If we know what students will face when they get to college, we should be able to design a high school program that will help prepare them. This slideshow explores the performance tasks, scaffolding, and mapping that schools can undertake in order to ensure that students have multiple opportunities to learn the skills required to meet the demands of college.

1. Introduction to the reDesign
Learning Genome Project
Organizing Classroom Practice to Help
Students Attain a College Degree

2. We all want to see our students
graduate from high school …

3. We all want to see our students
graduate from high school …
But what happens after
graduation?

4. For every graduate who makes it to
college, in their 1st year, they will be asked
to…
• Write 90-100 polished pages
• Read 5000 pages
• Complete 6-8 Final Exams
• Write 30 problem sets
• Complete 10 labs
• Undertake 4 research papers
• Write 12 Argument Essays & Position Papers

5. For every 8 who make it to
college … 3 will never finish.
But what happens after
graduation?

6. For every 8 who make it to
college … 5 will need remedial
classes.
But what happens after
graduation?

7. How do we improve the odds

8. How do we improve the odds?

9. to ensure that 100% of our graduates
will have the skills necessary to earn
their college degrees?
How do we
improve the
odds

10. A competency-based
system that…
How do we
improve the
odds?

11. A competency-based
system that…
• Is aligned to the
Common Core
How do we
improve the
odds?

12. A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep.
performances
How do we
improve the
odds?

13. A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep.
performances
• Provides students with
multiple opportunities to
achieve competency
How do we
improve the
odds?

14. A competency-based
system that…
• Is aligned to the
Common Core
• Is pegged to
authentic, college-prep
performances
• Provides students with
multiple opportunities to
achieve competency
• Is adaptable and
“personalize-able”
How do we
improve the
odds?

15. A competency-based
system that…
• Is pegged to
authentic, college-prep.
performances
• Is aligned to the
Common Core
• Provides students with
multiple opportunities to
achieve competency
• Is adaptable and
“personalize-able”
• Provides teachers with
rich scaffolding
How do we
improve the
odds?

16. How do we support
our teachers to make
this change?

17. How do we support
our teachers to make
this change?
Part 1: A Performance
Task Map

18. The typical work load
for freshman year of
college
Part 1: A Map of Authentic College
Prep. Performances

19. A sample year-by-year
progression of performance
tasks for a student’s high
school career.

20. If they will write 90-100
pages in the freshman
year of college, what do
they need to write in the
freshman year of HS?

21. If they will read 5000 pages in
the freshman year of
college, how many pages will
they need to read in 9th grade?

22. If they will perform 72
times as freshman in
college, how many
times should they
perform as freshman
in high school?

23. Who should introduce
students to these
performances? When?
How? Who should follow
up on providing
opportunities to practice?

24. How do we support
our teachers to make
this change?
Part 2: A Performance
Task Pacing Calendar

25. Example of 20 Weeks of Social Studies.
Part 2: A Performance Task
Pacing Calendar

26. Example Map of all 4 Core Academic Courses.

27. Let’s go back to our students and
our question:

28. How do we
improve the
odds?
Let’s go back to our students and
our question:

29. • We assign work similar to the work students will see in
college.
• We build stamina by gradually increasing the load.
• We support competency by providing multiple opportunities
to practice Common Core aligned college prep tasks.
How do we
improve the
odds?
Let’s go back to our students and
our question:

30. How do we support
our teachers to make
this change?
Part 3: Modularized &
Scaffolded Performance
Task Guides

35. Aligning to the Common Core
The Common Core
Standards are
complex, requiring
students to be able to
easily use many skills
concurrently.

36. Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details
and well-structured event
sequences.
An Example Of Complexity
A

37. Writing Standard 3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details
and well-structured event
sequences.

38. The Performance Tasks
are Designed to address
the complexity, in 2 ways

39. The Performance Tasks
are Designed to address
the complexity, in 2 ways
1. The Formative
Assessment Tasks

40. Tasks are
modular, intentionally
repetitive, and adaptable.

41. 2. Each Formative Assessment
Task supports teachers with
strategicially selected activities
to support a skills-oriented
approach to the tasks.

42. 2. Each Formative Assessment
Task supports teachers with
strategicially selected activities
to support a skills-oriented
approach to the tasks.

43. Where do the
activities come
from?

44. Mapping Learning
Strategies, Skills and the
Common Core Standards to the
Instructional Shifts and
Curriculum Planning.
Part 4: Learning Genome Project

46. Map 1: High-leverage
skills mapped to the
Common Core Standards

50. The Genome is designed
with multiple entry points
After a skill is identified, a teacher
could identify an effective activity for
helping students meet Anchor
Standard 3 for Writing: Write
narratives to develop real or imagined
experiences or events using effective
technique, well-chosen details and
well-structured event sequences.

52. Map 2: Mapping high
leverage skills to
activities and lesson
planning

57. Map 3: Mapping an Activity
to a Learning Strategy

58. Map 4: Mapping high
leverage skills to
learning strategies

59. The subset of activities
that focus on developing
the strategy of inferring
within the skill of
Character
Analysis, related to
Common Core Writing
Standard 3.

63. What’s Next
• Writing up the skills and activities
• Expanding the skill set list
• Developing a mobile platform for the
maps