Post on 14-Feb-2017
Impact: SummerMaximize Gains
Kevin E. BairdChairman
Follow us on Twitter!@KevinEBaird
Welcome!
Definition
College & Career Readiness, at its foundation, can be defined and measured as:
The ability to read non-fiction independently and proficiently at the upper range of the grade level Lexile Band by the end of the year;
The ability to fluently apply math foundations for Algebra Readiness;
To solve real-world complex problems.
We are NOT running a race
We are digging a deep, deep well
DOES YOUR WORK MATTER?
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Plan
Plan
Plan
Plan
Plan
Vision: The Why are we doing this? to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
Summer Slide: All Students
All students, regardless of resources at home, lost roughly equal amounts of math skills during the summer.
However, substantial economic differences were found for reading. On some measures, middle-class children showed gains in reading achievement over summer, but disadvantaged students showed losses.
(Cooper) 2003
Summer Slide: Factual & Procedural
Summer Learning Loss is greatestin the area of mathematics computation.
Factual and procedural learning is lost to a greater extent than
math concepts, problem solving andother conceptually based skills.
Likewise, spelling loss is greater thanreading comprehension loss.
(Cooper & Sweller) 1987
Summer Learning Loss: - 1 Month
The meta-analysis [of 39 studies] indicated that summer learning loss equaled at least one month of instruction as measured by grade level equivalents on standardized test scores-on average, children's tests scores were at least one month lower when they returned to school in fall than scores were when students left in spring.
(Cooper) 1996, 2003
How can we do better?
Anderson et al., 1988, Table 3, N=155
Mitigate Summer Learning Loss
Fairchild, R. McLaughlin, B. & Brady, J. (2006). Making the Most of Summer: A Handbook on Effective Summer Programming and Thematic Learning. Baltimore, MD: Center for Summer Learning.
Kindergarten Summer 1st Grade Summer 2nd Grade Summer 3rd Grade Summer 4th Grade Summer
College & Career Readiness Data
Students at the lowest end
of performance
had a 30 Million Word Exposure Gap
by Age 3
(Hart & Risley, 2003)
Estimated Cumulative Differences in Language Experience by 4 Years of Age
Professional Family
Working-Class Family
Welfare Family
Estim
ated
Cum
ulat
ive
Wor
ds
Addr
esse
d to
Chi
ld(in
mill
ions
)
Age of Child in Months
50_
40_
30_
20_
10_
12 24 36 48
Increased Rigor: Complex Text
14
Find a BookSearch for books by Lexile measure, title, author, ISBN, or
keyword.
http://www.lexile.com/fab/
http://www.lexile.com/fab/16
What does Blended Learning
Mean to You?
Ten Performances | Define Literacy
Reading ComprehensionArgumentationComputationProblem Analysis Problem Solving Method & LogicSolution Design & AnalysisRigorous Solution ExecutionSolution Acceptance, Defense, and
AugmentationEvaluating Excellence of SolutionMindset of Perseverance
Ten Performances | Define Literacy
Reading ComprehensionArgumentationComputationProblem Analysis Problem Solving Method & LogicSolution Design & AnalysisRigorous Solution ExecutionSolution Acceptance, Defense, and
AugmentationEvaluating Excellence of SolutionMindset of Perseverance
Einstein and Richard Branson..
Did just fine without Blended Learning..
Einstein and Richard Branson..
Did just fine without Blended Learning..
Blended Learning is not a destination.Literacy is our goal.
Reading Comprehension
Root Problems: 30 Million Word Exposure Gap (Age 3) Slow Vocabulary Acquisition Lack of Time for Key Strategies
Advantage: Blended Learning
Core Adaptations: Differentiated Content Embedded (Guided) Strategies Listening, Reading, Writing Blend: Discussion & Argumentation
How Did You Learn (insert language here)?
Could you learn to speak French by reading alone?
How do humans becomefluent in a language?
They hear and speak it.
Content Spoken Aloud
Adaptive Content: Low Level of Difficulty
Multi-Media Sources
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Charts and diagrams
Graphs
Maps
Timelines
Labels
Graphic Organizers
Multi-Media Sources
Argumentation
Root Problems: Lack of interest (why?) Lack of comprehension (sources) Lack of time (write, revise, talk, compare) Lack of structure (best evidence) Lack of revision (better argument)
Advantage: Blended Learning
Key Adaptations: Choice | Multiple Topics, Same Skill Adaptive Content (Access) Embedded Structure (Guided) Blend: Talk, Vocabulary, Writing
Choice | Search
40
Precision of EvidenceSample Performance Task
Identify Claims
Precision of Evidence Evidence-based Claims Graphic Organizer
Identify the Best Source of Evidence
Evidence-based WritingWriting to a Rubric
Argument Thought Question Rubric
Assignment
What are the arguments for and against affirmative action? How did the Supreme Court rule on affirmative action? Do you agree with the Supreme Court's ruling? Why or why not? Back up your answer with information from the lesson.
Precision of Vocabulary
Academic Terms (discipline-specific)
Cross-Disciplinary Terms
How Will You Blend?
Productive Talk
Four Steps Toward Productive Talk
Individually clarifying and sharing own thinking
Orienting to the thinking of others
Deepening their own reasoning
Engaging with the reasoning of others
Individually Clarifying and Sharing Own Thinking
Wait time (4-5 seconds)
Turn and Talk Stop and Jot
Will you share that with the class?
Say more. So you are saying . (Revoicing)
Orienting to the Thinking of Others
Who can Repeat? Who can restate what (student name) said.
Who can share what your partner was talking about.
Deepening Their Own Reasoning
What is your evidence?
How did you get that answer?
What convinced you that was the
right answer?
Why did you think that
strategy would work?
Can you explain the steps you
took?
Engaging with Deep Reasoning of Others
Do you have a counterexample?
Do you agree or disagreeWhy?
What can be added on?
BEGIN WITH.
How Will You Blend?
Mindset: Perseverance
Root Problems: No Time to Persevere Time on Task is not an Adaptation Too Hard, Too Fast (Access) Too Far Gone
BELIEF in Fluent Action
Attainable(ZPD)
Known Unattainable
Feels Smart
Is Bored Feels Challenged
BecomesFrustrated
Disengages
RemainsEffective
Student with Fixed Mindset
Student withGrowth Mindset
Adapted from: Murphy,L., & Thomas, L. (2008). Dangers of a Fixed Mindset: Implications of Self-theories Research for Computer Science Education. ITiCSE 08 June 30 July 2, 2008.
Math Achievement
Entering Academic
Year
Fall Year 1
Spring Year 1
FallYear 2
Spring Year 2
Courtesy of: Mindset Works, Brainology Transforming Students Motivation to Learnwww.brainology.us
Strategies for Depth
Strongest Evidence : Practices
Math: Greatest Learning Loss
Summer Slide or Summer Learning Loss
is most pronounced in mathematics, more so than reading.
(Cooper, et al) 1996(Cooper & Sweller) 1987
Schmeiser, 2006
Unpreparedin Reading
Preparedin Reading
Chance of Later Success
1%
32%
Science15%
67%
Mathematics
The ability to read & comprehend COMPLEX, Real-World Problems
And Solve Them.
Advantage: Blended Learning
Core Adaptations: Adaptive Content (Access) Available Anywhere Embedded Guidance Designed for Success
National Lexile StudyAchieve3000 delivers accelerated gains
63
Turn Aspirations Into Achievements
2XExpected
Gains!
Lexile Growth Related to Reading Connections
64
Source: National Lexile Study, 2014-2015
Lexile Growth Related to Thought Questions
66
Source: National Lexile Study, 2014-2015
Test Specific Supports
Support for Precise Discussion
70 Precision of Evidence
Point-of-Use Supports
http://doc.achieve3000.com/tutorials/CloseReading/http://doc.achieve3000.com/tutorials/CloseReading/71
Precision of Grammar & Mechanics
Question Types
72
73 Question Types and Strategies
Point-of-Use Instructional Supports
THE LEADER IN DIFFERENTIATED INSTRUCTION
Summer learning is a prime opportunity to impact reading
75
THE LEADER IN DIFFERENTIATED INSTRUCTION
Best practices for summer gains from the research
A wide range of text and choice1
Texts that align with their interests as well as their reading levels2
A teachers supervision and guidance to help them when they have questions or difficulties2
Summer program experiences that mirror what they will encounter during the school year2
Programs that have ongoing evaluations of their effectiveness3
76Sources: (1) How to Make Summer Reading Effective, National Summer Learning Association, (2) More Than a Hunch: Kids Lose Learning Skills Over the Summer Months, National Summer Learning Association, and (3) Summer School and Reading Proficiency, States Can Do More to Ensure Policies R fl t B t P ti N ti l S L i A i ti
THE LEADER IN DIFFERENTIATED INSTRUCTION Research to practice and a track record of impact
Six-week summer curriculum with a wide-range of thematic, grade-level texts differentiated in 12 levels of English and 7 levels of Spanish
Over 10,000 high-interest, engaging lessons delivered precisely at students Lexile reading level and connected to content areas, arts, humanities, sports, and technology
Simple Rigor for Blended Learningstudent independent practice with teacher-led instruction
Grade-level text for all students and practice for high stakes assessments
LevelSet Pre- and Post-Test to measure student growth
THE LEADER IN DIFFERENTIATED INSTRUCTION 2015 Summer Results: A track record of impact
Students made gains over the five-week summer program that were the equivalent of: one-third of a
school year for 3rd graders and
two-thirds of a school year for 6th and 8th graders
Chart1Beginning of SummerBeginning of SummerBeginning of SummerEnd of SummerEnd of SummerEnd of SummerGrade 3 (n=3288)Grade 6 (n=3226)Grade 8 (n=1135)Summer School Students Made Lexile Gains at All Grade Levels87.2046813965426.7941589355611.6916503906137.3713531494476.9513244629655.2229003906Sheet1GradeStudents with Pre and Post Test ScoresBeginning of SummerEnd of SummerLexile Gains Over the SummerAverage Multiple Choice Activities CompletedAverage First Try ScoreTotal7649308357492060Grade 3 (n=3288)3328887137502051Grade 6 (n=3226)63226427477502166Grade 8 (n=1135)81135612655442172THE LEADER IN DIFFERENTIATED INSTRUCTION Build academic vocabulary throughout the summer
Achieve Summer places particular emphasis on the acquisition of academic vocabulary, cross-disciplinary words, and independent exposure to and
practice with level-appropriate words.
Targeted vocabulary instruction for pre-reading
Suggestions for supporting ELL students vocabulary development
Weekly lesson plan emphasizing vocabulary strategies
Student graphic organizers to support learning
THE LEADER IN DIFFERENTIATED INSTRUCTION
More ways to extend the teacher through blended learning
Point-of-use teaching recommendations
On-demand videos for modeling Pacing plans Blended learning
recommendations to maximize instructional time
THE LEADER IN DIFFERENTIATED INSTRUCTION
Extends learning anytime, anywherewith or without Internet!
AchieveSummer
iPad App
Chrome App
Chromebook
Android
Windows
Mac
Kindle
Nook
How Will You Blend?
Ten Performances | Define Literacy
Reading ComprehensionArgumentationComputationProblem Analysis Problem Solving Method & LogicSolution Design & AnalysisRigorous Solution ExecutionSolution Acceptance, Defense, and
AugmentationEvaluating Excellence of SolutionMindset of Perseverance
We are digging a deep, deep well
Follow us on Twitter!@KevinEBaird
Thank You!
References
Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal Of Education Psychology, 79(4), 347-362.Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the Society for Research Development, 65(1), 1-118. EJ 630 022.Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Education Research, 66(3), 227-268. EJ 596 384.Cooper, H., Valentine, J. C., Charlton, K., & Melson, A. (in press). The effects of modified school calendars on student achievement and school community attitudes: A research synthesis. Review of Education Research.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Slide Number 1Welcome!DefinitionWe are NOT running a raceWe are digging a deep, deep wellSlide Number 6Summer Slide: All StudentsSummer Slide: Factual & ProceduralSummer Learning Loss: - 1 MonthSlide Number 10Mitigate Summer Learning LossCollege & Career Readiness DataEstimated Cumulative Differences in Language Experience by 4 Years of AgeIncreased Rigor: Complex TextFind a BookSlide Number 16What does Blended LearningMean to You?Ten Performances | Define LiteracyTen Performances | Define LiteracyEinstein and Richard Branson..Einstein and Richard Branson..Slide Number 22Slide Number 23Slide Number 24Slide Number 25Slide Number 26Multi-Media SourcesMulti-Media SourcesSlide Number 29Slide Number 30Slide Number 31Slide Number 32Slide Number 33Slide Number 34Slide Number 35Slide Number 36Slide Number 37Slide Number 38Choice | SearchPrecision of EvidenceSample Performance TaskSlide Number 41Evidence-based WritingWriting to a RubricPrecision of VocabularyHow Will You Blend?Productive TalkFour Steps Toward Productive TalkIndividually Clarifying and Sharing Own Thinking Orienting to the Thinking of Others Deepening Their Own ReasoningEngaging with Deep Reasoning of OthersBEGIN WITH.Slide Number 52How Will You Blend?Slide Number 54BELIEF in Fluent ActionMath AchievementStrategies for DepthStrongest Evidence : PracticesMath: Greatest Learning LossSlide Number 60Slide Number 61Slide Number 62National Lexile Study Achieve3000 delivers accelerated gainsLexile Growth Related to Reading ConnectionsSlide Number 65Lexile Growth Related to Thought QuestionsSlide Number 67Test Specific SupportsSupport for Precise DiscussionPrecision of EvidencePoint-of-Use SupportsPrecision of Grammar & MechanicsQuestion TypesSlide Number 73Slide Number 74Summer learning is a prime opportunity to impact readingBest practices for summer gains from the researchResearch to practice and a track record of impact2015 Summer Results: A track record of impactBuild academic vocabulary throughout the summerMore ways to extend the teacher through blended learningExtends learning anytime, anywherewith or without Internet! How Will You Blend?Ten Performances | Define LiteracyWe are digging a deep, deep wellThank You!References