Appendix D “All standards, all students”: Making the Next Generation Science Standards accessible to all students. https://www.nextgenscience. org/sites/default/files/Appendix%20 D%20Diversity%20and%20Equity%20 6-14-13.pdf

Lee, O., Quinn, H., & Valdés, G. (2013).

Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233. https://doi. org/10.3102%2F0013189X13480524

NGSS Lead States. (2013b). Next Generation Science Standards: For states, by states. The National Academies Press. https://nap. nationalacademies.org/download/18290

National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects. Transforming classrooms, schools, and lives. The National Academies Press. https://nap.nationalacademies. org/catalog/25182/english-learners-instem-subjects-transforming-classroomsschools-and-lives National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://www.nap.edu/catalog/13165/aframework-for-k-12-science-educationpractices-crosscutting-concepts

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FACTS about NYSASCD VISION STATEMENT • Is a diverse organization with a strong, representative infrastructure and ties to other professional organizations • Anticipates and responds to needs and issues in a timely manner • Provides quality, personalized, accessible and affordable professional development services that support research-based programs and practices, particularly in high need areas • Recognizes a responsibility to identify and communicate the views of members • Promotes the renewal and recognition of educators • Supports the development of teachers and leaders, with an emphasis of those new to the profession

GOALS • NYSASCD will provide research-based quality programs and resources that meet the needs of members • NYSASCD will ensure that NY’s diverse community of learners is reflected in our programs, resources, membership and governance. Diversity will be reflected in the following ways: board members, association members and committees are diverse in terms of gender, age, ethnicity, region of the state, professional position, and years within the position, with the intention of building the capacity of the organizations • NYSASCD will influence educational policies, practices and resources in order to increase success for all learners • NYSASCD will create and utilize structures/tools which enable us to be flexible in our actions and responsive to the changing climate and environment within education

PURPOSES • To improve educational programs and supervisory practices at all levels and in all curricular fields throughout New York State • To help schools achieve balanced programs so that equal and quality educational opportunities are assured for all students • To identify and disseminate successful practices in instruction, curriculum development and supervision • To have a strong voice in the educational affairs of the state by working closely with the State Education Department and other educational groups across the state and nation.

MEMBER BENEFITS • IMPACT-New York State ASCD’s professional journal provides in depth background on state and local issues facing New York State Educators • ASCDevelopments-the newsletter, furnishes timely announcements on state and local events related to curriculum and instruction • Institutes-two or three day institutes that bring together national experts and state recognized presenters with practitioners to share ideas and promising educational practices • Regional Workshops-bring together recognized presenters with practitioners to share ideas and promising educational practices • Diverse Professional Network-enables members to share state-of-the-art resources, face challenges together and explore new ideas

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NYSASCD Over 60 Years of Service to New York State Educators 1941-2022 NYSASCD has provided over 60 years of service under the capable leadership of the following Presidents:

Lance Hunnicut Fred Ambellan Ethel Huggard Lillian Wilcox Ernest Weinrich Amy Christ William Bristow Bernard Kinsella Grace Gates Joseph Leese Charles Shapp Gerald Cleveland Mark Atkinson Ward Satterlee Lilian Brooks John Owens Dorthy Foley Anthony Deuilio Tim Melchoir Arlene Soifer

Mildred Whittaker Lawrence Finkel David Manly George Jeffers George McInerney Thomas Schottman Helen Rice Albert Eichel Conrad Toepher, Jr. Peter Incalacaterra Albert Eichel Robert Brellis James Beane Thomas Curtis Marcia Knoll Don Harkness Nick Vitalo Florence Seldin Donna Moss Lynn Richbart 36

John Glynn Robert Plaia Robert Schneider John Cooper Diane Kilfoile Diane Cornell Marilyn Zaretsky John Gangemi Sandra Voigt Mary Ellen Freeley Jan Hammond Linda Quinn James Collins Lynn Macan Judy Morgan John Bell Judy Morgan Brian Kesel Timothy Eagen Ted Fulton