“ our children are lagging not because of ability, but because of lack of engagement and...
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
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Nancy [email protected]
K-12
Educational Manager
Western Regional Office
866 392 4078 x 1454
425 643 7989
206-719-5820 cellFeel 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.
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
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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?
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121110987 121110987
Establish Curriculum Ensure Participation Measure Achievement Guide 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
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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.
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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
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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.
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Recent research finds that success on AP® exams has a dramatic impact
Source: Camara, Wayne. College Persistence, Graduation, and RemediationSource: 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
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Source: Camara, Wayne. College Persistence, Graduation, and RemediationSource: 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 Group AP® Exam Grade of 3, 4, 5
African-American 28% higher
Hispanic 28% higher
White 33% higher
Low-Income 26% higher
Not Low-Income 34% higher
Comparisons made among students with the same abilities and backgrounds (test scores, family income, school poverty index)
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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
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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?
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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
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Online teaching resources
• Correlations to state standards & textbook programs
• Printable teacher & student pages
• Additional literature selections & links to multimedia resources
• Online professional learning community
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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
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Program components at a glance
• Student Editions
• Teacher Editions
• Online Resources including…
- Assessment & Reporting
- Correlations to Standards
• Sustained Professional Development
English / Language ArtsGrades 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
MathematicsGrades 6-12
• Middle School Math I
• Middle School Math II
• Middle School Math III
• Algebra I
• Geometry
• Algebra II
• Pre-Calculus & Statistics
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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
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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
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What does a SpringBoard® class look like?
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Performanced based assessments
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Level One, Unit 2; SpringBoard® English Textual Power
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• 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.
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• 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.
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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.
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.
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.
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.
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.
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.
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.
Unit Overview
Helps Students
connect knowledge
across units.
Academic Vocabulary
Acquaint students with the math
terms in the unit.
Academic Vocabulary
Acquaint students with the math
terms in the unit.
Essential Questions
Focuses students’ attention
on the “big ideas” 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.
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.
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.
Pre-Assessment
Informal tool to adjust instructional pace and identify
additional scaffolding required for some students.
Suggested Answers in side margin.Suggested Answers in side margin.
CONNECT TO SCIENCE
Helps Students ties a math context to their other
subject areas.
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
LEARNING
STRATEGIES
Students select from
Strategies most
appropriate for items on
the page.
Suggested Answers highlighted on
the reduced student page within the
TE.
Suggested Answers highlighted on
the reduced student page within the
TE.
Planning the Activity
Teaching tips at a
glance.
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.
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).
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.
READING MATH
Tips to help students better
comprehend the problems.
Three Types of Activities
Activities may be:
•Guided
•Directed
•Investigative
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.
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.
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.
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.
TECHNOLOGY TIPS
Indicates when using technology
can be useful.
Provide teachers with additional lessons that
can enhance each activity.
Provide teachers with additional lessons that
can enhance each activity.
TRY THESE
Students are given an example which is followed by
practice exercises.
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.
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.
CHECK YOUR UNDERSTANDING
Suggested answers and sample
explanations.
MATHEMATICAL REFLECTION
Students reflect on what they learned from
the activity.
MATHEMATICAL REFLECTION
Students reflect on what they learned from
the activity.
Allow teachers to know if
students have mastered key
concepts of each 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.
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.
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.
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.
Scoring Rubric
Clearly spells out expectations for student
performance. Assesses math knowledge and
NCTM Process standards.
Embedded Assessment
2-3 per Unit
Embedded Assessment
2-3 per Unit
Student Reflection
Prompts deep-thinking about
what they learned and “Next
Steps”.
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.
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.
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.
Unit Practice
Additional practice for students
needing to further refine their
skills before moving on.
Activity
Related practice targets
specific concepts and skills.
Activity
Related practice targets
specific concepts and skills.
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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.”
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“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?
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Orange County, FL: SpringBoard students outperform non-SpringBoard students in reading and math
0
2
4
6
8
10
12
14
16
18
20
Increase in the Percent
Proficient
Grade 6 Grade 7 Grade 8
FCAT Reading Proficiency Gains Comparisons
SB
Non-SB
-8
-6
-4
-2
0
2
4
6
8
10
12
Increase in Percent
Proficient
Grade 6 Grade 7 Grade 8
FCAT Mathematics Proficiency Gains Comparisons
SB
Non-SB
• 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
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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
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“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 LovingAssistant Superintendentfor Secondary Curriculum
Hobbs, New Mexico
What impact has SpringBoard had in Hobbs Municipal School District?
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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
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SpringBoard Opens the door“Students look at rigor as daunting at 1st, 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.
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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
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“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?
Where is SpringBoard being used?
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