Mr. Nicholas Damiani & Ms.

Catherine Martin
State University of New York College at Geneseo - Division of Graduate Studies
1 College Circle, Geneseo, New York
School of Education - South Hall 200
June 5th, 2016
Ms. MaryEllen Elia, Commissioner of Education
New York State Education Department
89 Washington Avenue
Albany, New York 12234
Dear Commissioner Elia I hope this correspondence finds you well. We are writing from the State University of New York
College at Geneseo - Division of Graduate Studies and are currently completing an intensive course with
Dr. Sharon Peck, Associate Professor of Literacy & Reading in the School of Education. We have recently
completed a study of how motivation plays an integral role in the classroom, specifically for secondary
students, and if the current NYS Common Core Learning Standards & curriculum correlates to the
promotion of an academically rich environment with roots in motivation. Though an ambiguous
conclusion, we determined that there are areas where significant change can improve the learning
environment, but there are current areas that promote motivation in the classroom for students.
According to a variety of practitioners and researchers in the literacy and reading realm there are
several prongs that lead to the success of a motivational environment for adolescents. The greatest success
to motivation is the opportunity for student choice in the classroom. The standards, though specific, can
be applied to a variety of texts that students will be more engaged and interested to read. We acknowledge
and understand the importance of foundational texts and great literary works, but flexibility in regards to
texts that supplement the standard selected readings would greatly impact student motivation. We suggest
either leaving this responsibility to the classroom teacher or New York State compiling a list of categorized
texts related to pop culture, historical events, technology, and diversity.
The supplemental texts leads to a breadth of other areas that support student motivation. For
example, new learning is inspired, discussion and connections are formed in relation to the text as well as
beyond it, students are excited about narrative & expository texts, and new conversation can be cultivated
in an educational context. We strongly encourage the exploration of publications of Arrowsmith (2012),
LaFond (2013), Redmond (2015), and Rudd (2012) by your team and curriculum designers to support our
claims.
Together, we undeniably want to support student learning and success. By creating a conversation
from educators at the classroom and academic level - we can create a much more profound impact.
Sincerely,
Nicholas Damiani & Catherine Martin
SUNY Geneseo - Division of Graduate Studies