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At the heart of our struggle to improve K12 education, traditional models collide with the limited time for teachers to execute, thus failing to produce the formative assessment (classroom evidence) data required to conduct frequent Plan-Teach-Revise teacher learning cycles.  This happens every day.  I understand this problem and I know solutions.  My specialty is producing results at the most productive level of curriculum development.  Beyond units and lesson plans, measurable results are achieved in the formative assessments and materials needed to teach the lesson.  This level of planning makes teachers ready before entering the classroom, evidence of learning is generated during instruction, and student work is used by PLC’s to discuss revisions after instruction.

Distinctions between levels of planning are critical.  In our standards-based system, we work in a logical sequence from standards and maps (Level 1) to units and lessons (Level 2), and finally to formative assessments and teaching materials (Level 3).  The capacity to produce evidence of classroom results is determined in Level 3; however, this is where things usually go wrong due to a shortage of time for PD and planning.  Level 3 is precisely where teachers achieve a confidence and readiness threshold for new teaching.  Without quality, classroom-ready, formative assessments and teaching materials, lessons do not go well and Plan-Teach-Revise teacher learning cycles are impossible.

Book

DOWNLOAD:  A solution to our most common school improvment problem:  Why we fail to implement the teaching we know increases achievement, and what we can do about to fix it - A draft manuscript  

Common Core Resources: CLOSE READING PLANNING AND TIPS.  The phasing in of close reading in non-ELA classrooms is taking on familar patterns.  This document gives you valuable lessons learned from the classroom that you can use for planning successful close readings. Call and I'll gladly share what we've learned.  Very doable!

Learn why phasing in reading standards through close reading is ground zero for implementing Common Core (928-243-1927)

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Based in Phoenix, AZ, Preston and his team provide training in lesson planning that implements "with evidence" quality teaching strategies and standards, including Common Core.  Our collaborative teacher training is designed to demonstrate ways to respond rapidly when adapting and aligning curriculum to meet urgent needs.designclues

The capacity to implement the Common Core is the same capacity required to adapt and improve lesson plans and teaching to meet a variety of needs.  We plan lesson planning with a particular style and detail that prepares teachers, defines instruction, and measures evidence. Normally there is not enough time to do this, but we’ve refined planning for learning teams produce results in the “hours” available.  Using a streamlined version of Understanding by Design, teachers focus on ready-to-teach classroom materials that represent and support the desired change.

We’ve used informational text structures for years as a prism through which we design new classroom-ready materials; we naturally support literacy while choosing better ways to teach.   We translate the “what” to teach into materials of practice that define “how” to teach it.  Both levels of curriclulum alignment are addressed.  Teachers feel ready.  Brief cycles of improvement become possible.  Teachers, with a common purpose, language, and tools become learning teams.

"Thank you for making Common Core not scary!"
"This training has been intense but ultimately so valuable in giving me knowledge I need to successfully implement Common Core ELA standards into my CTE classroom! I have lesson plans, activities and resources that I can walk into my classroom and use NOW!"

"I have specific lesson plans that outline what I will be doing and what standards I am reaching. I have student handouts - graphic organizers - ready to be copied and handed out. I have teacher models to use for assessing what I want my students to "get"
"I am so excited to now have resources and an explanation of how to carry everything out. I now have a deeper understanding and a wealth of resources both from the presenter and participants. Thank you."
"They opened my eyes to a way the Common Core Standards can be embraced and not feared. They provided time to model, explain, and explore the program in relation to our needs."
"I am overjoyed with the strategies and resources I received to aide into the transition of the Common Core Standards."

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Call and I'll show you how to use the worksheets to create ready-to-use materials.  FREE INFORMATIONAL TEXT POSTER

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