achieving summer success

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/

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

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

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)


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.


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


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)81135612655442172

THE 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


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


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

achieving summer success

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