Achievement First is a growing network of non-profit, high-performing, college-preparatory, K to 12 public charter schools in Connecticut, New York and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America's children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world and to serve as the next generation of leaders in our communities.
Achievement First was established in 2003 by the founders of Amistad Academy, a nationally acclaimed public charter school in New Haven, CT. Amistad Academy, which was founded in 1999 to prove that urban students can achieve at the same high levels as their suburban peers, enabled its students to achieve at such extraordinarily high levels that the founders were asked to use Amistad Academy's knowledge and best practices to have a greater impact. Achievement First has grown into a network that includes 25 public charter schools in five cities.
Achievement First will continue to create public charter schools that close the achievement gap, while also looking to partner with other like-minded, reform-oriented organizations and traditional school districts to maximize our collective impact. Our theory of change is that by creating the equivalent of an urban public school "district," Achievement First can serve as proof that closing the achievement gap is possible at district scale and inspire broader reform. Achievement First is focused on continuing to close the achievement gap and serving as an example for other public charter schools and traditional public school districts. We will continue our work until every child is given access to a great education and enjoys the real freedom that flows from that opportunity.
33. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegners continental drift hypothesis and what
additional pieces of evidence may be necessary.
34. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegners continental drift hypothesis and what
additional pieces of evidence may be necessary.
35. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegners continental drift hypothesis and what
additional pieces of evidence may be necessary.
36. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegners continental drift hypothesis and what
additional pieces of evidence may be necessary.
Not sure where to get started? We recommend the Common Core.
58. A+ Expectations
Eyes on the speaker, be it me as the teacher or your peers.
Voices off while others are speaking.
59. A+ Expectations
Eyes on the speaker, be it me as the teacher or your peers.
Voices off while others are speaking.
Raise a straight, silent hand to ask or answer questions.
60. A+ Expectations
Eyes on the speaker, be it me as the teacher or your peers.
Voices off while others are speaking.
Raise a straight, silent hand to ask or answer questions.
Speak in a whisper voice to your peer, and be sure your
conversation is limited to the topic.
61. A+ Expectations
Eyes on the speaker, be it me as the teacher or your peers.
Voices off while others are speaking.
Raise a straight, silent hand to ask or answer questions.
Speak in a whisper voice to your peer, and be sure your
conversation is limited to the topic.
I will know youre finished when I have pencils down and
eyes on me.
69. Next, highlight what, exactly,
you are looking for from every
scholar:
I know the scholars in the front
row are ready because their
pencils are down and their
eyes are on me
70. Last, give a friendly reminder
(always in a firm but neutral
tone).
71. Last, give a friendly reminder
(always in a firm but neutral
tone).
I need a few of our friends in
the back to put their pencils
downalmost there, still need
one scholars eyes. Thank
you.
72. If one or two scholars
remain
off-task rely on proximity
and non-verbal cues to
reiterate expectations and
bring them back on board.
81. Going above and
beyond in terms of
work produced or for
embodying any of
our REACH values.
.
82. Going above and
beyond in terms of
work produced or for
embodying any of
our REACH values.
Respect. Enthusiasm. Achievement. Citizenship. Hard Work.
.
83. Aim to make three
times as many
positive comments
as corrections.
91. Now, that youre
getting nerdy with it,
lets talk about the
structure of the
lesson.
92. We know you dont have a
whole lot of time
to work with our scholars.
93. We know you dont have a
whole lot of time
to work with our scholars.
We get it.
94. We know you dont have a
whole lot of time
to work with our scholars.
We get it.
(And weve all been there.)
95. But these final points
will help to ensure you
make the most of it.
96. But these final points
will help to ensure you
make the most of it.
Like All State, weve got you covered.
97. Deliver a brief mini-lesson,
during which you are
directly instructing students
for content acquisition or on
a particular skill that is
aligned to your aim.
98. This is your time to be
that content geek
and really hook
students on what they
are learning and about
to do.
104. Cold calling is but one way to
check for understanding.
Here are some others:
105. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses
106. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses
Response Cards
107. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses
Response Cards
Quick Writes
108. Choral Responses
All students in the class or group respond orally in
unison to a teacher prompt.
109. Choral Responses
All students in the class or group respond orally in
unison to a teacher prompt.
110. Response Cards
Students can respond as a group by displaying
'response cards' which display their answers to a
teacher question or academic problem.
111. Response Cards
Students can respond as a group by displaying
'response cards' which display their answers to a
teacher question or academic problem.
112. Quick Writes
Students jot down a response to a question or
prompt on their paper. The teacher moves
throughout the room checking students responses.
113. Quick Writes
Students jot down a response to a question or
prompt on their paper. The teacher moves
throughout the room checking students responses.
123. Ratio?
The amount of time students
are talking compared to the
amount of time the teacher is
talking.
124. Ratio?
The amount of time students
are talking compared to the
amount of time the teacher is
talking.
(You already had your time to
talk, now let scholars show off!)
134. Remember:
Right Is 檎庄乙鞄岳.
Right is Right is about the difference between partially right and all-the-
way rightbetween pretty good and 100 percent. The job of the
teacher is to set and defend a high standard for correctness: 100
percent.
140. Have clear criteria for
success to ensure
scholars know what
exemplAry looks like.
You can think of criteria for success as a rubric
141. Have clear criteria for
success to ensure
scholars know what
+
exemplAry looks like.
You can think of criteria for success as a rubric
142. Plan for scholars to have
ample time to complete
their assessment
at the end
of your lesson.
143. And, in an ideal world,
there will be time
remaining to showcase
their thoughtful responses
and reiterate key points to
provide a sense of
closure.
144. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what youd change if you could do it again.
145. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what youd change if you could do it again.
And remember: feedback is a gift.
146. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what youd change if you could do it again.
And remember: feedback is a gift.
149. AF's Lesson Planning Template and
AFs Essentials of Effective
Instruction are attached to your
finalist day email.
They are super helpful.
150. And catch some AF PD.
Classroom Routines and Expectations
Joy Factor
Student Engagement
151. Read a book we
Teach Like A Champion:
49 Techniques that Put Students
on the Path to College
by Doug Lemov
You might want to add these to your
shelf, too
Teach Like Your Hairs on Fire: The Methods and
Madness Inside Room 56
by Rafe Esquith
Teaching with Love and Logic: Taking Control of
the Classroom
by Jim Fay and David Funk
With All Due Respect: Keys for Building Effective
School Discipline
by Ronald Morrish