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  • the same numerical value the Met progress target value will differ from grade to grade and across content areas The same concept applies to students who were in Level III Advanced Academic Performance in the prior year For these students the Met progress target is defined as the distance between the Level III standards in the prior year grade and content area and the current year grade and content area see question 5 for more information about the use of the final recommended standards Because the goal is for all students to score at or above Level II students who were in Level I Unsatisfactory Academic Performance in the prior year have the same progress targets as students who were in Level II The Exceeded progress target is a designation reserved for those students who have demonstrated significant growth over the course of the year beyond that of the Met progress target The Exceeded progress target is defined as the distance between the Level II standard in the prior year and the Level III standard in the current year For example if a student achieved the Level II standard of 1550 in grade 4 reading and then achieved the Level III standard of 1667 in grade 5 reading this would represent significant growth Because this 117 point increase 1667 1550 117 is much larger than the 32 point progress targets for Met for Level II this progress would be classified as having Exceeded the progress target Because the Level II and Level III standards are not the same across grades and content areas i e they do not have the same numerical value the Exceeded progress target value will differ from grade to grade as well as across content areas You can use our tool to calculate your Index II score Some Important Points This is a true growth model based on movement along the vertical scale and it is very transparent TEA has done a good job of ensuring that high performing students can still achieve growth even if they stay within the Level III range of performance This progress measure will be used for 2013 data It is possible to meet Level II in consecutive years pass the test and not meet the growth standard There is tremendous incentive and value in ensuring students move to Level III performance Join us on August 9th for more detail on this topic Accountability 2013 and Beyond August 9 2013 http escite2 esc17 net default aspx name wmsworkshop w 13359 View or Post a Comment 0 Incentives and Drivers of Accountability 2013 and Beyond Jul 07 2013 07 24 00 pm The inherent nature of accountability demands the system place value on indicators deemed valuable by those who created the system or are deemed in important in legislative action HB3 from the 82nd session did layout very clear indicators of value that will drive the system and are intentionallly designed to encourage LEAs to align instruction and systems around these value

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  • been with us for quite some time Districts and campuses in Texas will have to scramble to meet the immediate parts of the legislation that impact students this coming school year Commissioner Williams will have to make rules around this landmark legislation and TEA has said they will be rolling this out as soon as they can It will impact the new Index Accountabiliy System as well as coursework for students right now Text of HB5 Click Here to Get Training Slides and Materials for Accountability 2013 and Beyond Training at ESC 17 Accountability 2013 and Beyond June 17 2013 http escite2 esc17 net default aspx name wmsworkshop w 13831 Accountability 2013 and Beyond June 21 2013 http escite2 esc17 net default aspx name wmsworkshop w 13703 Accountability 2013 and Beyond August 9 2013 http escite2 esc17 net default aspx name wmsworkshop w 13359 Here is a great graphic that shows the substantive changes HB5 makes to graduation planning in Texas Questions Email Shauna Lane slane esc17 net or Candice Cross ccross esc17 net We have discussed accountability a great deal on this blog The index system itself is written into the language of HB5 so it appears it will be sticking around as we move forward Our staff has collaborated with Gaynette Turner of Seminole ISD to create an Accountability Tool to predict your Index score for 2013 Accountability Questions regarding this should be directed to Ty Duncan tduncan esc17 net or Tori Mitchell tmitchell esc17 net Click Here to Download this tool This is certainly a work in progress but we have worked with clients testing it to work out the kinks and ensure the formulas work correctly Get Information in Real Time https www facebook com Esc17CareerAndTechnicalEducation https www facebook com ESC 17 Counselors View or Post a Comment 0 Accountability 2013 and Beyond Calculating Index Scores and Student Groups Jun 02 2013 08 12 00 pm TEA has released some documents on Index Calculation below Training Packet How to Calculate the 2013 Accountability Performance Indexes Blank Templates To help districts and campuses develop a better understanding of the new state accountability system TEA has developed this training packet using available results from the prior school year 2012 The 2012 Indicators Report provides performance indicators of 2012 State of Texas Assessments of Academic Readiness STAAR and previously reported information found on the 2011 12 Academic Excellence Indicator System AEIS Reports Annual Dropout Rate Graduation Rate and Annual Rate of RHSP DAP graduates The three primary purposes of the 2012 Indicators Report are shown below 1 The 2012 report and the accompanying training packet are designed to help districts and campuses understand how each of the performance indexes will be constructed when the 2013 performance results are made available this summer 2 The 2012 report provides districts and campuses with the 2012 results that will be used to identify the two race ethnicity student groups that will be evaluated in Index 3 Closing Performance Gaps in 2013 3

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  • Students none small numbers analysis if fewer than 10 students student groups 25 applied to number of students enrolled during the school year in Grades 9 12 Methodology The annual dropout rate is calculated by dividing the number of students in Grades 9 12 designated as dropouts by the number of students enrolled in Grades 9 12 at any time during the school year Recommended Distinguished Achievement Advanced High School Program RHSP DAP Methodology The RHSP DAP graduates annual rate is percent of prior year graduates who were reported as having satisfied the course requirements and EOC cumulative score requirements for the Recommended Distinguished Achievement Advanced High School Program Before 2015 most graduates will graduate under the TAKS assessment program Campuses districts with RHSP DAP annual rate indicators The RHSP DAP annual rate indicator is calculated for campuses and districts regardless of whether they have a longitudinal graduation rate Student groups All Students and seven race ethnicity student groups African American American Indian Asian Hispanic Pacific Islander White Two or More Races Minimum size criteria All Students none small numbers analysis if fewer than 10 students Student groups 25 applied to number of prior year graduates Index Construction for Index 4 Index Construction for Index 4 is a two step process because campuses will vary in the number of separate indicators that contribute points to the index Each indicator contributes from 0 to 100 points to the index for All Students and for each student group that meets minimum size criteria The maximum number of points depends on size and student demographics and for campuses on the campus type The final index score is total points divided by maximum points The examples below represent 2014 when all of the indicators are included in the index For high schools with a graduation rate the index produces two separate scores a graduation score and a STAAR score the final index score is an average of the two scores Consequently for most high schools and districts STAAR final Level II performance and graduation rates weigh equally in the index Graduation Score combined performance across the graduation rates and RHSP DAP diploma indicator Grade 9 12 Four Year Graduation Rate for All Students and all student groups OR Grade 9 12 Five Year Graduation Rate for All Students and all student groups whichever contributes the higher number of points to the index one of the two rates is used not a mix of Four Year Graduation Rate for one student group and Five Year Graduation Rate for another student group RHSP DAP Graduates for All Students and race ethnicity student groups STAAR Score STAAR Percent Met final Level II on One or More Tests for All Students and race ethnicity student groups 2014 and beyond For high schools that do not have a graduation rate the annual dropout rate and RHSP DAP rate contribute points to Graduation Score combined with STAAR final Level II performance for total points toward the index For elementary and middle schools only STAAR final Level II performance contributes points to the index Issues Please remember 2013 in Index 4 is different from 2013 as we cannot use the College Readiness Componenent in the calculation This leaves primarily about graduation House Bill 5 has the potential to change Index 4 dramatically as it will change graduation plans and thus force ATAC and APAC to change Index 4 to meet new statutory requirements The goal of this whole system is post secondary readiness Index 4 is flexible enough to deal with any changes that come about as a result of legislation View or Post a Comment 0 Accountability 2013 and Beyond Index 3 May 05 2013 08 38 00 pm Click here to download all documents that outline the details of the plan Technical Description Overview One Page PowerPoint Slides Commissioner Final Decisions Index 3 STA A R Wei g h t e d P e r f o r m an c e 2 0 1 3 a n d b e y o nd T h e S T A A R w e i gh t e d p e r f o r m a n ce ra t e ca l c u lati o n m u s t b e m o d ified f o r 20 1 3 b eca u se S T A A R L e v el III p e r f o r m a n ce ca nn o t b e i n cl u d e d in t h e i nd ic a t o r un til 20 14 S e e M et h o d o l o g y d escri p t i o n b el o w A sses s m e n t res u lts i n cl ud e all asses s m e n t s S T AA R E ng lish Gra d e s 3 8 a n d Sp a n ish Gra d e s 3 5 a t ph as e in L e v e l II a n d Le v e l III p e rf o r m a n ce sta nd ar d s f o r ass e s s me n ts a d m i n i s t e r e d i n t h e s p ri n g EOC at ph as e in L e v e l II a n d L e ve l III p e r f o r m a n ce st a nd ar d s f o r as s e s s me n t s a d m i n ist e r e d in t h e s p ri n g a n d t h e p r e v i o u s fall a n d s um me r S T AA R Gra d e s 3 8 a n d E O C M o d ifi e d a n d A lt e r n ate a t ph as e in L e ve l II a n d L e ve l III p e rf o r m a n ce sta nd ar d s R e t e s t r e s u lts Gra d e s 5 a n d 8 b e s t r e s u lt f r o m p ri m a ry a d m i n istra t i o n a n d first r e t e s t EOC f o r e a ch t e st b e st r e s u lt fr o m fir s t a d m i n istra t i o n a n d r e t e s t r e s u lts o f t e sts a d m i n is t e r e d in t h e c u rr e n t ac c o un ta b ili t y ye ar T A KS 2 0 1 3 Gra d e 1 1 r e s u lts a t Me t S ta nd ard p e r f o r m a n ce sta nd ard 2 0 1 4 a n d b e y o nd N o ne E ng lish la ngu a g e lear n e r r e s u lts 2 0 1 3 excl ud ed E ng lish a n d Sp a n ish t e st ve r si o n s P r o p o s e d 2 0 1 4 a n d b e yo n d E ng lish t e st v e rsi o n r e s u lts S t ud e n ts in U S sc h oo l s Ye ar 1 e xcl ud ents S t ud e n ts in U S sc h oo l s Ye ar 2 t h r o ug h Y e ar 4 i n cl u d e d u si n g S T AA R E L L P r o g r e s s Me as u r e f o r L e v e l II sta nd a rd a n d L e ve l III p e r f o r m a n c e sta nd ards S t ud e n ts in U S sc h oo l s Ye ar 5 a n d b e y o n d i n cl ud e d a t ph as e in L e v e l II a n d Le v e l II p e rf o r m a n ce sta nd ar ds Exce p t i o n as y l ee s ref ug e es in U S sc h oo l s Y ear 1 t h r o ug h Year 5 excl u de Sp a n ish test v ers i o n r es ults S t ud e n ts in U S sc h oo l s Ye ar 1 e xcl ud e d S t ud e n ts in U S sc h oo l s Ye ar 2 a n d b e y o n d i n cl ud e d a t ph as e in L e v e l II a n d Le v e l III p e rf o r m a n ce sta nd ar d Exce p t i o n as y l ee s ref ug e es in U S sc h oo l s Y ear 1 t h r o ug h Year 5 excl ud ed Sub j e cts R e a d i ng Writi ng M at h e m a tics S cie n c e S o c ial S t ud ies Cap o n u se o f m o d ified a n d alt e r n a t e as s e s s me n t r e s u l ts ca p s n o t a pp lied to p e r f o r m a n ce r e s u lts li m it o n u se o f m o d ified a n d alt e r n a t e a s s e s s m e n ts i n cl ud e d in S y st e m S a f e gu ar d s A cc o un ta b ili t y s ub s e t S a m e as I nd ex 1 Gra d e s 3 8 fall e n r o l l me n t s n a p s h o t d ate S t ud e n t g r o up s S o ci o e c o no m i c E c o n o m i c ally D i s a d v a n ta g e d L o west P erf o r m i n g R a c e E t hn icit y T h e t w o l o w est p e rf o r m i n g rac e et hn ic i ty st u d e n t g r o up s o n t h e c a m pu s o r d istri c t b as e d o n p ri o r y e ar as s e s s me n t r e s u lts If t h e c a m pu s o r d istr i ct h a s t h ree o r m o re rac e e t hn icity s t ud e n t g r o up s t h at m eet m i n i m u m si z e cri t e ria p e r f o r m a n ce o f t h e t wo l o w e s t p e rf o r m i n g ra c e e t hn ici t y g r o up s is i n cl ud e d in t h e i nd e x If t h e c a m pu s o r d istr i ct h a s t w o ra c e et hn ici t y st u d e n t gr o up s t h a t m e e t m i n i m u m si ze crit e ria p e rf o r m a n c e o f t h e l o w e s t p e r f o r m i n g rac e e t hn icity g r o u p is i n cl ud e d i n t h e i nd e x If t h e c a m pu s o r d istr i ct h a s o n ly o n e ra c e et hn icity s t ud e n t g r o u p t h at m e e ts t h e m i n i m u m si z e crit e ria t h e ra c e e t hn icity g r o u p is n o t i n cl ud e d i n t h e i nd e x L o w e st p e r f o r m i n g g r o up s are d e t e r m i n e d b y c o m p ar i n g p e rf o r m a n ce o f rac e et hn icity g r o up s o n t h e I nd e x 1 st u d e n t ac h i e v e me n t i nd ica t o r o f t h e p ri o r y e ar R a c e e t hn icity g r o up s are n o t i n cl ud e d in I nd e x 1 bu t t h e d isa gg r e g a t e d st ud e n t g r o u p ra t e s will b e calc u lat e d f o r r e p o rti ng I n d e x 1 c o m b i n e s p e r f o r m a n ce ac r o ss s ub j e cts s o t h e g r o up s i d e n tified as l o w e st p e rf o r m i n g will b e t h e s a m e f o r a ll s ub j e cts in I nd e x 3 M i n i m u m si z e crit e ria E c on om i c ally d isa d v a n ta g e d n o n e s m all n u m b e rs a n al y sis if f e w e r t h an 1 0 r a ce et hn ici t y s t ud e n t g r o up s 25 Me t h o d o l o gy p e rc e n t o f s t ud e n ts at t h e s p ecified st u d e n t p er f o r m a n ce l e v el o n t h e ass e s s me n t is m u lti p lied b y t h e w e i gh t f o r t h a t p e r f o r m a n ce l e ve l P h as e in L e ve l II 2 0 1 3 a n d b eyo n d o n e p o i n t f o r e ach p e rc e n t o f st ud e n ts at t h e ph as e in Le v e l II p e r f o r m a n ce sta n d ard a n d a b o v e i n cl ud e s s t ud e n ts at L e ve l III A d v a n c e d Le v e l III Adv a n c e d 2 0 1 4 a n d b eyo n d o n e a dd it i o n al p o i n t f o r e ach p e r c e n t o f s t ud e n ts at t h e L e v e l III p e r f o r m

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  • each test best result from first administration and retest results of tests administered in the current accountability year Students below Grade 9 taking EOC courses Administrative rules for the assessment program will require that students be administered the EOC test rather than the STAAR grade level assessment for the subject Subjects Reading Writing Mathematics Science Social Studies Index Calculation The calculation is very simple It is the percentage number of students who meet the Level II Standard in that content area There will of course be more students in Math and Reading as we test more in those content areas Removing assessments as is proposed in current legislation will impact high schools dramatically at the campus level because you are taking some assessments ouf of the calculation The Commissioner has set the Met Standard language yet to be decided for this index at 50 You are going to have to have 50 of your students at Level II upon aggregation of all assessments Other Issues While this is largely what we have had in the past in terms of pass or fail there are still some issues for leaders to consider as we move forward The assessment is harder by all accounts For ATAC APAC and the Commissioner to set a 50 standard says a great deal about the complexity of the assessment Legislation has little impact on Index I as it is a simple calculation of tests taken and if you take tests away you can still do the calculation as it is independent of number of tests Removing tests in social studies and science places greater weight on 5th and 8th grade assessments in these content areas The 25 student minimum size requirement many have talked about in this system has very little impact on Index I as we are aggregating assessments by content area and it would take a very small school not to have 25 test takers at either the campus or district level Index I will be the easiest to explain to parents as they generally understand pass or fail We will be discussing these issues in greater detail Register for one of the trainings below Accountability 2013 and Beyond June 21 2013 http escite2 esc17 net default aspx name wmsworkshop w 13703 Accountability 2013 and Beyond August 9 2013 http escite2 esc17 net default aspx name wmsworkshop w 13359 View or Post a Comment 0 The Coaches Have It Right Apr 21 2013 08 32 00 pm We have all heard the stereotypes and jokes about coaches in the classroom It has actually been my experience that great coaches are also great teachers I dare say that poor teaching is the same proportion whether the teacher has coaching duties or not Let s move out to the gym practice field or batting cage for a second because in that environment they have it right and many of those strategies are being used in traditional classrooms everyday with tremendous success Data Coaches put data into

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  • something about it How can we regain the enthusiasm of August in March after a week of break that offered serenity and perhaps a countdown to June Enthusiasm spells the difference between mediocrity and accomplishment Norman Vincent Peale Fake It If You Have To These students deserve the best we have every day Their enthusiasm for the content is a direct correlation to the passion we show for it Teachers who show mediocre enthusiasm for the content cannot expect students to learn Put on your best facade walk into the room and exaggerate the enthusiasm for the content or student expectation Do it every period for 10 weeks If we can countdown to June we can certainly summon what enthusiasm we have left inside our soul Who knows maybe we will discover that there really is passion in there that needs to be unleashed or maybe we even create a very positive habit Make the kids say what got into them Try Something New Novelty sells Why do people buy that junk at tourist traps Do something that is outside your comfort zone Do something the students would never dream you would do Let them pull out their phones and tweet their reaction using their own voice Publish the students work on a blog Create a video on Animoto animoto com and show it to them Take out the desks for a week and teach without them One of the reasons I will never buy testing takes away teacher creativity is because there are so many things we can do that we do not do Creativity is there for the taking and it just might fill our bucket with enough energy to make the difference these students need There is not a curriculum in the world that removes passion enthusiasm and love for learning That is a choice we make on our own Fires can t be made with dead embers nor can enthusiasm be stirred by spiritless men Enthusiasm in our daily work lightens effort and turns even labor into pleasant task James Baldwin View or Post a Comment 0 Harnessing the Power of Social Media in Our Schools Mar 08 2013 08 07 00 am PowerPoint Schools Are Using Social Networking to Involve Parents http www edweek org ew articles 2012 11 07 11digitalparent ep h32 html Schools Must Embrace Social Media Now http www forbes com sites dorieclark 2012 08 23 why public school leaders must embrace social media now Top 10 Social Networks http edudemic com 2012 11 the top 10 social networks what if they were high school students Communicating and Connecting with Social Media http www solution tree com products communicating connecting with social media html Is Social Media a Fad http www youtube com watch v CPWVIEx9EGQ The Power of Social Media for Leaders http georgecouros ca blog social media for administrators http www educationworld com a issues issues issues423 shtml The Issue of Branding our schools http www mediapost com publications article

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  • territory The worry and frustration of 2003 created sharing accountability across grade levels and an assurance that students were learning the content This story tells me that it can be done and we are not up against a hopeless cause Many students are successful in this STAAR world and I dare say most are successful in this STAAR world Ensuring non tested grade levels expose children to the rigor and language is crucial There is not a course that is not accountable any longer The 8th grade social studies test for example says more about the system than it does the teacher as there is no way one teacher can overcome students entering their classroom without a language of the discipline and an understanding of concepts that transcend content 5th grade science is a real success story and perhaps we need to tell that story a little louder View or Post a Comment 0 The Real World Feb 06 2013 09 20 00 pm Slides for Student and Standards The Grading Conundrum Download Breakout Session Slides from Inclusion Works In preparation for a session at Inclusion Works I was began looking over the work of Tim Westerberg and his thoughts on grading and the real world from Becoming a Great High School 6 Strategies and 1 Attitude that Make a Difference I turn to his work often when discussing the ever so contoversial subject of grading in our schools He gives perhaps the best synopsis of ineffective grading practices I have ever come across The real world argument is articulated with such clarity you know he as heard it from the mouths of people he is leading Read his blog http timwesterberg com blog standards based grading I suppose we place more responsibility on students for owning their own actions as they get older and I certainly think that is a practice that needs remain However we need to define the real world Not the one we hold on a pedastal and demand our students live by and own The real world we think we are teaching our students is not one of doomsday deadlines and punitive consequences so severe they can never recover That is a world I am not sure I want to live in My sister in law painted a sign that says In this house we do second chances and my nieces are thankful for that I am quite sure The IRS the doomsday gang themselves allows extensions and extensions to extensions when doing taxes Based on the definition of the real word I have heard they would move the football team back to the goal line after every penalty regardless of the severity of the offense Can you imagine Offisides on the offense It is now first and 85 from the 1 Most lawyers are thankful they can take the bar exam multiple times and still end up with a law degree That would be very expensive time consuming failure if not given another chance

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  • board via Today s Meet http todaysmeet com ESC17STAAR School Safety Summit at Region 17 on June 4 th The Texas School Safety Center in collaboration with Region 17 Education Service Center will be hosting a FREE School Safety Summit The featured topic will include Improving Safety and Security on Your Campus The Summit is scheduled to take place on June 4 2013 in Lubbock Texas This is an exceptional opportunity for school district employees to receive current and up to date information on various school safety issues We encourage you to bring school police officers and even first responders in your community as we look at proactive practices We are confident we have safe schools in Region 17 but certainly always want to look at our plans Register today as seating is limited http escite2 esc17 net default aspx name wmsworkshop w 13337 View or Post a Comment 0 Looking Back With Pride and Forward With Anticipation Jan 05 2013 03 52 00 pm Seems like yesterday it was August and we were waiting for the 2012 2013 school year Our staff has certainly met the demands of School Improvement NCLB deadlines and even had an Anti Bullying Conference for over 6000 area student This info graphic tells our story of the fall of 2012 Ambiguity is Perhaps the Only Certainty A year ago this January former Commissioner Scott shocked many as state leaders convened in Austin for TASA s annual Mid Winter Conference when he was critical of the role standardized testing was playing in our schools That speech served as a catalyst for a national discussion of the state testing and its impact on learning and teaching in our schools Many have weighed in on the pros and cons of STAAR and it certainly will be debated among all stakeholders the next few months In fact the whole nation will be watching this one The state plans on rolling out a new accountability system this year and also will release passing standards this month for 3 8 STAAR These events will certainly impact the dialogue around STAAR in the 83 rd Session Commissioner Williams stated at the Texas Assessment Conference in November and in following interviews he plans to place a premium on the Closing the Gap measure found inside of House Bill 3 and the Index system currently being proposed This is especially interesting as the current proposal places tremendous value on Level III performance Campuses will get double points for students meeting Level III performance If this does in fact come to fruition the quality of Pre K through 2 nd grade instruction will be so important It will be impossible to get students to Level III performance by grade 3 if students are not exposed to rigorous vocabulary and high expectations at a very early age Our Middle Schools will never be able to make up ground as this is a problem that could compound exponentially if our systems do not acclimate accordingly A

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  • and why they developed would also be helpful as you watch the debate in the House of Representatives There were allusions to William Lloyd Garrison and Frederick Douglass and other abolitionists who helped frame the rhetoric of the north maybe unnoticed without full background knowledge My wife is a brilliant lady in published work this is probably a real smart thing to say but did lean over and ask a few questions in the movie not because she is not brilliant but because she did not know some of the details and it stimulated questions she had to completely understand the context It is the same thing I experience when I watch one of those design shows with her I have no idea what goes with what and why what goes with what Background knowledge is a problem for us all Robert Marzano argues that it is very necessary for achievement in our schools and I would say that it is hurting us on assessments and learning generally speaking as students come to us without background knowledge Although it is true that the extent to which students will learn this new content is dependent on factors such as the skill of the teacher the interest of the student and the complexity of the content the research literature supports one compelling fact what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content Commonly researchers and theorists refer to what a person already knows about a topic as background knowledge Numerous studies have confirmed the relationship between background knowledge and achievement Nagy Anderson Herman 1987 Bloom 1976 Dochy Segers Buehl 1999 Tobias 1994 Alexander Kulikowich Schulze 1994 Schiefele Krapp 1996 Tamir 1996 Boulanger 1981 Marzano 2004 http www ascd org publications books 104017 chapters The Importance of Background Knowledge aspx If you want to learn more about the passage of the 13 th Amendment it would help to know something about the background before watching the movie I learned so much about the process I did not know The emotional strain and deals that were made and compromise Stevens made to get the bill passed were new to me and yes I took a whole class on the Civil War in college Lincoln was a master story teller Interesting enough the reason was because he himself had tremendous background knowledge that he transformed into wisdom to lead this country through perhaps its greatest turmoil If we send students to the movie I hope they understand but I am afraid they may not If you really want to understand this movie you need to understand the economic difference between the north and the south that go back to colonization There has to be a connection brought about by educators I thought it interesting when Lincoln himself brought out the connection of Euclid by saying Things equal to the same thing are equal He was not speaking of geometry

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