Transcript Slide 1

Meeting College and Career
Readiness Standards and
Expectations
Session D
Pages 24-31
Facilitator: Lois Barnes
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Do Now!
Admit Ticket
Complete the following
sentence. Be creative!
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Effective teaching is like (a)
________________________________
______________
because
________________________________
______________.
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Score yourself on your Admit
Ticket!
1
I put very little
effort into the
task.
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Board
2
I put some
effort into the
task, but I
stopped
working when
difficulties
arose.
3
4
I worked on
the task until it
was
completed. I
pushed myself
to continue
working on the
task even
when
difficulties
arose or a
solution was
not
immediately
evident.
I worked on the
task until it was
completed. I
pushed myself
to continue
working on the
task even when
difficulties arose
or a solution was
not immediately
evident. I viewed
difficulties that
arose as
opportunities to
strengthen my
understanding.
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Key Practice:
Students Actively Engaged in
Relevant Instruction
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Engage all students in academic
and career/technical classrooms
in rigorous and challenging
proficient-level assignments
using research-based
instructional strategies and
technology.
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EFFORT vs. ABILITY
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“We have to
believe — before
students can
believe — that
hard work pays
off, that effort
matters, that
success depends
not on your genes
but on your sweat.
What we GIVE to
the BEST, we want
for the REST!”
5
Work Harder to
Get Smarter
We need to change our thinking and our
language from:
 an ability-based learning model to an
effort-based learning model.
 punishment to encouragement and extra
help in order to complete work.
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A New Mind-set Is Needed
Many people believe that a person is born either
smart, average or dumb and stays that way for
life.
But new research shows that the brain is more
like a muscle: It changes and gets stronger
when you use it.
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Source: The New Psychology of Success, 2006
7
Classroom Practices that
Engage ALL Students
Use of varied learning activities linked to
challenging academic content and
opportunities to use new skills and concepts
in real-world applications
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Ability-based
Effort-based
 Students follow a set of
steps to complete
assignments
 Teachers generally use
lecture or whole group
instruction to deliver
instruction
 Students are given openended assignments that
require them to do
research and to prepare
their own steps for
completing them
 Teachers use multiple
instructional strategies
(cooperative learning,
project-based learning,
etc.) that actively engage all
students
8
Student Engagement
Why?
 The more interesting an assignment is, the
more likely students are to complete it.
 Students are more engaged when they can
build on prior knowledge and see connections
to the world they live in.
 Even small opportunities for choice give
students a greater sense of autonomy.
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 Students are more engaged when sharing
what they are learning is needed by others in
the group to complete an assignment.
9
Student Engagement Is:
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 A challenging assignment that stretches
students to develop ideas and think;
 Choosing a topic students want to learn more
about;
 Having students “go on stage” to present
something they have learned very well.
 Students working collaboratively
10
Student Engagement Is Not:
Drill sheets
Copying notes from the
board or overhead
Answering questions at
the end of a chapter
Activity for activity’s
sake
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School Leaders Can Support:
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 All teachers in engaging students in
reading, writing, making presentations,
using technology, and applying highlevel problem-solving and thinking
skills.
 Mathematics, science and
career/technical teachers working
together to better align and integrate
concepts and skills into assignments
and assessments.
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Table Teams
 Review your current status related to
Research-based Instructional Strategies
and determine one outstanding practice in
place.
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See planner page 25.
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A Rigorous and Challenging
Academic Core Curriculum
All students should be taught the essential
concepts of the college-preparatory
curriculum.
Ability-based
Effort-based
 Students taught in low-level  All students expected to
related academic courses
complete high-level
 Assignments do not require academic courses
students to use academic
 Teachers use activities and
and thinking skills
problems that require
students to integrate and
use multiple academic and
technical competencies
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RIGOR
 ...is the goal of helping ALL students
develop the capacity to understand
content that is complex, ambiguous,
provocative, and personally or
emotionally challenging.
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Source: Teaching What Matters Most: Standards and Strategies for Raising Student
Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001
15
What Rigor Is and Is Not
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Rigor Is NOT
Rigor IS
 A college-prep track for a
small percent of students
 Having a ‘general’ track for
some students
 A change in course titles
 Remedial support that
doesn’t accelerate students
 A ‘one-size-fits-all’ approach
to teaching
 College-prep or honors level
courses for ALL students
 Elimination of the general
track
 Course titles represent
appropriate content
 Elimination of ‘remedial’
courses and addition of
double-dosing, ‘catch-up’ or
acceleration course with the
regular course
 Structured extra help for
those students needing time
or assistance
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Rigorous and Challenging
Why?
 Rigorous coursework is the best
predictor of achievement.
 It provides focus and addresses
college- and career-readiness
 It teaches ALL students the content
historically taught to the top students.
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Rigorous and Challenging
Why?
 Rigorous coursework engages ALL
students with content that is aligned to
state, national, and international
standards.
 ALL students need to apply knowledge
to real-world problems.
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SREB’s Literacy Goals
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 Students will:
 read the equivalent of 25 books per
year across the curriculum
 write weekly in all classes
 use reading and writing strategies to
enhance their learning in all classes
 write research papers in all classes
 be taught as if they were in honors
language arts classes
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Fifteen Literacy Strategies Any
Teacher Can – and Should – Use
1.
2.
3.
4.
5.
Admit slips
Exit slips
Double entry or two column notes
ReQuest
Interactive CLOZE
6. Cubing
7. Open-response questions – A KEY
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Fifteen Literacy Strategies Any
Teacher Can – and Should – Use
8.
KWL charts
9.
Metaphorical Thinking
10. Jigsaw reading
11. Paired Reading
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12.
13.
14.
15.
Graphic organizers
GIST
WordSplash/Capsule Vocabulary
RAFT
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Key Indicators for Literacy
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Students:
 Often used word-processing software to
complete an assignment or project
 Often revised their essays or other written work
several times to improve their quality
 Sometimes or often were asked to write indepth explanations about a class project or
activity
 Discussed or debated with other students each
about what they read in English or language
arts classes at least each month
 Read and interpreted technical books or
manuals at least weekly to complete
assignments in CTE areas (CTE Students SDW
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What do you think the 100 most
improved schools did to engage more
students in literacy across the
curriculum?
Indicator:
They used word-processing software to complete an
assignment or project often.
+9
They revised their essays or other written work several
times to improve their quality often.
+6
They were asked to write in-depth explanations about a
class project or activity sometimes or often.
+ 13
They discussed or debated with other students about
what they read in English or language arts classes at
least monthly.
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Most-Imp
Sites
They read and interpreted technical books and manuals
at least monthly to complete assignments in their
career/technical area (CTE students only).
Source: 2006 HSTW Assessment
+4
+7
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What do you think the 100 most
improved schools did to engage more
students in literacy across the
curriculum?
MostImp
Sites
Indicator:
+6
They read an assigned book outside of English class and
demonstrated that they understood the significance of the
main ideas at least monthly.
+ 3.2
They read non-school related materials outside of class for
two or more hours in a typical week.
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They completed short writing assignments of one to three
pages for which they received a grade in their English classes
at least monthly.
+7
They completed short writing assignments of one to three
pages for which they received a grade in their science
classes at least monthly.
+3
They completed short writing assignments of one to three
pages for which they received a grade in their social studies
classes at least monthly.
+6
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Literacy Experiences Across the Curriculum
and Higher Reading Achievement
80%
70%
70%
57%
60%
50%
40%
40%
30%
20%
10%
0%
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Intensive
Moderate
Low
Source: 2006 HSTW Assessment and Student Survey
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Table Teams
 Review your current status related to
Literacy and determine one outstanding
practice in place.
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 Determine one action for year 1, year 2
and year 3 the school can take to get
students to read 25 books a year, write
weekly in all classes, use reading and
writing strategies to learn content in all
classes and write at least one research
paper in each class.
Pages 25-26 and planning page 27
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Rigorous and Challenging
Mathematics Curriculum--Why?
 Success in mathematics is a gateway to higher
education and higher earnings.
 Almost two out of five eighth-graders scoring in the
lowest two quartiles in math fail whatever math course
they take in grade nine.
 Completing a challenging mathematics curriculum is
essential for postsecondary and career.
 Far too many students repeat sixth-grade math content
in grades seven and eight.
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 One-third to one-half of students leave eighth grade
performing below grade level.
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Numeracy Across the
Curriculum Indicators
 Took a math class during the senior year.
 Took at least four math courses in grades 9-12.
 Math teachers sometimes or often show how math
concepts are used to solve problems in real life.
 Use a graphing calculator to solve a problem at least
monthly.
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 Complete a math project at least monthly using math
in a way that would be used in a work setting.
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Numeracy Across the
Curriculum Indicators
 Orally defend a process used to solve a problem at least
monthly.
 Worked with other students at least monthly on a
challenging math assignment – group and individual
grade.
 Worked in groups to brainstorm how to solve a problem
at least monthly.
 Solved math problems with more than one possible
answer at least monthly.
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 Solved non-textbook math problems at least monthly.
 Used math to complete CT assignments at least monthly.
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Numeracy Experiences Across the
Curriculum and Higher Mathematics
Achievement
80%
70%
60%
50%
40%
30%
20%
10%
0%
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68%
63%
43%
Intensive
Moderate
Low
Source: 2006 HSTW Assessment and Student Survey
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What Can Teachers Do?
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 Focus on meaning.
 Emphasize the mathematical meanings of ideas
and connect ideas other mathematical
concepts in a logically consistent and sensible
manner. —Noah Newcomer
 Make explicit the connections between
mathematics and other subjects.
 Teach new concepts and skills while solving
problems.
 Encourage students to find their own solution
methods.
 Offer students a healthy combination of discovery
learning and practice in mathematics.
 Provide quality cooperative learning opportunities
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Actions to Increase Mathematics
Achievement
 Determine actions you can take to:
 Link mathematics to real life
 Use technology
 Complete math projects
 Students work in teams
 Numeracy across curriculum
 Solve real world problems
 Integrate math into science and
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career/tech courses
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Standards Based Units that Address
Numeracy Across the Curriculum
 Teachers create units of study aligned
to standards in all classes
 Unit plans should include the
following:
 Standard or standards addressed
 Level of intellectual demand—move beyond recall
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& procedural skills to analysis and application
 Major assignments to be given
 Outline the major study skills addressed: literacy
skills and the research-based instructional
strategies
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Standards Based Units that Address
Numeracy Across the Curriculum
 Increase student use of math skills in
all content areas—with special
emphasis in science, CT courses,
physical education, & athletics
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For example:
 Students orally defend a process
they used to solve a math problem
 Students work in groups to solve
math problems
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Table Teams
 Review your current status related to
numeracy and determine one outstanding
practice in place.
 Determine one action for year 1, year 2 and
year 3 the school can take to get:
 All seniors enrolled in math
 Teachers to use more real-world problems,
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technology and cooperative learning
 Teachers to create units of study based upon
college and career readiness standards
 Integrate math into career/technical and science
classes
See page 26 and planning page 27
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Rigorous and Challenging
Science Curriculum--Why?
 Science strengthens our problem-solving and critical
thinking abilities.
 Science drives reading achievement and provides a
context for mathematics.
 Science enables us to make wise personal and
environmental decisions.
 Science helps us to comprehend the natural world.
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 Science is linked to the economic productivity of our
society.
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Significantly More Students in 2004
than in 2002 Experienced High-quality
Science Instruction
Students said they:
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MostImp.
Used science equipment to do
science activity in the classroom at
least monthly
+7
Prepared a written report of lab
results for laboratory investigations
at least monthly
+ 13
Worked with one or more students in
class on a science assignment at
least monthly
+9
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Actions to Increase Science
Achievement
 Determine actions you can take to:
 Have students do a major lab activity
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every two weeks
 Write about what they have learned
from the lab activity
 Read science related articles
 Design and conduct scientific
investigations
 Analyze and defend findings from
investigations
 Complete a science project
Planner Page 27
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Table Teams
 Review your current status related to science
instruction and determine one outstanding practice in
place
 Determine one action for Year 1, Year 2 and Year 3 the
school can take to get students to:
 Take at least 3 CP Science courses (4 in a block)
 Conduct frequent labs in science classes and write about
what they learn
 Read science-related articles science
 Design and conduct scientific investigations in all
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classes
 Analyze and defend findings from investigations
See page 26 and planning page 27
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Key Practice:
High Expectations
Motivate more students to meet high
expectations by integrating high
expectations into classroom practices and
giving students frequent feedback.
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When he wrote, “Blessed is he who expects
nothing, for he shall never be disappointed,”
Alexander Pope could have been describing the
expectations that some teachers at non-improved
schools have for their students – nothing.
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Active Engaging Instruction:
Literacy Strategy
Four Corners
“Students should be given opportunities
to redo work so that their grade is not
affected by the number of times it
takes to achieve the standard.”
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Why Raise Expectations?
 Communicate that high school
counts
 Give students a sense of self-worth
 Help students see that the school
believes in them
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 Help students be more focused,
motivated and goal-oriented
 Prepare students for the next level
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High Expectations
The school expects high-quality work from all
students and all students participate in
challenging classes.
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Ability-based
Effort-based
 Standards vary according
 All students are expected
to each student’s perceived
to meet high standards
ability
 Emphasis is on helping
 Emphasis on learning
students become
procedural skills and
independent learners who
following directions –
can think through problems
students dependent on
and find solutions
someone else to do the
 Teacher indicates quality
thinking
and amount of work
 Standards known only to
necessary to earn an “A” or
teacher.
“B”
43
High Expectations Couples with
Extra Help and Extra Time
The school uses a systematic approach to
identify struggling students and provides extra
help and assistance in multiple ways.
Ability-based
Effort-based
 Students get one chance to  Students are given multiple
learn the content before
opportunities to learn the
they are graded
content and may have to
use their own time to meet
 Students can choose to not
quality standards
participate and receive
zeroes
 Students are required to
complete all work or
receive an incomplete
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Marzano’s Effort Rubric
A Continuum of Effort
1
I put very little
effort into the
task.
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2
I put some
effort into the
task, but I
stopped
working when
difficulties
arose.
3
4
I worked on
the task until it
was
completed. I
pushed myself
to continue
working on the
task even
when
difficulties
arose or a
solution was
not
immediately
evident.
I worked on the
task until it was
completed. I
pushed myself
to continue
working on the
task even when
difficulties arose
or a solution was
not immediately
evident. I viewed
difficulties that
arose as
opportunities to
strengthen my
understanding.
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High Expectation Practices and
Higher Achievement—
OH
Pilot
Sites
Most
Improve
d Sites
Students report that their teachers often clearly indicated the
amount and quality of work that are necessary to earn a
grade of "A" or "B"at the beginning of a project or unit.
38%
50%
Students report that their teachers were frequently available
before during or after school to help them with their studies.
43%
59%
Students report that they usually spend one or more hours
on homework each day.
15%
24%
Students report that they often revise their essays or other
written work several times to improve their quality.
27%
38%
Students report that they have worked hard to meet high
standards on assignments often.
41%
46%
High Expectations Indicators:
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Source: 2006 HSTW Assessment and Student Survey
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High Expectation Practices and
Higher Achievement
71%
66%
62%
56%
53%
43%
Reading
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High
56%
48%
41%
Mathematics
Moderate
Science
Low
Source: 2006 HSTW Assessment and Student Survey
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 Why do you think some
students are in classrooms
with high expectations
while others are not?
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Key Indicators That A School Has
High Expectations
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More students perceive that:
• Courses are exciting and
challenging
• They often try to do their best work
• They seldom or never fail to
complete assignments
• Teachers often encourage them to
do well in school
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Key Indicators That A School Has
High Expectations
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More students perceive that:
 Teachers often showed they care by
not letting them get by without doing
the work.
 It is very important to study hard to
get good grades.
 It is very important to participate
actively in and attend all classes.
 It is very important to take a lot of
college-preparatory classes.
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Different Strategies for Agreeing
on A-, B- and C-level Work
 Use basic, proficient and advanced
NAEP National Readiness Standards
 Use select universities, regional
universities, community college and
high school graduation
 Use procedural/comprehension,
application/analysis, and
analysis/synthesis
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Intellectual (Webb/Bloom)
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Actions for Defining the Amount
and Quality of Work Expected
 Benchmark assignments and
assessment to proficient
level/grade level
 Develop common course syllabi,
rubrics and end-of-course exams
 A, B, C, Not-yet grading scale
 Power of I details follow
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What does the
“Power of I” look like?
Students no longer receive zeros when work
isn’t turned in; they don’t have an option not to
turn in work
Students must be given extra help opportunities
(required) to complete the work during the
school day (not during the class) or after school.
Students cannot receive an A (or a B in some
schools) on any assignment that is late or turned
in incomplete.
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Students never receive an F if an assignment is
completed within the year or semester
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Actions to Make Homework
of Value
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 Multiple formats for homework include shortterm practice and long-term high level
projects
 Study groups established so students can
get support
 Homework crosses multiple curricular areas
and students receive credit in each area
 Teachers communicate that homework is
important
 School establishes and communicates a
clear homework policy
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College Readiness
 SAT scores
 500 or higher= ready for college level work
 Below 450 = remediation
 Select universities (1100 score for acceptance)
 ACT College-readiness Benchmarks:
 English
 Reading
 Mathematics
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 Science
18
21
22
24
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Actions for Revising Work
 Three-week assessment
 Requiring extra help for those
not meeting standards
 Teachers do not let students
get by without doing work
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Raising Expectations
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 Review your current status related to the key
practices and determine one outstanding
practice in place
 Determine one major action your school can
take to establish common expectations for A,
B and C work
 Determine one major action your school can
take to get students to redo work until it
meets standards
 Determine one additional major action to
further raise expectations at your school
 Note: Actions should be measurable
Workbook pages 28-29
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