1
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
2

• Nancy Potter
• npotter_at_collegeboard.org
• K-12
• Educational Manager
• Western Regional Office
• 866 392 4078 x 1454
• 425 643 7989
• 206-719-5820 cell

Feel free to CONTACT me
3
Our College Readiness Goals Are Driven By The
College Boards Mission
College Board Mission
College Readiness System
College Readiness

• Students are college ready when they have the
• knowledge,
• skills and
• behaviors
• to complete a college course of study
  successfully, without remediation.

• An integrated array of
• Strategies,
• Programs, and
• Resources
• implemented by schools and districts to
  dramatically increase the number and diversity of
  students who graduate prepared for success in
  college.

Connect Students To College Success
Students must be college ready when they
graduate from high school in order to be
successful in college.
4
What must districts do to ensure more students
are college ready?
Ensure participation and success in
rigorous academic courses
Establish a curriculum based on college readiness
standards
1
2
Measure achievement and monitor progress
Guide college, career and financial planning
3
4
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College Board Programs - the Foundation of the
College Readiness System
Establish Curriculum
Ensure Participation
Measure Achievement
Guide Planning
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2
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1
1
0
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7
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2
1
1
1
0
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Online College Planning Resources
CollegeEd College Planning Publications
SAT Readiness
ReadiStep
PSAT/NMSQT
SAT
AP
AP Potential
Exams
Professional Development
Pre-AP Professional Development
Courses
SpringBoard
Formative Assessments
Professional Development
Rigorous Curriculum
College Board Standards for College Success
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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

8
Source U.S. Department of Commerce, Bureau of
the Census. March Current Population Surveys,
1971-2001, In The Condition of Education, 2002.
The Challenge
33 obtain at least a bachelors degree
93 graduate from high school
EdTrust, 2005
9
Recent research finds that success on AP exams
has a dramatic impact
Students taking AP courses are more likely to
graduate from college in four years or less
Source Camara, Wayne. College Persistence,
Graduation, and Remediation Source Dougherty,
Mellor, Shuling. The Relationship between
Advanced Placement and College Graduation
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Impact of AP students with a score of 3 on
5-year college graduation rates

• Comparisons made among students with the same
  abilities and backgrounds (test scores, family
  income, school poverty index)

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
Source Camara, Wayne. College Persistence,
Graduation, and Remediation Source Dougherty,
Mellor, Shuling. The Relationship between
Advanced Placement and College Graduation
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Rigorous Curriculum The single most significant
predictor of college success
According to NACAC The rigor of the curriculum
is the most significant predictor of academic
success and post secondary education completion.

• Source Adelman, Clifford. (2006). The Toolbox
  Revisited Paths to Degree Completion from High
  School Through College. Washington, DC US
  Department of Education.

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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

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What makes Rigor attainable for ALL Students?

• 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!

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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

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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
Mathematics Grades 6-12 Middle School Math I
Middle School Math II Middle School Math
III Algebra I Geometry Algebra II
Pre-Calculus Statistics
English / Language Arts Grades 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
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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 dont understand about birthdays and
  what they never tell you is that when youre
  eleven, youre 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 dont. You open your eyes and everythings
  just like yesterday, only its today. And you
  dont feel eleven at all. You feel like youre
  still ten. And you areunderneath the year that
  makes you eleven.

31

• Like some days you might say something stupid,
  and thats the part of you thats still ten. Or
  maybe some days you might need to sit on your
  mamas lap because youre scared, and thats the
  part of you thats five. And maybe one day when
  youre all grown up maybe you will need to cry
  like if youre three, and thats okay. Thats
  what I tell Mama when shes sad and needs to cry.
  Maybe shes 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. Thats how being eleven
  years old is.

32

• You dont 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
  dont feel smart eleven, not until youre almost
  twelve. Thats the way it is. Only today I
  wish I didnt 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 Id
  have known what to say when Mrs. Price put the
  red sweater on my desk. I wouldve known how to
  tell her it wasnt 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? Its 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. Its
  an ugly sweater with red plastic buttons and a
  collar and sleeves all stretched out like you
  could use it for a jump rope. Its maybe a
  thousand years old and even if it belonged to me
  I wouldnt say so.

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• Maybe because Im skinny, maybe because she
  doesnt 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.Thats not, I dont,
  youre notNot mine. I finally say in a little
  voice that was maybe me when I was four. Of
  course its yours, Mrs. Price says. I remember
  you wearing it once. Because shes older and the
  teacher, shes right and Im not.

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• Not mine, not mine, not mine, but Mrs. Price is
  already turning to page thirty-two, and math
  problem number four. I dont know why but all of
  a sudden Im feeling sick inside, like the part
  of me thats 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 sweaters 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
  Im 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, thats enough,

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• because she sees Ive shoved the red sweater to
  the tippy-tip corner of my desk and its hanging
  all over the edge like a waterfall, but I dont
  care. Rachel, Mrs. Price says. She says it
  like shes getting mad. You put that sweater on
  right now and no more nonsense. But its not
  Now! Mrs. Price says. This is when I
  wish I wasnt eleven because all the years inside
  of meten, nine, eight, seven, six, five, four,
  three, two, and oneare 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 arent even mine. Thats when
  everything Ive been holding in since this
  morning, since when Mrs. Price put the sweater on
  my desk, finally lets go, and all of a sudden Im
  crying in front of everybody. I wish I was
  invisible but Im not. Im eleven and its my
  birthday today and Im crying like Im 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 cant stop the little animal
  noises from coming out of me until there arent
  any more tears

39

• left in my eyes, and its 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
  everythings okay.

40

• Today Im eleven. Theres a cake Mamas making
  for tonight and when Papa comes home from work
  well eat it. Therell be candles and presents
  and everybody will sing Happy birthday, happy
  birthday to you, Rachel, only its too late.
  Im eleven today. Im 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 tinytiny
  you have to close your eyes to see it.

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• 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?
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Example from Algebra I
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.
Embedded Assessments Allows teachers to back-map
instruction by showing the knowledge and skills
assessed at the end of unit.
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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.
Standardized Test Practice Problem-Sets designed
to accustom students to type and format of
questions found on State and National tests.
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Essential Questions Focuses students attention
on the big ideas in the unit.
Unit Overview Helps Students connect knowledge
across units.
Academic Vocabulary Acquaint students with the
math terms in the unit.
Embedded Assessments Alerts students to
scaffolding of skills leading to an end-of-unit
assessment.
46
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.
Suggested Answers in side margin.
47
CONNECT TO SCIENCE Helps Students ties a math
context to their other subject areas.
Planning the Activity Teaching tips at a glance.
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.
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READING MATH Tips to help students better
comprehend the problems.
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).
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• 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.
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TEACHER TO TEACHER Tips from master teachers
related to content of this activity. Alerts
teachers to possible student misconceptions.
ACADEMIC VOCABULARY Highlights key math terms in
the student text and defines the term.
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TRY THESE Students are given an example which is
followed by practice exercises.
TECHNOLOGY TIPS Indicates when using technology
can be useful.
Provide teachers with additional lessons that can
enhance each activity.
Differentiating Instruction A variety of student
needs are addressed as appropriate for the
demands of the activity.
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CHECK YOUR UNDERSTANDING Suggested answers and
sample explanations.
MATHEMATICAL REFLECTION Students reflect on what
they learned from the activity.
Allow teachers to know if students have mastered
key concepts of each activity.
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Embedded Assessments Performance-based
assessments, done independently, require students
to transfer knowledge to a new situation.
Differentiating Instruction Suggestions for
adjusting instruction for students who may have
difficulty reading the assessment.
Back-Mapping Activities 3.1 to 3.3 ensures all
students are prepared for the assessment.
54
Embedded Assessment 2-3 per Unit
Scoring Rubric Clearly spells out expectations
for student performance. Assesses math knowledge
and NCTM Process standards.
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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.
Self-Evaluation Students express their
understanding of each concept and strategies that
were helpful to them.
56
Unit Practice Additional practice for students
needing to further refine their skills before
moving on.
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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Why did Orange County choose SpringBoard?
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
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Orange County, FL SpringBoard students
outperform non-SpringBoard students in reading
and math

• 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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What impact has SpringBoard had in Hobbs
Municipal School District?
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
Loving Assistant Superintendent for Secondary
Curriculum Hobbs, New Mexico
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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

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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
66
Questions?

• 866-392-4078
• (Toll free)
• Nancy Potter
• 425-643 7989
• Cell
• 206 719 5820
• npotter_at_collegeboard.org

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Why did DeKalb County Schools choose SpringBoard?
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
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Where is SpringBoard being used?