Presentation on theme: "“ Our children are lagging NOT because of ability, but because of lack of engagement and purpose.” Holly Clark, Director English/Language Arts, Rochester."— Presentation transcript:
“ Our children are lagging NOT because of ability, but because of lack of engagement and purpose.” Holly Clark, Director English/Language Arts, Rochester NY “When All Means All” A Rigorous Curriculum for Pre-AP ® & College Readiness Mathematics | English / Language Arts | Grades 6-12
2 Nancy Potter email@example.com K-12 Educational Manager Western Regional Office 866 392 4078 x 1454 425 643 7989 206-719-5820 cell Feel free to CONTACT me
Students must be “college ready” when they graduate from high school in order to be successful in college. Connect Students To College Success An integrated array of 1. Strategies, 2. Programs, and 3. Resources implemented by schools and districts to dramatically increase the number and diversity of students who graduate prepared for success in college. Our College Readiness Goals Are Driven By The College Board’s Mission Students are college ready when they have the knowledge, skills and behaviors to complete a college course of study successfully, without remediation. College Board Mission College Readiness College Readiness System
2 1 3 4 Establish a curriculum based on college readiness standards Ensure participation and success in rigorous academic courses Guide college, career and financial planning Measure achievement and monitor progress What must districts do to ensure more students are college ready?
5 121110987 121110987 Establish CurriculumEnsure ParticipationMeasure AchievementGuide Planning College Board Programs - the Foundation of the College Readiness System College Board Standards for College Success SpringBoard ® Pre-AP ® Professional Development ReadiStep™ PSAT/NMSQT ® SAT Readiness AP ® Potential SAT ® CollegeEd ® – College Planning Publications Online College Planning Resources Formative Assessments Professional Development Rigorous Curriculum AP ® Exams Professional Development Courses 6 6
6 What challenges do educators face today? Closing the achievement gap among AYP subgroups Increasing the graduation rate Increasing enrollment and diversity in AP ® courses Providing academic rigor & challenge for ALL students Empowering teachers with tools to improve instructional practice.
7 What are the harsh realities? Graduation, Drop Out Rates are unacceptable, particularly among minority and low socioeconomic students AP ® enrollments are growing but exam scores of 1 are growing as well 28% of all college freshmen are enrolled in remedial courses
8 The Challenge EdTrust, 2005 93 graduate from high school 33 obtain at least a bachelor’s degree Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971- 2001, In The Condition of Education, 2002.
9 Recent research finds that success on AP ® exams has a dramatic impact Source: Camara, Wayne. College Persistence, Graduation, and Remediation Source: Dougherty, Mellor, Shuling. The Relationship between Advanced Placement and College Graduation Students taking AP ® courses are more likely to graduate from college in four years or less
10 Source: Camara, Wayne. College Persistence, Graduation, and Remediation Source: Dougherty, Mellor, Shuling. The Relationship between Advanced Placement and College Graduation Impact of AP ® students with a score of 3+ on 5-year college graduation rates Student GroupAP ® Exam Grade of 3, 4, 5 African-American28% higher Hispanic28% higher White33% higher Low-Income26% higher Not Low-Income34% higher Comparisons made among students with the same abilities and backgrounds (test scores, family income, school poverty index)
12 Rigorous Curriculum: The single most significant predictor of college success Source: Adelman, Clifford. (2006). “The Toolbox Revisited – Paths to Degree Completion from High School Through College.” Washington, DC: US Department of Education. According to NACAC: The rigor of the curriculum is the most significant predictor of academic success and post secondary education completion.
What is SpringBoard? An instructional program designed to: Increase the rigor of English /Language Arts & Math curriculum in middle and high school Prepare students for the demands of rigorous AP courses, college courses and other post-secondary experiences Provide a model instructional framework that aligns curriculum, instruction, assessment and staff development
14 What makes SpringBoard a rigorous curriculum? SpringBoard is based on the College Board Standards for College Success College Board Standards MEET and EXCEED state standards Curriculum, backmapped from College Board Standards provides: Knowledge & skills essential for entry-level college courses Higher order, critical thinking skills Deeper understandings Advanced vocabulary Culturally relevant activities Learning Strategies to support all learners
What makes Rigor attainable for ALL Students? 15 1. Collaborative Instruction - Students Share & Celebrate Ideas Rich Interaction with Text, Peers & Teachers 2. Culturally Relevant Activities – engage and inspire critical thinking Contemporary to Classic text Real world context for math 3. Students Take Ownership of their Learning via… Identification of “Learning strategies” that work best for them “Student Reflections” at the end of lessons 4. Performance Based Assessments 5. Rigor – challenges students to think critically !
Ongoing Professional Development Builds Capacity All Teachers 4 Day Teacher Institutes – Year 1 2 Day Advance Training – Years 2 & 3 Jump Start Training (new teachers) Online Tutorials Cognitive Coaching Train the Trainer Ongoing Professional Development - Built into the program (Teaching Strategies, Teacher Reflections, …) Administrators Administrator Workshops Classroom Observation Tools Program Implementation Guide & Checklist 3-5 Year District Implementation Plans
An Online Professional Learning Community Teacher-to-Teacher Support & Sharing
18 Online teaching resources Correlations to state standards & textbook programs Printable teacher & student pages Additional literature selections & links to multimedia resources Online professional learning community
SpringBoard ® includes a variety of assessment options Performance Based Assessments –Embedded Assessments –Scoring criteria Formative Assessments –Sequenced and customized diagnostic assessments –Online student, class and school reports Portfolios & Writing Prompts Student & Teacher Reflections
22 Program components at a glance Student Editions Teacher Editions Online Resources including… - Assessment & Reporting - Correlations to Standards Sustained Professional Development English / Language Arts Grades 6-12 Grade 6 - Level I Grade 7 - Level II Grade 8 - Level III Grade 9 - Level IV Grade 10 - Level V Grade 11 - Level VI Grade 12 - Senior English Mathematics Grades 6-12 Middle School Math I Middle School Math II Middle School Math III Algebra I Geometry Algebra II Pre-Calculus & Statistics
23 What makes SpringBoard ® unique for teachers? Understanding by Design: Starting with the End in Mind Embedded assessments inform instruction Teaching Strategies, not “scripted” lessons Proven effective Prepares students for AP course expectations Examples include Socratic Seminars TP-CASTT SOAPStone Flexibility to combine with other resources Rich Professional Development
24 Assessment options inform instruction Embedded Assessment Performance-based activities in every unit to monitor progress Diagnostic Assessments Baseline grade level tests Unit tests customized to fit teaching needs Offered online or bubble sheets
25 What does a SpringBoard ® class look like?
27 Performanced based assessments
28 Level One, Unit 2; SpringBoard® English Textual Power
30 What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and everything’s just like yesterday, only it’s today. And you don’t feel eleven at all. You feel like you’re still ten. And you are—underneath the year that makes you eleven.
31 Like some days you might say something stupid, and that’s the part of you that’s still ten. Or maybe some days you might need to sit on your mama’s lap because you’re scared, and that’s the part of you that’s five. And maybe one day when you’re all grown up maybe you will need to cry like if you’re three, and that’s okay. That’s what I tell Mama when she’s sad and needs to cry. Maybe she’s feeling three. Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. That’s how being eleven years old is.
32 You don’t feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you don’t feel smart eleven, not until you’re almost twelve. That’s the way it is. Only today I wish I didn’t have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I’d have known what to say when Mrs. Price put the red sweater on my desk. I would’ve known how to tell her it wasn’t mine instead of just sitting there with that look on my face and nothing coming out of my mouth.
33 “Whose is this?” Mrs. Price says, and she holds the red sweater up in the air for all the class to see.“Whose? It’s been sitting in the coatroom for a month.” “Not mine,” says everybody. “Not me.” “It has to belong to somebody,” Mrs. Price keeps saying, but nobody can remember. It’s an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope. It’s maybe a thousand years old and even if it belonged to me I wouldn’t say so.
34 Maybe because I’m skinny, maybe because she doesn’t like me, that stupid Sylvia Saldivar says, “I think it belongs to Rachel.” An ugly sweater like that all raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open my mouth nothing comes out. …“That’s not, I don’t, you’re not…Not mine.” I finally say in a little voice that was maybe me when I was four. “Of course it’s yours,” Mrs. Price says. “ I remember you wearing it once.” Because she’s older and the teacher, she’s right and I’m not.
35 Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two, and math problem number four. I don’t know why but all of a sudden I’m feeling sick inside, like the part of me that’s three wants to come out of my eyes, only I squeeze them shut tight and bite down on my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for me for tonight, and when Papa comes home everybody will sing Happy birthday, happy birthday to you.
36 But when the sick feeling goes away and I open my eyes, the red sweater’s still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine. In my head I’m thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and in front of everybody, “Now, Rachel, that’s enough,”
37 because she sees I’ve shoved the red sweater to the tippy-tip corner of my desk and it’s hanging all over the edge like a waterfall, but I don’t care. “Rachel, ”Mrs. Price says. She says it like she’s getting mad. “You put that sweater on right now and no more nonsense.” “But it’s not –“ “Now!” Mrs. Price says. This is when I wish I wasn’t eleven because all the years inside of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other
38 and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren’t even mine. That’s when everything I’ve been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden I’m crying in front of everybody. I wish I was invisible but I’m not. I’m eleven and it’s my birthday today and I’m crying like I’m three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I can’t stop the little animal noises from coming out of me until there aren’t any more tears
39 left in my eyes, and it’s just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast. But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia Saldivar, says she remembers the red sweater is hers. I take it off right away and give it to her, only Mrs. Price pretends like everything’s okay.
40 Today I’m eleven. There’s a cake Mama’s making for tonight and when Papa comes home from work we’ll eat it. There’ll be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, only it’s too late. I’m eleven today. I’m eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven. Because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny—tiny you have to close your eyes to see it.
41 1995 AP® English Literature and Composition Examination, Free Response Question Read the following short story carefully. Then write an essay analyzing how the author, Sandra Cisneros, uses literary techniques to characterize Rachel.
42 What does a SpringBoard ® class look like?
AP Connection Explicit Pre-AP Strategies; higher order thinking skills necessary to be successful in an AP classroom. Academic Vocabulary Suggestions for how to best incorporate the key terms in this unit. Embedded Assessments Allows teachers to back- map instruction by showing the knowledge and skills assessed at the end of unit. Example from Algebra I
Suggested Pacing Time frames for teaching a 45 minute or 90 minute period. Includes space for teacher feedback and customization. Unit Practice Practice problems available for each activity in the unit. Standardized Test Practice Problem-Sets designed to accustom students to type and format of questions found on State and National tests.
Unit Overview Helps Students connect knowledge across units. Academic Vocabulary Acquaint students with the math terms in the unit. Essential Questions Focuses students’ attention on the “big ideas” in the unit. Embedded Assessments Alerts students to scaffolding of skills leading to an end-of-unit assessment.
GETTING READY Assesses pre-requisite skills required for the unit. Pre-Assessment Informal tool to adjust instructional pace and identify additional scaffolding required for some students. Suggested Answers in side margin.
CONNECT TO SCIENCE Helps Students ties a math context to their other subject areas. SUGGESTED LEARNING STRATEGIES Students select from Strategies most appropriate for items on the page. Suggested Answers highlighted on the reduced student page within the TE. Planning the Activity Teaching tips at a glance.
Teacher Perspectives Suggested teaching strategy and a real SpringBoard teacher's perspective on background knowledge for this activity. AP Connection Prompts teachers to connect this content to key AP concepts (example: case-velocity vs. speed). READING MATH Tips to help students better comprehend the problems.
Three Types of Activities Activities may be: Guided Directed Investigative Introduction A teacher perspective to introduce a multi-page activity focused on graphing linear inequalities.
ACADEMIC VOCABULARY Highlights key math terms in the student text and defines the term. TEACHER TO TEACHER Tips from master teachers related to content of this activity. Alerts teachers to possible student misconceptions.
TECHNOLOGY TIPS Indicates when using technology can be useful. Provide teachers with additional lessons that can enhance each activity. TRY THESE Students are given an example which is followed by practice exercises. Differentiating Instruction A variety of student needs are addressed as appropriate for the demands of the activity.
CHECK YOUR UNDERSTANDING Suggested answers and sample explanations. MATHEMATICAL REFLECTION Students reflect on what they learned from the activity. Allow teachers to know if students have mastered key concepts of each activity.
Differentiating Instruction Suggestions for adjusting instruction for students who may have difficulty reading the assessment. Embedded Assessments Performance-based assessments, done independently, require students to transfer knowledge to a new situation. Back-Mapping Activities 3.1 to 3.3 ensures all students are prepared for the assessment.
Scoring Rubric Clearly spells out expectations for student performance. Assesses math knowledge and NCTM Process standards. Embedded Assessment 2-3 per Unit
Student Reflection Prompts deep-thinking about what they learned and “Next Steps”. Unit Reflection Students return to the Essential Questions and Academic Vocabulary introduced at the start of the Unit. Self-Evaluation Students express their understanding of each concept and strategies that were helpful to them.
Unit Practice Additional practice for students needing to further refine their skills before moving on. Activity Related practice targets specific concepts and skills.
57 Conley, David. College Knowledge. Page 54-55 “An entire school can calibrate its curriculum to a common and appropriate standard of college readiness.” “SpringBoard ensures that the key components for college success, such as writing and reasoning are being developed systemically in all courses.”
58 “ We chose SpringBoard to include more students in advanced courses. Our goal was to provide the opportunity for more students to participate and succeed in higher level courses.” Dianne Lovett Director, Advanced Studies Orange County, Florida Why did Orange County choose SpringBoard?
59 Orange County, FL: SpringBoard students outperform non-SpringBoard students in reading and math Increases in the percent of proficient students at SpringBoard middle schools exceeds proficiency gains at non-SpringBoard middle schools Data Source: Orange County School Board
60 Jones High School, FL: Bottom quartile students make dramatic reading gains on FCAT Dramatic increases in the percent of students making yearly learning gains among bottom quartile students at Jones High School Data Source: Florida Department of Education School Accountability Report
61 “We received an award from the state this year because of our substantial gains in test scores last year. And that was the first year we fully implemented SpringBoard.” Joe Loving Assistant Superintendent for Secondary Curriculum Hobbs, New Mexico What impact has SpringBoard had in Hobbs Municipal School District?
62 Hobbs Municipal School District, NM: ELL and Special Education students show significant reading gains Percent of middle school students in AYP subgroups reaching reading proficiency on state assessment improves dramatically Data Source: New Mexico 2006-2007 School Accountability Report
As an Administrator what should I know about SpringBoard? SpringBoard … Backmaps the skills & knowledge students need to succeed in AP courses and in college level Enables ALL students to access to a Rigorous Curriculum Is a cohesive, vertically articulated - instructional framework Measures student performance – both formative & summative Builds local capacity in Professional Development 63
64 SpringBoard Opens the door “Students look at rigor as daunting at 1 st, but when given the tools and strategies to achieve outcomes, they are surprised, proud and expect more of the same.” Claudia Thompson, Assistant Superintendent, Learning and Teaching, Peninsula, WA for ALL students to reach new levels of Academic Rigor and Preparedness for college and beyond.
65 I saw the angel in the marble and carved until I set him free. - Michelangelo Michelangelo 67 % of young adults said they could have worked harder in high school NEA Journal Sept. 2005
67 “We chose SpringBoard because it is a reform initiative that emphasizes teacher training. In addition, the SpringBoard content has rigor so we can raise the expectations for all students. Not only can we make adequate yearly progress, we expect all students to go beyond that.” Juanita Boatwright District SpringBoard Coordinator DeKalb County, Georgia Why did DeKalb County Schools choose SpringBoard?