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Patti Porto

Scientific Learning's Fast ForWord Language series included on NCRTI Instructional Inte... - 1 views

www.schoolcio.com/...50808

literacy reading rti

shared by Patti Porto on 30 Sep 11 - No Cached
  • Patti Porto on 30 Sep 11
     
    "Scientific Learning's Fast ForWord Language series included on NCRTI Instructional Intervention Tools Chart Printable Version Email this page September 20,2011 The National Center on Response to Intervention (NCRTI) has added the Fast ForWord® Language series program from Scientific Learning (NASDAQ:SCIL) to its "Instructional Intervention Tools Chart." The NCRTI publishes the Instructional Intervention Tools Chart to help educators and families select instructional intervention programs that best meet their particular needs. Through intensive, individualized interventions, Fast ForWord Language Series helps districts move elementary Tier 3 students, as well as struggling students, English language learners, and those with special needs, toward grade level reading skills-and success in the general classroom. Fast ForWord Language Series is part of the Fast ForWord family of educational products that accelerates learning by applying proven research on how the brain learns. The products can improve student achievement by one to two years in as little as eight to 12 weeks."
Patti Porto

Video: School of thought in Brockton, Mass. - 0 views

www.pbs.org/...6959

leadership change gap

shared by Patti Porto on 09 Jul 11 - No Cached
  • Patti Porto on 09 Jul 11
     
    Video from PBS - "In 1998, when Massachusetts first implemented new standardized testing that was required for graduation, administrators at Brockton High School learned that more than 75 percent of their 4,000 students would fail to graduate. But over the last decade a small group of dedicated teachers have changed the way every class is taught. They began a schoolwide literacy program to reinforce literacy skills in every class, including math, science and even gym. The transformation at Brockton has been remarkable: Failure rates for that state test have dropped to 6 percent for English, and the school was featured in a 2009 report on exceptional public high schools by the Achievement Gap Initiative at Harvard University."
Patti Porto

America's Educational Crossroads: Making the Right Choice for Our Children's Future | U... - 0 views

www.ed.gov/...-our-children%E2%80%99s-future

shared by Patti Porto on 20 Jan 15 - No Cached
  • Johnson said, “I made up my mind that this Nation could never rest while the door to knowledge remained closed to any American.”
  • I believe every single child is entitled to an education that sets her up for success in careers, college, and life. I believe education cannot and should not be boiled down just to reading and math. I believe the arts and history, foreign languages, financial literacy, physical education, and after school enrichment are as important as advanced math and science classes. Those are essentials, not luxuries. I believe that all students must be held to high expectations for learning, no matter their zip code, race or ethnicity, disability, or whether they are still learning English. I believe that states should always choose those standards, as they always have, and that those standards should align clearly and honestly with what young people will need to know for success in school, in college, and in life.
  • I believe that every single child deserves the opportunity for a strong start in life through high-quality preschool, and expanding those opportunities must be part of ESEA. I believe that every family, and every community, deserves to know that schools are making a priority of the progress of all children, including those from low-income areas, racial and ethnic minorities, those with disabilities, those learning English, and others who all too often, historically, have been marginalized, and underserved, and undereducated. And I believe they deserve to know that if students in those groups actually fall behind, that schools will take action to improve. I believe that no student deserves to be cheated out of an education by being stuck in a school that fails too many of its students, year after year after year. I believe that schools must be a pipeline to opportunity, not to prison.
  • ...4 more annotations...
  • I believe that we should create new incentives to catalyze bold state and local innovation in support of student success and achievement.
  • I believe that every single child deserves fair access to the resources of her school and her district – and access to excellent teachers and principals.
  • I believe all educators and principals need and deserve excellent preparation, support and opportunities for growth that go far beyond what exists in most places today. And I’m pleased to say, you’ll hear more about this when President Obama releases his budget. I believe teachers and principals deserve to be paid in a way that reflects the importance of the work they do – regardless of the tax base of their surrounding community. I believe teachers and schools need greater resources and funds. This year, President Obama's Budget will include $2.7 billion for increased spending on ESEA programs, including $1 billion additional just for Title I. And we will fight to make sure Congress provides more resources as part of any effort to rewrite ESEA. I believe those in low-income schools should have resources and support comparable to that in other schools. Our children and teachers, who need and deserve the most, cannot continue to receive the least. I believe that all teachers deserve fair, genuinely helpful systems for evaluation and professional growth that identify excellence and take into account student learning growth.
  • I believe parents, and teachers, and students have both the right and the absolute need to know how much progress all students are making each year towards college- and career-readiness. The reality of unexpected, crushing disappointments, about the actual lack of college preparedness cannot continue to happen to hard working 16- and 17-year olds – it is not fair to them, and it is simply too late. Those days must be over.
  • Patti Porto on 20 Jan 15
     
    Arne Duncan speech on re-authorizing ESEA
Patti Porto

How Educators in Rural New York got Creative with Common Core | MindShift - 0 views

blogs.kqed.org/...-got-creative-with-common-core

tbt oip mtss

shared by Patti Porto on 06 Mar 15 - No Cached
  • Patti Porto on 06 Mar 15
     
    ""What's worked well for us is the whole teamwork thing, realizing that we can't do it by ourselves and it's ridiculous to think we can," said King. "We show no shame in letting each other know when we fail." In addition, the school decided to group children by ability for 30 minutes daily in both math and English across the grade. That allowed some children to catch up, and a deeper dive for others even as they all learned the same basic material together. The change meant that for an hour each day, teachers left their classes and took a group of students that could number between 3 and 15, who were at a similar learning ability for that subject. As a result, the lessons, and the assessment of the children, had to be in lock-step. The strongest and weakest teachers worked as a team, and often met at the end of the day to discuss which lessons worked and which didn't. They also kept track of the progress of individual students using "exit tickets" or short assessments on tablets at the end of each class."
Patti Porto

Studio 113 - Mr. Hardison's Site - 0 views

teacherpages.hallco.org/...jhardison

pbl english UDL hs multimedia

shared by Patti Porto on 14 Mar 13 - No Cached
  • Patti Porto on 14 Mar 13
     
    "Our mission in Studio 113 is to utilize students' individual gifts and talents in conjunction with the AP Language, American Literature, and World Literature curriculums. Through a diversity of teaching structures and variety of authentic assessments, students are encouraged to explore their own creativity and imaginations while demonstrating mastery of the Georgia Performance Standards.  Project assignments include movies, original music and music videos, Whose Line Is It Anyway? skits, soundtracks, commercials, pamphlets, catalogs, short stories, poetry anthologies and much more.  We also accept students' appropriate project proposals, as long as the standards are thoroughly addressed.  Instead of a traditional, sedentary classroom structure, students in Studio 113 are guided towards self-awareness and recognition of worldly realities under the umbrella of learning structures that utilize and tap into multiple intelligences.  Ultimately, we as educators seek to foster an environment that promotes freedom of thoughts and expression"
Patti Porto

Bloom's Revised Taxonomy - More Than English: Teaching Language and Content - 0 views

morethanenglish.edublogs.org/...blooms-revised-taxonomy

blooms

shared by Patti Porto on 11 Nov 13 - No Cached
  • Patti Porto on 11 Nov 13
     
    "It is useful to picture Bloom's taxonomy as a wheel since all stages are not required for every lesson and every lesson does not necessarily lead to "Creating."  You can print the "the wheel deal" for your classroom or student notebooks."
Patti Porto

Brightstorm - Online Courses for Students in Math, SAT, AP, and other subjects - 0 views

www.brightstorm.com

udl web2.0 tutorial di science video math english

shared by Patti Porto on 06 Sep 11 - Cached
  • Patti Porto on 06 Sep 11
     
    supplemental information for courses
Patti Porto

Figment - 0 views

m.figment.com

writing english

shared by Patti Porto on 30 Oct 11 - No Cached
  • Patti Porto on 30 Oct 11
     
    Figment is a community where you can share your writing, connect with other readers, and discover new stories and authors. Whatever you're into, from sonnets to mysteries, from sci-fi stories to cell phone novels, you'll find it all here.
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