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Presentation on theme: "Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response Instructional Practices Dr. Max Thompson & Learning Concepts,"— Presentation transcript:

1 Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response Instructional Practices Dr. Max Thompson & Learning Concepts, Inc. LEARNING STRATEGIES THAT WORK!

2 Copyright: Learning-Focused Solutions Essential Questions 1.What are the essential elements of exemplary practice? 2.What is so important about a prioritized, mapped curriculum? 3.What are some research-based, high impact instructional practices that get rapid responses in learning and achievement? Cover Page

3 Copyright: Learning-Focused Solutions Exemplary Practice Research US Department Education Eight research labs spread across the country with focus on learning and teaching Two research labs on higher level thinking and brain research European Union sponsors four research labs on learning and teaching

4 Copyright: Learning-Focused Solutions Exemplary Practice Evaluations The Education Evaluation Consortium Staffed from 9 different centers or labs with a total of over 300 education evaluators) Funded by the US Department Education & the Pew Educational Forum Evaluates educational practices in schools per year in 9 – 14 countries 700+ Typical Schools & 700+ Exemplary Schools Meta-Analysis of All Data Analyze Data for Patterns: What strategies are found in the exemplary schools that are not found in the typical schools?

5 Copyright: Learning-Focused Solutions One Example School: Demographics 1479 Students on February 1, new teachers in 2006 – 2007 school year Students: African-American: 20%; Asian: 8%; Caucasian: 3%; Hispanic: 65% 92% eligible for Free/Reduced Meals 75% of students do not have English as native language 54% served in ESOL program students were at this school in Only 15% of th graders attended this school in 1 st grade 50%+ mobility rate

6 Copyright: Learning-Focused Solutions Achievement and AYP AYP met in all subgroups last 4 years Acknowledged as Distinguished Title 1 School One Example School: AYP

7 Copyright: Learning-Focused Solutions 2005/2006 School Year Percent Passing CRCT ALL Reading/Language: 85% Math: 91% Black 88% 90% Hispanic 81% 91% ESL 77% 88% SWD 67% 84% Economically Disadvantaged 84% 93% SWD = + 30 in Reading in 3 years; + 45 in Math in 3 years LEP = + 31 in reading in 3 years; + 44 in Math in 3 years All other subgroups at least +15 One Example School: AYP

8 Copyright: Learning-Focused Solutions 2006 / 2007 Goals 95% passing Math in all subgroups 80% passing Reading in SWD and ESL 90% passing Reading in all other subgroups One Example School: Goals

9 Copyright: Learning-Focused Solutions School Strategies To Meet Goals ONLY grade level content in ALL classrooms Monthly focus for reading comprehension strategies (Tested Seven) Connect reading comprehension strategies to extending thinking Extended reading passages for all students Collaboration planning time using the Learning- Focused Strategies (LFS) Lesson and unit planning model One Example School: Strategies

10 Copyright: Learning-Focused Solutions Monitoring/Evaluation (6 strategies EVERY Classroom) 1.LFS unit focus with Student Learning Maps guiding and structuring learning and LFS lesson planning format 2.Writing Process consistent and pervasive in student writing with a focus on expository writing 3.Graphic Organizers USED BY STUDENTS for writing, reading comprehension 4.Vocabulary in classroom readable, well organized, and ONLY grade level content 5.Rubrics used by students and teachers 6.Student Writing samples posted with extended writing responses on answering essential questions One Example School: Classrooms

11 Copyright: Learning-Focused Solutions Balance …

12 Copyright: Learning-Focused Solutions Balanced Achievement … Mapped, Prioritized Standards Research Based Instruction Integrated Literacy K-12 Acceleration Scaffolding Benchmark Assessments Page 2

13 Copyright: Learning-Focused Solutions Prioritizing Worksheet Essential Important Compact (Master) (Introduce/Extend) (Maintain) Top 50% Next 30% Last 20% Page 3

14 Copyright: Learning-Focused Solutions Prioritizing Worksheet Essential Important Compact (Master) (Introduce/Extend) (Maintain) Top 50% Next 30% Last 20% Instruction Time: 70% 20% 10% Page 3

15 Map Units Across Year / Course -- Units 2, 5, 6, 7, 9, 10 are the most critical, the most Essential take the most time! -- Units 1, 4, 11 are Important but not as critical. -- Units 3, 8 are part of the course, but are the least important. You can Compact them. 1.Map out your course(s). 2.Develop content maps first for the essential units and then for all the others. 3.Put course maps and content maps online Page 4

16 Curriculum Map For Typical Course/Students Curriculum Map For At-Risk Students In Same Course/Grade

17 Copyright: Learning-Focused Solutions Kindergarten Social Studies Content Map of Units Unit 1: Rules to Live By Compact Unit Unit 2: Good Citizens/ Getting Along Important Unit Unit 3: My Family And Me Essential Unit Unit 4: My Home Sweet Home Important Unit Unit 5: My Celebrations Essential Unit Unit 6: My Community Helpers Essential Unit Unit 7: My Needs Vs. My Wants Important Unit Unit 8: My Earth Essential Unit

18 Kindergarten/Social Studies: My Earth Key Learning: Geography, climate, and natural resources affect the way people live and play. Maps & Globes Climate & Weather Taking Care of the Earth Unit Essential Question: What affects the way we live and play? LEQs: 1.What is a map? 2.How do we use a map? 3.What is a globe? 4.How do we use a globe? LEQs: 1. What are natural resources? 2. Why do we need to recycle? LEQs: 1.What is climate? 2.What are the 4 seasons? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: natural resource recycle reuse reduce Vocabulary: climate season Fall Autumn Spring Summer Winter weather

19 My Earth Maps & Globes Climate & Weather Taking Care of the Earth Unit Essential Question: What affects the way we live and play?

20 Maps & Globes Climate & Weather Taking Care of the Earth Unit Essential Question: What affects the way we live and play? LEQ: 1.What is a map? 2.How do we use a map? 3.What is a globe? 4.How do we use a globe? Vocabulary: Earth ocean country lake mountain forest jungle My Earth

21 Maps & Globes Climate & Weather Taking Care of the Earth Unit Essential Question: What affects the way we live and play? LEQ: 1.What is a map? 2.How do we use a map? 3.What is a globe? 4.How do we use a globe? LEQ: 1.What is climate? 2.What are the 4 seasons? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: climate season Fall Autumn Spring Summer Winter weather My Earth

22 Maps & Globes Climate & Weather Taking Care of the Earth Unit Essential Question: What affects the way we live and play? LEQ: 1.What is a map? 2.How do we use a map? 3.What is a globe? 4.How do we use a globe? LEQ: 1. What are natural resources? 2. Why do we need to recycle? LEQ: 1.What is climate? 2.What are the 4 seasons? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: natural resource recycle reuse reduce Vocabulary: climate season Fall Autumn Spring Summer Winter weather My Earth

23 Interdependency of Life: 7th Grade Science Key Learning: All living things have needs and are interdependent as they grow and change in a fragile world of survival. Unit Essential Question: Why is it called the web of life? Concept: Ecosystems LEQ(s): 1. What makes up an ecosystem? 2. What feeding relationships are found in an ecosystem? 3. How do organisms cooperate and compete in an ecosystem? LEQ(s): 1. How do ecosystems recycle? Concept: PopulationConcept: Cycles LEQ(s): 1. What factors affect changes in populations? 2. What can happen when an organism is out of place? 3. What patterns occur when organisms are out of place? Vocabulary: Destructive predators human impact protect threatened resources survival endangered extinction herbicides control issues balance of nature Vocabulary: ecosystem relationships organism cooperate compete habitat community producers consumers decomposers carnivores food chains/webs Vocabulary: nutrient & energy recycling natural cycles recycle Instructional Tools: Anticipation Guide Paired Reading Cause & Effect Organizer Summarizer LEQ Written Response Inductive Reasoning Organizer Response Rubric

24 Key Learning: Weather is the name given to the changing conditions of the atmosphere which surrounds the Earth. Unit Essential Question: What causes weather? FrontsTemperature Precipitation Pressure Systems LEQs: 1. What is an air mass? 2. How do they change our weather? LEQs: 1. What is temperature? 2. How does it affect us? 3. How does it affect weather changes? LEQs: 1. What is humidity? 2. How is humidity related to precipitation? LEQs: 1. What is a high pressure? 2. What is a low pressure? 3. How does each affect us? Weather Unit Map: 4 th Grade Science Vocabulary air mass fronts wind velocity Vocabulary pressure system Barometer Vocabulary humidity Precipitation Vocabulary temperature Thermometer Instructional Tools - Cause / Effect - Barometer - Thermometer - Weather Station

25 8 th Grade Social Studies: The Lewis and Clark Expedition Instructional Tools: Key Learning(s): Exploration is motivated by political, economic, scientific, & social factors. Individuals and their values Impact history. Patterns in one historical event can be found in other historical events. Unit Essential Question(s): The Lewis and Clark Expedition: Whats the big deal? Lesson Essential Questions: Vocabulary: Students will know: * Purpose of the Lewis & Clark Expedition * Key People * Effects of the expedition Students will be able to: * Construct support for a position * Recognize and describe patterns in information * Use primary sources * Write persuasively Lesson Essential Questions: Vocabulary: Lesson Essential Questions: Vocabulary: Motivation The Corps of Discovery SignificanceProcesses Why did you send them, Thomas Jefferson? How can you support Jeffersons decision? Who were they and why were they chosen? What were the contributions of the expedition? How can we find patterns in historical events? How is the Lewis and Clark Expedition like other events in history? Constructing Support Abstracting Expedition Louisiana Purchase Northwest Passage economic political corps adventurous leadership teamwork perseverance accomplishment impact significance

26 Multiplication: 3 rd Grade Math Key Learning: Multiplication is a more efficient way of adding. Essential Question: How do we use multiplication? Concept: Meaning LEQ(s): 1. How can arrays help you understand multiplication? 2. How is multiplication repeated addition? 3. How can you use skip counting to find a product? LEQ(s): 1. How do you multiply factors to get a product? 2. What patterns can help you remember the multiplication facts? 3. How can we find errors in multiplying? Concept: Real-Life Application Concept: Process LEQ(s): 1. Where is multiplication used in real-life? Vocabulary: large lots budgeting finding area shopping Industry Vocabulary: arrays repeated product digit value Vocabulary: factors product reversing lattice method patterns errors Instructional Tools: Graph Paper Multiplication Charts Calculator Real Life Problems (finding area) Sequence Chart of Steps

27 English Literature: High School Key Learnings: To define and understand the elements and characteristics of Shakespearean tragedy. Explore the tragic heroes in the Shakespearean tragedies and identify the flaws, events, and influences that led to the tragedy of each hero. Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Concept: Character Analysis LEQ(s): 1. Why do we call them tragic heroes? 2. What are the common characteristics of William Shakespeares tragic heroes? LEQ(s): 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? Concept: Drama Characteristics Concept: Literary Analysis LEQ(s): 1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero? Vocabulary: Monologue Soliloquy Aside Foil Catastrophe Staging Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony Instructional Tools: Plays: Hamlet, Julius Caesar, Macbeth Know: Concepts of Shakespearean characterization, drama, & tragedies Do: Compare / Contrast Essay Persuasive Essay

28 Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Drama Characteristics Literary Analysis Shakespeares Tragedies

29 Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Drama Characteristics Literary Analysis Shakespeares Tragedies 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeares tragic heroes? Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist

30 Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Drama Characteristics Literary Analysis Shakespeares Tragedies 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeares tragic heroes? Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony

31 Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Drama Characteristics Literary Analysis Shakespeares Tragedies 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeares tragic heroes? Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony 1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero? Vocabulary: Monologue Soliloquy Aside Foil Catastrophe Staging

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34 Curriculum Maps and Student Learning Maps: Why are they so important? Communication device Conceptualize a unit Enable consistent curriculum pacing and planning Highlight important vocabulary Enable students to "see" the knowledge gained over time and their learning

35 Topic / Grade Level Concept Concept Concept Instructional Tools: Assessment: __________________________ ______________________________________ Unit Essential Question(s): _______________ _______________________________________ Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: Vocabulary: Curriculum Map/Student Learning Map of Unit Know: Do: Key Learning: _________________________ ______________________________________ Page 5

36 Strategies That Most Impact Achievement Rank Strategy Effect Size Percentile Gain 1 Extending Thinking Skills Summarizing Vocabulary In Context Advance Organizers Non-Verbal Representations (Marzano, 2001; US Department of Education: 2002) Page 6

37 Copyright: Learning-Focused Solutions Make Connections Dont just pick a strategy Connect strategies across lessons and units in an appropriate sequence It is all about planning! It is all about where strategies go and how often in lessons and units

38 Levels of Learning I. Acquisition Essential question Linking prior knowledge Scaffolding/preview Collaborative pairs Distributed practice Distributed summarizing Graphic organizers II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry Page 7

39 Levels of Learning I.Acquisition Essential question Linking prior knowledge Scaffolding/preview Collaborative pairs Distributed practice Distributed summarizing Graphic organizers II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry 50%

40 Copyright: Learning-Focused Solutions The Finding of Hugglbos It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators. In recent years the Hugglbos have knotabled in Fedrobela. It seems they have clokafied about twice a year. Fedrobela is much more protified for the results of Hugglbos. 1. What are Hugglbos? 2. Where have the Hugglbos knotabled? 3. When did the Hugglbos clokafie?

41 Copyright: Learning-Focused Solutions New Question Stems for The Finding of Hugglbos 1. What is the main idea of the selection? 2. How would you describe Hugglbos? 3. What is your opinion about Hugglbos? 4. Why do you think it would be fun to be a Hugglbos? 5. Explain an experience that is similar to that of finding the Hugglbos.

42 Copyright: Learning-Focused Solutions The Bull Frog and The Young Cricket The following story is about a wise ole bull frog who tries to trick a young cricket.

43 Copyright: Learning-Focused Solutions The Bull Frog and The Young Cricket (Question Stem From Test) 1. What is the story mainly about? a. A bull frog eating a young cricket. b. A young cricket outsmarting a bull frog. c. A bull frog helping a young cricket. d. A young cricket and a bull frog becoming friends.

44 Copyright: Learning-Focused Solutions 3 rd Grade State Test: Math Item There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect. Identify the five incorrect answers.

45 Levels of Learning I. Acquisition Essential question Linking prior knowledge Scaffolding/preview Collaborative pairs Distributed practice Distributed summarizing Graphic organizers II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry Page 7

46 Learning Units Launch Activities for Unit * Content Map * Key Vocabulary * Activating Prior Knowledge Culminating Activity * Meaningful Authentic Use * Performance or Product Test (If Applicable) Acquisition Lessons Extending / Refining Activities * Thinking Skills * Writing (An essential unit) Page 8

47 An Acquisition Lesson for Learning - Activating - Previewing - Graphic Organizers - Distributed Practice - Distributed Summarizing - Summarizing - Answering the Question What is the Essential Question of the Lesson? Page 9

48 Copyright: Learning-Focused Solutions High Impact Rapid Response Strategies 1.Vocabulary 2.Reading comprehension 3.Summarizing 4.Writing to raise achievement -- Summary Point Writing -- Writing To Inform 5.Additional organizational / instructional focus with previewing for students with disabilities (USDOE, 2006) Scaffolding Grade-Level Content the Single Most Critical Component in Meeting AYP Page 10

49 Copyright: Learning-Focused Solutions High Impact Strategy (1) Vocabulary Vocabulary of the Curriculum Content Preview key vocabulary at start of units and lessons using Research-Based Vocabulary Strategies Emphasize the key vocabulary during lesson Students summarize and use key vocabulary at end of lessons Purpose of Vocabulary = Literacy Reading for comprehension Writing to inform NOT just to acquire vocabulary out of context! Page 11

50 Copyright: Learning-Focused Solutions Exemplary Vocabulary Strategies Word Map Frayer Graphic Model Concept Maps Semantic Mapping Word Sorts Cloze Sentences Vocabulary Elaboration Strategy Semantic Feature Analysis How many teachers in your school use these strategies? Page 11

51 Copyright: Learning-Focused Solutions Vocabulary of Extending / Refining Abstracting: important, summarize, pattern, association Constructing Support : persuade, proof, justify, defend Deductive Reasoning: conclude, predict, if … then, conclusion Inductive Reasoning: hypothesis, probability, assumptions Page 11

52 Copyright: Learning-Focused Solutions From the National Testing Service: 12 Must-Know Words for Standardized Tests – that trip up at-risk students 1. Trace7. Analyze 2. Infer8. Evaluate 3. Formulate9. Describe 4. Support10. Explain 5. Summarize11. Compare 6. Contrast12. Predict Page 11

53 Copyright: Learning-Focused Solutions Reading Comprehension Strategies & Assignments Comprehension strategies guide reading assignments Strategy immersion across all literacy blocks High Impact Strategy (2) Reading Comprehension Page 12

54 Copyright: Learning-Focused Solutions Reading Comprehension Strategies Focus on Tested Seven Strategies: Main Idea Sequencing Compare/Contrast Fact & Opinion Cause/Effect Literary Elements Inferences Page 12

55 Copyright: Learning-Focused Solutions High Impact Strategy (2) Reading Comprehension Reading Comprehension Focus K-12 Content teachers do not need to teach reading... They need to use reading comprehension strategies as they assign reading in their content areas Consistently focus organizers & questions toward those comprehension strategies Assignment:: Focus strategy based on how to THINK while they read Students read and fill out a graphic organizer that is linked to strategy After reading, students answer comprehension questions from their graphic organizer Page 12

56 Copyright: Learning-Focused Solutions Reading Comprehension Flip Charts Explanation Signal Words Tips Questions Graphic Organizers

57 Copyright: Learning-Focused Solutions Reading Instruction Pre-K to 3 = 80% Narrative – 20% Expository 4-5 = 60% Narrative – 40% Expository 6-8 = 40% Narrative – 60% Expository 9-12 = 20% Narrative – 80% Expository Page 12

58 Copyright: Learning-Focused Solutions Student Summarizing Summarizing distributed across lesson Classroom organized into numbered heads/pairs Students summarize at lesson closure (+ answering essential question) High Impact Strategy (3) Summarizing Page 13

59 Copyright: Learning-Focused Solutions An Acquisition Lesson with Distributed Summarizing - Activating - Previewing - Focus Vocabulary - Active Teaching, etc - Graphic Organizers - Distributed Summarizing - Summarizing - Answering the Question What is the Essential Question of the Lesson? Page 13

60 Learning-Focused Lesson Plan 1. Essential Question: 2. Activating Strategies: 3. Teaching Strategies: 4. Summarizing Strategies: 1 _____ 2 ____ ____ ____ 3 ?

61 Copyright: Learning-Focused Solutions Summary Point Writing At some point in lesson, teacher asks students to summarize, clarify, explain, list, give example, etc IN WRITING Writing To Inform Teachers use Writing Standards Map with Assignments Guide when making writing assignments Each discipline has a required number of writing assignments per month (1-3) Writing Assignments in All Content Areas High Impact Strategy (4) Writing To Raise Achievement Page 14

62 Copyright: Learning-Focused Solutions In virtually every typical school we have evaluated, student scores on creative writing are significantly higher than informative and narrative writing scores. As a contrast, teachers in the most successful schools placed a very high emphasis on informative, expository writing. D. B. Reeves, Accountability in Action: A Blueprint for Learning Organizations. On High Performing, Exemplary Schools… Page 14

63 Copyright: Learning-Focused Solutions Kindergarten Writing Norms 4 Sentences by December 20 8 Sentences by May 30 …

64 Copyright: Learning-Focused Solutions Writing Assignment Sequence for K Heavy emphasis on vocabulary from day 1 Frequency-in-print words Focus on Content Grade-Level words Write a 3 – 4 word sentence on something just learned in a lesson Sean ate lunch. Have a lesson and then expand number of sentences Goal = 4 sentence writing by December 20

65 Copyright: Learning-Focused Solutions Looks like? What does it eat? Where does it live?Tell 1 more thing about it … Butterfly Vocabulary into Sentences

66 Copyright: Learning-Focused Solutions Double Dose (Additional Time) Inclusion/Co-teaching setting for grade-level curriculum Double dose each day as a preview to inclusion class Double dose time scaffolds grade-level content and assignments Can be accomplished in K-5 classrooms by grouping and re-grouping within one classroom Page 15 High Impact Strategy (5) Additional Instructional Focus for Students with Previewing for Students with Disabilities

67 Copyright: Learning-Focused Solutions Acceleration/Previewing for All Extra-Help Students in Grade-Level Subjects and Courses Previewing key vocabulary Advance organizers & unit maps Scaffolding grade-level expectations Acceleration Labs linked to key courses Page 15

68 Copyright: Learning-Focused Solutions Acceleration: 1 – 3 Days Preview Main Lesson Remediation/Review 1.Combined w/ remediation, "catches kids up" 2.Acts as scaffolding for new learning; gives learners advance organizer & structure 3.Best ratio seems to be 60-70% acceleration, and % remediation 4.Most effective for below grade level students in tutoring, summer school, special education, ESL 5.Summer school = first 3-6 weeks of next grade Previewing Essential Knowledge and Skills Page 16

69 Copyright: Learning-Focused Solutions Acceleration/Previewing is... An instructional model that addresses the root causes of learning difficulty for many students --- which are: the lack of prior knowledge, the lack of vocabulary, and the lack of experiences that are necessary to connect to new knowledge & skills. Page 16

70 Copyright: Learning-Focused Solutions No Background, No Vocabulary Just Too Much

71 Copyright: Learning-Focused Solutions Acceleration Acts As Velcro for the Mind

72 Copyright: Learning-Focused Solutions The 100 Point Scale and Averaging If we average scores, then, statistically, each score should have equal weight Too many people have used an emotional issue to try to change the averaging with the 100 point scale – Bless their hearts! It is a statistical issue, not an emotional issue Page 17

73 Copyright: Learning-Focused Solutions If You Are Going To Average Scores, Blocks for Each Grade Must Be Equal ABCDFABCDF NOW Page 17

74 Copyright: Learning-Focused Solutions It Can Be Fixed! ABCDFABCDF OR Page 17

75 Copyright: Learning-Focused Solutions Or Even … ABCDFABCDF Page 17

76 Copyright: Learning-Focused Solutions Keys To Successful Exemplary Practice Adapt, Dont Adopt Thoughtful implementation … not mindless Focus on quality … not just doing it Consistent and Pervasive (2-3) All the time Everybody Accountability Focused (Look Fors and Ask Fors) Data-Based (Routine throughout year) Quality

77 Copyright: Learning-Focused Solutions Those who laugh…last! For more information…


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