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GOT BART? “Aren't we forgettingAren't we forgetting the true meaning of CChristmas? Youristmas? You knknow... the birthw... the birth of of Santa.”anta.”

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Presentation on theme: "GOT BART? “Aren't we forgettingAren't we forgetting the true meaning of CChristmas? Youristmas? You knknow... the birthw... the birth of of Santa.”anta.”"— Presentation transcript:

1 GOT BART? “Aren't we forgettingAren't we forgetting the true meaning of CChristmas? Youristmas? You knknow... the birthw... the birth of of Santa.”anta.”

2 POSITIVE ACADEMIC SUPPORTS SUPPORT TRANSITION

3 GOT BART? “I've been acting like a 10 year old the last 30 years, but I swear i'm going to grow up and act 20 like a divorced 40 year old should.”

4 WHAT DO YOU WANT FOR YOUR CHILDREN?

5 BRIAN’S STORY

6 TRANSITION Begin with the end in mind School success = life success School failure causes are known School success factors are known The earlier the better Positive academic supports

7 BENCHMARK THERAPY, 2012 CHALLENGE L.A. scores Graduation College, Career ready Life Trajectory Common Core Shifts

8 UTAH CRT, (2011) Utah 8th Grade L.A. CRT 10% (all) below proficient 7% white below proficient 23% Hispanics below proficient 50% SWD below proficient

9 UTAH NAEP, (2011) Utah 8th Grade L.A. NAEP 65% (all) below proficient 60% white below proficient 87% Hispanics below proficient 80% SWD below proficient

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12 LIFE TRAJECTORY Dropouts 4 x likely to be unemployed 8 x likely to be incarcerated 70+% incarcerated youth are dropouts $33K/year/incarcerate: $5,978/year/school Dropouts live 5 years less grads

13 UTAH CORE “COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS” Comprehend texts of steadily increasing complexity Requires progressive development of reading comprehension Earlier exposure to more expository text Write informational text/arguments, w/evidence, claims, inferences, data New vocabulary, language structures, comprehend and produce language

14 UTAH CORE SHIFTS

15 CORE READING SHIFT

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17 CC Scoring Rubric

18 INSTRUCTION

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20 EFFECTIVE INTERVENTION Coordinated, Comprehensive, School-wide: High academic standards for all students Common instructional routines-all classes Quality, sustained PD (coaching, PLC’s) High implementation accountability

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22 TIER 1 Support vocabulary/comprehension for all students Encourage students to use routine across content Support teachers with scaffolding routine tools to reach the most struggling readers

23 TIER 2, Strategic Supplemental reading instruction 1-2 years below grade level Short-term (1-2 semesters) Oral language/vocabulary focus Progress monitoring

24 TIER 3, Intensive Increase Intensity of Interventions Group size Increase Instructional Time, Frequency Increase time on task Explicit and systematic instruction Progress monitoring

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26 POSITIVE ACADEMIC SUPPORTS will: Improve graduation rate Increase college, career readiness & success Teach valuable life skills; TRANSITION Decrease incarceration numbers Increase personal and community finances

27 POSITIVE ACADEMIC SUPPORTS Research-bang-for-buck, ALL ED. Generalizes, K-12+, all content Empowers all teachers (without killing them) More success = less remediation Transfer responsibility of learning to students

28 COMPREHENSION ROUTINE

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31 RESEARCH: (W (What Works Clearinghouse Practice Guide (2008)

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36 Keys to Literacy ROUTINE

37 CONCEPT MAPPING, GRAPHIC ORGANIZERS TOP-DOWN WEB 0.75 What Works in Schools, Marzano, (2003) 0.57 Visible Learning, Hattie, (2009)

38 TOP-DOWN WEB

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41 Text

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49 Top-Down Web Two-Column Notes

50 Text Top-Down Web 2-Column Notes

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52 TWO-COLUMN NOTES

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56 Top-Down Web Differentiated 2- Column Notes

57 SUMMARIZING 1.00 What Works in Schools, Marzano (2003) 0.69 Visible Learning, Hattie, (2009) 0.59 Improving Adolescent Literacy, IES (2008)

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60 Text 2-Column Notes Summary

61 2-Column Notes Summary

62 2-Column Notes Summary

63 Question Generation BLOOMS TAXONOMY 0.59 What Works in Schools, Marzano (2003) 0.46 Visible Learning, Hattie, (2009)

64 QUESTION GENERATION

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68 DIGITAL BLOOM

69 TRANSITION Begin with the end in mind School success = life success School failure causes are known School success factors are known The earlier the better Positive academic supports

70 ADOLESCENT LITERACY ROUTINE KEYS TO LITERACY


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