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Ballico Cressey Keynote

8/11 for the amazing Ballenger

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Jon Corippo
CUE Director of Academic Innovation
jcorippo@cue.org @jcorippo
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Ballico Cressey Keynote
Ballico Cressey Keynote
Ballico Cressey Keynote
Ballico Cressey Keynote

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Ballico Cressey Keynote

  • 1. Jon Corippo CUE Director of Academic Innovation jcorippo@cue.org @jcorippo
  • 16. Sept 2013 Sept 2014 Science Labs under equipped
  • 17. Sept 2013 Sept 2014 Regular Math Classes
  • 19. Sept 2013 Sept 2014 Typical School Start Countywide
  • 20. “Prometheus: blasted from within or without, on his rock. A failed hero.” (p.29)
  • 22. 1st task: retreat from the world as it is
  • 23. 2nd task: return transfigured
  • 24. Very little we need! The Cretean maze and the thread. The little is close at hand.
  • 25. Enlightenment cannot be communicated, only the WAY to enlightenment can be communicated
  • 26. The belly of the whale
  • 28. Status Quo: School Assistance: A book? A TED Talk? Departure: The vision/the meeting Trials: CTO, CBO,The Board,The Union Approach: Negotiations, the contract, the leaseCrisis Parents! Ed Code! Treasure: The rollout works! A new ed leader is born Result: Excited students Return: Peer acceptance Resolution: Year 2 Sequel: More grade levels, bigger projects, more !
  • 31. If you aren’t willing to ask what if… Then you will always be left with… what is. #leadwild@DCulberhouse
  • 32. “the suck” No one was allowed to say “Mogadishu” They had to say “the suck”
  • 33. But in school, we need a name for the problem. “the suck”
  • 34. Excitement Level: Resting Brainstorming Reality Failure to exit “the suck” “X” defeating “the suck”
  • 37. Project Announced Project Due Typical Student Activity Ideal Student Activity Last Minute Rush Finished Early & Reflection Completion Fast Start
  • 38. We have to “uncondition” the students from failure. They have been in “the suck” for years.
  • 39. BAD NEWS The teacher preceding you likely never conquered “the suck”
  • 40. “I’m giving you a B to motivate you…”
  • 41. Mariposa USD Universal Grading Guidelines Providing a consistent experience for our students and parents 8/20/14
  • 42. Why? We should provide a smooth gradebook experience district wide from K-12 TK 12
  • 43. To allow for circumstances where a student is genuinely unable to make a request in advance of making a late submission, there will be a delay of seven days before a penalty is applied. A student may submit details of mitigating circumstances during that time, with as much detail as possible and supporting documents where appropriate. If illness is the reason for the late submission a doctor’s letter is always required. Mitigating circumstances must relate to unforeseen and unavoidable events occurring on (or about) the day of submission. If suitable mitigating circumstances are not presented by the student within the time allowed, the policy requires that marks be deducted as follows: ! Up to 24 hours late, loss of 5% of the mark awarded; ! Between 1 day and 7 days late, loss of 10% of the mark awarded; ! Between 8 days and 14 days late, loss of 15% of the mark awarded; ! Between 15 days and 21 days late, loss of 20% of the mark awarded; ! More than 21 days late, work disallowed.
  • 44. Policy on late work Each student will have a total of 4 free late (calendar) days applicable to any assignment (including the lit review and project milestone) except the final project paper. These can be used at any time, no questions asked. Each 24 hours or part thereof that a homework is late uses up one full late day. Once these late days are exhausted, any homework turned in late will be penalized 20% per late day. Late days are not applicable to final projects.
  • 45. Some instructors penalize any late paper that is not justified by a documented illness or other acceptable excuse. Some allow students to hand in one late paper without penalty, if the student informs the instructor in writing before the paper is due and turns the paper in within a week or by a specified extended deadline. Others allow one "excused" late paper but penalize additional late papers up to a full grade per day. Penalties range from a third of a grade per calendar day or class day to a full grade per day late. In no case should a penalty exceed more than one grade per day. Also, penalties should be applied consistently throughout the quarter for all students.
  • 46. Why? For top performance, we must lower our students’ affectivefilter
  • 47. Why? We must provide feedback to affect a response. Grading is that feedback. If the grade is only at the end, kids do not change and adapt in time
  • 48. 1. Grades should typically be updated online once a week. Students and parents need routine feedback. Larger projects may take longer to grade.
  • 49. 2. As a guideline, classwork and homework should equal approximately 60% of a student grade, with tests and quizzes comprising the rest. Some models might include: 60/40 or 30/30/40 or 30/30/20/20, with a balanced approach that doesn’t overrate either tests or classwork/homework.
  • 50. 3. Coding: AB, INC, MI These codes will give parents more information when they access grades.
  • 51. Grade 4 and up 4. Late work: missing assignments should be marked at a maximum of 70%, losing 10% point value per week, until the trimester or quarter ends. At the end of a grading period (quarter or trimester), the score becomes permanent. *In class assignments may be given a “no makeup” option - these are typically completed in less than one class.
  • 52. 5. In the place of “extra credit”, meaning additional work done outside the normal scope of class, students should be able to earn bonus points for finishing and turning in work before established deadlines. This encourages students to finish their work early and have time for feedback before the assignment is due. The idea is to get kids finishing work earlier and not have the option of raising a grade at the “last second”
  • 53. 6. Emails or messages from parents or students regarding grades should be returned within three business days. Ideally, answers will happen in one business day - but sometimes folks are busy with projects and events.
  • 54. How to Lesson Design like a
  • 56. Can you be a chef and work at McDonald’s?
  • 58. That is an “Indian Village”
  • 61. REPS 4-6 Reps to move from KNOW to UNDERSTAND
  • 62. Progression I teach them this so that I can teach them that…
  • 63. success If only 4 of my students are getting A’s, I’m going to get fired.
  • 65. Smart School Start 2014 Academic Mini-Mixer Dogs and Cats Estimated time: 20 minutes
  • 66. 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the dog Things shared by both Things unique to the cat
  • 67. The Dog's Diary   8:00 am - Dog food! My favorite thing!
   9:30 am - A car ride! My favorite thing!
   9:40 am - A walk in the park! My favorite thing! 
 10:30 am - Got rubbed and petted! My favorite thing!
 12:00 pm - Milk bones! My favorite thing!
   1:00 pm - Played in the yard! My favorite thing!
   3:00 pm - Wagged my tail! My favorite thing!
   5:00 pm - Dinner! My favorite thing!
   7:00 pm - Got to play ball! My favorite thing!
   8:00 pm - Wow! Watched TV with the people! My favorite thing!
 11:00 pm - Sleeping on the bed! My favorite thing!
  • 68. The Cat's Diary Day 983 of My Captivity     My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength.     The only thing that keeps me going is my dream of escape. In an attempt todisgust them, I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates my capabilities. However, they merely made condescending comments about what a "good little hunter" I am.     There was some sort of assembly of their accomplices tonight. I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of "allergies." I must learn what this means, and how to use it to
  • 69. 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the dog Things shared by both Things unique to the cat
  • 70. Focus on completion, with immediate feedback (grades) Don’t take things home.
  • 74. “I do not teach addition or subtraction until second trimester….”
  • 75. Number Time! Thing of the day ___________ Circle 1 2 3 4 5 6 7 8 9 10 Draw them! + - Fact Families + = = How many of 10? -
  • 76. Specific Positive Out of the comfort zone? Transformative
  • 77. The need for speed
  • 79. Name ___________________________ Adverb Verb Noun Adjective Make a three word phrase - label the subject and predicate Interjection Prepositions Conjunctions Pronouns Simile - Analogy Concept: Jon Corippo Write a short paragraph - ! use one of each part of speech
  • 82. That is my grammar lesson plan until Oct 1
  • 84. Name ________________________ Number______________ Imperative Declarative Interrogative Exclamation Dialogue - Character 1 Dialogue - Character 2 (Use quotes and commas!) Use there and their correctly: ________________________________________ ________________________________________ Title the Picture- USE CAPS CORRECTLY!!: ________________________________________ ________________________________________ Use an appositive: ________________________________________ ________________________________________ Write a sentence with a semi colon: ________________________________________ ________________________________________ Write a compound sentence:
  • 85. That is my writing lesson plan until October 31.
  • 90. One slide per student mise en place: 10 min build guaranteed sites defined jobs clear parameters RECIPE
  • 94. Don’t grade these! - ARTISTIC IMPRESSION - TECHNICAL ACCURACY - OVERALL PERFECTION
  • 98. Focus on completion, with immediate feedback (grades) Don’t send things home. Don’t take things home. Clear rubrics. Focus on skills, not facts.
  • 102. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
  • 103. The Training. Play 30 second commercials
  • 104. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
  • 106. The Training. Play 30 second commercials Find commercials on
  • 108. BUY-IN. YOUR STUDENTS WILL ASK TO WATCH AND ANALYZE VIDEOS OVER AND OVER Note: This is “close watching” as opposed to “close reading” - but the skills gained are the same
  • 109. THIS WILL HAPPEN Kids will see Irony, Paradox, Poetic Justice, Foreshadowing and more in REAL LIFE NOT just books.
  • 111. Think Practical Final A one or two period build. Trifold. Short Film. Website. Game.
  • 115. VOTE!
  • 118. VOTE!
  • 121. VOTE!
  • 125. Jon Corippo CUE Director of Academic Innovation jcorippo@cue.org @jcorippo